What I Learned from Supervising High School Counseling Interns [Episode 134]

Lauren Tingle 0:00
I will be interested to see who this episode hits more closely to home with high school counseling interns or their supervisors. I’m certain that both groups will find value in this episode. So I’m excited that you’re here and that you saw the title of this and you clicked on it to listen.

Lauren Tingle 0:17
Upfront, I’m going to tell you that I will link resources for new high school counselors in the show notes. So whether you are new or you’re an intern, you’re an almost new high school counselor, or you know, an almost new high school counselor, you can point them in the right direction with some resources that will help them out.

Lauren Tingle 0:35
Being a supervisor to high school counseling interns was one of the best ways that I grew as a professional in this field. This episode will serve interns or new counselors coming into the field. But my hope is that will also serve supervisors who are taking on the role of hosting those counseling students and leading them and giving them feedback. I hope that this would be an episode that would be perfect for you.

Lauren Tingle 1:05
You know, there are very few places that you can continue your professional development as a high school counselor, shout out to the Clique Collaborative, here’s my shameless plug. As a place to do that. That’s my high school counseling membership that’s driven by PD.

Lauren Tingle 1:51
But in this episode, I’m going to share with you one of the ways that I think I grew the most in my counseling skills and just in terms of stretching myself as a person, as a leader as a counselor overall. And that was through supervising interns.

Lauren Tingle 2:06
Think about it, whether you had a meaningful or amazing internship experience, or you did not and you have the opposite, you made it through. And you probably have some highs and lows to share about that.

Lauren Tingle 2:18
My internship experiences all grooming in different ways. And there was definitely an excitement there. Like when I was in that moment that did just help me float on the clouds all the way through those experiences. Yes, it was hard to hear the hard truths during those times and to actually get feedback and hear places that I needed to improve or things that I just wasn’t really great at. Honestly, this was a good thing though. I came out of those moments, even knowing at the time that if it was hard, it was still good.

Lauren Tingle 2:50
So I’m gonna let you know I’m going to share less specific experiences from my own interns like the people that I supervised, I’m not going to share examples of them or things they did right or things they did wrong. Because those are all their stories to tell. Those are not my stories to tell.

Lauren Tingle 3:07
But to be honest, their perceptions of how all that went down is probably different than I remember it as the supervisor. I’m not sure if I’ve shared these experiences before, like even my own as an intern. So there are some more vulnerable parts of those that I’m going to share with you about my own personal internship experiences. Since those are my stories to tell.

Lauren Tingle 3:28
I’m going to tell you a couple of instances about my hardest internship, I’m gonna say air quotes around hardest because on paper, yes, it was the hardest, but I had the best, most honest supervisor, and best and most honest relationship with this supervisor that I could tell she loved me through it. And so I’ll preface all of this too with I was 23 at the time, like that was over 10 years ago.

Lauren Tingle 3:56
I still had a lot to learn about life about school counseling. I was trying to figure out how to be an adult, a grad student under someone else’s supervision. And then also like, implement all the counseling things that I didn’t actually know how to do yet. So let me just unlock for you, my memory bank of some of the more painful memories that I remember about being an intern.

Lauren Tingle 4:17
So one of them in particular was we had done a professional development. I don’t know if it was college board or ACT. This was at a middle school when I had this like, quote, tough supervisor. She was tough and everybody knew it. But she ended up being the best I learned so much from her.

Lauren Tingle 4:36
So just picture that she and I are at an all day professional development. It’s not a college campus. It is clear across town from where the middle school is that I was working at. I lived kind of in between these two places. When I say clear across town, I’m like it was probably 35 minutes at least from point A to point B where we were doing the stuff all day to the middle school back there.

Lauren Tingle 5:01
And at the end of the day, we finished the professional development. And there was probably a maybe an hour left of school. Like if I drove 30 minutes to get there, there might be 30 more minutes at the end of the school day. And we finished the day. And I was like, Okay, I’ll see you later, I got some stuff to do before I head to class this evening. So I’ll see you tomorrow. And she kind of looked at me. And she said, You’re not going back to the school? And I said, Oh, no, I have some things that I needed to finish.

Lauren Tingle 5:30
And like, to be honest, yes, I did. But I also was tired, I didn’t want to drive across town, she let me go, I can tell she wasn’t super excited that I was going to do that. But she didn’t fight me on it. And then when I came in the next morning, she sat me down and kind of told me how disappointed she was that that’s what I chose to do.

