GRADING

You will experience a variety of types of assessments and grading practices during your master's studies in school counseling. Depending on the course and the instructor, assessment may be based on objective exams, essays, projects, papers, class participation, and/or practical experiences. These opportunities will provide feedback to you about your progress more completely than the use of a single type of assessment.

READINESS FOR PRACTICUM IN SCHOOL COUNSELING

In the spring preceding the fall counseling practicum, the School Counseling faculty will decide on the readiness of each student for practicum. The decision will be based on:
1. Completion of all required classes
2. Satisfactory academic standing (3.25 GPA) in the Graduate College; and
3. Demonstration of readiness to meet the level of professional service expected in the schools, including but not limited to
*emotional balance and maturity, and
*ability to learn from feedback

During practicum you will receive ongoing feedback about the development of your professional readiness and skills from your university supervisor and your field supervisor. If your supervisors have any concerns, you will be made aware of these. Successful completion of practicum is necessary before proceeding to internship.

READINESS FOR INTERNSHIP

In the fall preceding the spring school counseling internship, the School Counseling faculty will decide on the readiness of each student to continue the field placement as a school counselor intern. The decision will be based on:
1. Satisfactory academic standing (3.25 GPA) in the Graduate College;
2. Satisfactory performance in School Counseling Practicum, and
3. Demonstration of readiness to meet the level of professional service expected in the schools, including:
*emotional balance and maturity
*ability to learn from supervision, and
*recognition of the limits of competence.

During internship you will continue to receive ongoing feedback about the development of your professional readiness and skills from your university supervisor and your field supervisor. Typically you will receive a review at mid-term and if your supervisors have any concerns, you will be made aware of these. Final evaluation is based on tape recorded and live demonstrations of counseling services, written assignments, oral presentations, and reports from field supervisors.

COMPREHENSIVE EXAMS

All M.A. students are required to take 6 hours of comprehensives usually 3 hours in the Department and 3 hours in their program area. The Department exam is based on the integration of the knowledge and skills covered in the Department Core. The Program Comprehensive is developed by the faculty in each program based on the program requirements. Each program guideline is attached. It is advised that you consult with your academic advisor.

Students take their comps either when they have completed their academic program or during the semester when they are taking their final courses. It is important to remember to file the notification of your plan to sit for comps by the deadline, which will be posted in the halls. If you do not apply by the deadline, your graduation could be put off until comps are offered again. There is more detailed information about the exams available in the Division office, N338 LC, from the departmental secretary, or from your advisor. M.A. Comprehensives are given during Fall, Spring, and Summer sessions.

The Comprehensive Examination Committee, designated by the student on the Comp Exam Request Form, will evaluate the written answers on the basis of accuracy, thoroughness, depth, and organization. Statements, conclusions, and citations should be factually accurate. Answers should cover a broad range of relevant information. Ideas, concepts, and assumptions should reflect efforts to synthesize information. The logic and flow should be orderly.

DEPARTMENT M.A. COMPREHENSIVE EXAMINATION

Each M.A. candidate in the Department of Counseling, Rehabilitation and Student Development is required to write a 3-hour Department Comprehensive Examination. The Examination is designed to evaluate the student's knowledge in five topical areas. This knowledge may be acquired through the Department M.A. core courses and supplementary reading and study. The topical areas are:

1. The process of counseling with individuals from the perspective of several theoretical positions.

2. Small group processes from the perspective of several theoretical positions.

3. How to collect appraisal data and make clinical and statistical interpretations for counseling purposes.

4. To understand life-span development especially as it relates to work and leisure.

5. The cultural, gender, legal, and ethical considerations in counseling.

Questions will require the examinee to demonstrate knowledge about both (a) abstract ideas, concepts, and theories; and (b) applications of concrete techniques, methods, and practices. The examinee will be asked to designate a target client population when giving examples of specific applications.

SCHOOL COUNSELING  M.A. COMPREHENSIVE EXAM 

Each M.A. candidate in the School Counseling Program is required to write a three-hour program comprehensive examination. The examination contains questions about both theory and practice; that is, both abstract theoretical concepts and propositions and concrete practical techniques and methods. Following is a description of general content that will aid candidates as they prepare for the examination. The School Counseling comprehensive exam will include questions from the following topics:

1. The application of individual and group counseling interventions with children and adolescents.

2. The ethical and legal standards for school counseling practice and their application to difficult situations.

3. Career development across childhood, adolescence and early adulthood and appropriate interventions designed to enhance students' understanding of opportunities and relevant aspects of their self-concept/personal identity.

4. Methods for appraising student learning and development including selection of appropriate instruments and interpretation of findings for students, teachers, and parents.

5. The nature of serious student problems such as absenteeism, self-harm, substance abuse, violent and destructive behavior, school failure and drop-out, and educational interventions designed to prevent these problems.

6. The nature of family dynamics as they influence student behavior and appropriate interventions by school counselors.

7. Consultation with parents, teachers, and professional helpers about issues regarding student learning, development and behavior.

8. The nature of schools as organizations, social systems and Acultures and their general impact on student development and learning.

GRADUATE SCHOOL REQUIREMENTS FOR GRADUATION 

Students should be aware that he graduate school of the University of Iowa has specific graduation requirements, which can be viewed at  http://www.uiowa.edu/~gradcoll/current.html or obtained from the graduate school office located in 107 Calvin Hall.