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Trauma

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Standard 4

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When you are in the actual design process of your presentation, I consistently think back to presentations that I have sat in as an audience member - both good and bad. If you look back - I am sure you can think about horrible and awesome presentations. Use these as inspiration. When I go to hear people speak - I come primed to get two pieces of information. First is the content of their presentation. Second is the delivery, design and strategies of the speaker.

A few major points to keep in mind when starting:

1 - Don't stick to the pre-formatted templates. You can add a blank slide and different images and textboxes where ever you want. Just like with a resume - templates are all easily recognizable and boring. Jazz it up with your own layout.

2 - Limit the information on the slide to 2 - 3 key points. In presentation design - less is more. Your presentation is not meant to be a handout with every piece of information you want to give your audience (make another handout for that!). The worst presentation you can give is one where your audience can read everything you plan on saying. Limit the info on each slide to keywords, powerful images and 3 total points. Fill in the remainder of the information with your words.

3 - Pick colors like you would for your house or a car. You wouldn't pick a black wall paint with lime green or pink accents for you living room right? Why would you do that for your presentation? Typically - a light background with darker text is going to be the easiest to read and design. When selecting a background - a texture or non-busy image is the best way to go.

4 - Fonts matter. Please do NOT use script fonts in a presentation -- ever. That said - readability is key. Both in font selection and size of the information on the slide. Depending on the room, audience members may be way in the back and reading really tiny text is frustrating. Think about your audience when designing your presentation.

Where else to look for inspiration:

There is a plethora of examples and tips available for presentation design out there on the web. Simply search for "Presentation Design Tips" or "Presentation Design Essentials". You can also check out the image search for colors, layout, etc to use as inspiration.

Here are a few helpful links to get you started:
20 Best PowerPoint Designs for Inspiration 20 Great Examples of Presentation Design 25 of the Best PowerPoint Presentations 20 Best PowerPoint Designs

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Tools for Totally Awesome School Counselor Presentations

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Parent events, staff meetings, school board presentations and PD conferences. These are wonderful opportunities to grow, advocate and deliver all the great things about your school counseling program. But you have to do it right to be most effective. Check out Chapter 2 of the Public Speaking Tips for School Counselors series.

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Standard 4

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Nafziger _2018_ Narrative Counseling for Professional School Counselors 

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Standard 4

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Professional Development | American School Counselor Association (ASCA)

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Standard 4 (Explanation)

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Standard 3 (Explanation)

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BEING A DOER ISN'T ENOUGH FOR SCHOOL COUNSELORS. STUDENT NEEDS DEMAND SCHOOL COUNSELORS MOVE BEYOND REACTING TO LEADING. Are school counselors doers or

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Standard 3

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Standard 3

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Dollaride_Messy Process of School Leadership

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Standard 3

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Standard 2

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Standard 2

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Standard 2

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Students, site supervisors, and fieldwork course instructors collaborate to document both the direct counseling and indirect supportive work that students need to successfully complete their Practicum and Internship experiences. Both types of hours are important for students' professional development. As part of the direct hours, students must lead or co-lead a counseling or psychoeducational group. This group requirement must be successfully completed by the conclusion of internship I. Students are expected to create logs of direct and indirect hours and to review these logs with their site supervisor and with their fieldwork course instructor. Should the site require the graduate counseling student intern to provide counseling services during the semester break, the site will provide weekly supervision and maintain full legal responsibility for client care during such time. The student is not allowed to count any direct or indirect counseling hours provided to clients during the semester break toward the required contact hours for COUN 6303 or 6348.

Direct Hours for Professional School Counselors

Types of direct counseling hours for Professional School Counseling track students include the following:

1. One-to-one individual and small group counseling sessions with students;

2. Theory-based consultation and advocacy on behalf of students with teachers, administrators, parents/legal guardians, and other school personnel;

3. Large group/classroom guidance sessions;

4. Crisis intervention, assessment (affective, mental health & psychological nature), and counseling;

5. Participation as a school counselor representative in Annual Review & Dismissal and 504 meetings (and other similar planning on behalf of students);

6. Career, vocational, and educational counseling;

7. Assessment of student issues and needs;

8. Training and instruction for parents, teachers, and other school stakeholders; and

9. Training and instruction of students in peer-facilitation and leadership for anti-bullying, conflict resolution, substance use issues, and other relevant academic concerns.

Direct Hours for Clinical Mental Health Counselors

Types of direct counseling hours for Clinical Mental Health Counseling track students include the following:

1. Individual, group, couple, and family counseling and psychotherapy sessions;

2. Assessment and treatment planning with clients;

3. Theory-based consultation, where the student provides consultation to another clinician, professional, client family member, or the parent/legal guardian for a minor-aged client;

4. Training and instruction on mental health topics for professionals and community members (e.g., sexual assault and Intimate Partner Violence (IPV) prevention, signs of depression or suicidal tendencies, wellness, etc.);

5. Career, vocational, and educational counseling;

6. Counseling and psychotherapy for substance abuse, rehabilitation, and comorbidity related issues.

7. Referral counseling (where students evaluate the needs of clients in order to refer the client to a specialist or other service); and

8. Crisis intervention, assessment, and counseling.

←Introduction :: Policies and Practices→

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Students, site supervisors, and fieldwork course instructors collaborate to document both the direct counseling and indirect supportive work that students need to successfully complete their Practicum and Internship experiences. Both types of hours are important for students' professional development. As part of the direct hours, students must lead or co-lead a counseling or psychoeducational group.

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Standard 2 (Explanation)

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Standard 1 (Explanation)

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Standard 1

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Standard 1

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Standard 1