Lauren Tingle 5:49
And you know, looking back, our relationship was not severed because of that. Nothing went wrong at the school because I did not come for the last 30 minutes of the day, I did not have anything I was responsible for when I got there. But I think she just wanted to hammer down that level of professionalism that we were going to act like this is my job. And if this was my true job, or what she interpreted that, like she was going to go back to school, so she wanted me to go back as well.

Lauren Tingle 6:14
We did not ride together or anything. So I felt like I was an unpaid intern and I had the freedom to leave near the end of the day. So I don’t know that I would take it back. I just know, I was under someone else’s authority at that point. And it felt kind of uncomfortable to get that feedback when I came in the next day.

Lauren Tingle 6:32
Another time, I’m gonna tell you that I remember that kind of made me cringe as an intern. I remember on an evaluation, as she showing me what my scores were on things. One of the things I guess was like my professionalism in the workplace or something, and she told me that I could dress more professionally.

Lauren Tingle 6:50
And I felt a little blindsided by that one. And I took it with a grain of salt because I did like take pride in getting dressed for the day and feeling like I was dressed modestly never inappropriate. I think she just wanted me to be more dressed up. And I would say this is gonna vary, like based on people’s preferences and their own styles and based on the school’s culture. And, you know, maybe that is even less of a big deal nowadays than it was 10 or 12 years ago.

Lauren Tingle 7:21
I would say don’t be memorable here. And then that’s a good sign. Like, if you are not wearing things that are going to be caused for people talking about you or remembering what you wore, then you’re probably going to be good. Of course, always err on the side of more professional and less provocative, but I would say I was never dressed in a provocative way or anything.

Lauren Tingle 7:42
I think we just had different styles, I don’t know. But I remember feeling really uncomfortable that maybe I was not dressed in the way that she expected me to. So I will say that was a painful moment to remember and to have to have that conversation with a supervisor felt really awkward.

Lauren Tingle 7:59
Okay, enough about my awkward moments as an intern. Now let’s flip to the other side where I was a supervisor. I’m going to go through four key things that you should do as a supervisor, when you’re working with interns. And then with those, I’m going to share some specific examples of things I did when I was at supervisor and kind of what that taught me as a supervisor, what I walked away knowing or how I was better because of this situation, like how it grew me.

Lauren Tingle 8:26
So number one, give your intern flexibility and ownership over something or something’s more than one thing. When it comes to resources that they are using in the program like they’re coming in and they’re having to implement things and come up with things, approach what they use kind of from three different places because I’ve seen this done a couple different ways. And I would say this would be a way to find success.

Lauren Tingle 8:49
Think about where they’re getting their resources to do the things they’re going to do in your school from three different places. One, let them find their own resources, let them do their own research their own digging, get on Pinterest, get in Facebook groups get on TPT. Like tell them to go wild and find their own resources.

Lauren Tingle 9:07
Number two, let them come up with their own resources. Like if they’re a creative person, and they want to come up with the activities and the lesson plans, like let them have some freedom to do that.

Lauren Tingle 9:17
And then number three, let them use the resources that you use. If you have a lesson that you already use. Let them take that and run with it or tweak it and be open to some feedback for that. They will most likely be floundering anyways, like they’re new to this job. They’re panicked, they don’t know what they should be using. I honestly think it would be really rude to tell them that you can’t use anything that I’ve ever used. Like you don’t want to share it with them or also rude to say you can’t go find something and bring it in and use it because what else are they going to do? They just might be so paralyzed and not know what to do.

Lauren Tingle 9:54
They also might be having an insane semester. Think back to when you were in grad school. You might have been juggling a part Time job to pay the bills because you were doing this unpaid internship during the day and paying for out of state tuition away. Was that just me? No, I bet that was a lot of you. So you don’t know like what is going on this person’s personal life, like maybe they don’t have time to be lesson planning outside of all of the other responsibilities they have right now in grad school.

Lauren Tingle 10:20
You understand that you’re in the same boat, you’re not expected to create stuff from scratch every time in the real world. As a real high school counselor, you get things from TPT, you borrow ideas from a colleague, you see a good idea online on YouTube, or while you’re reading the ASKA magazine, and you tweak it for you and your students. So when I give them the space to do that, and do what they need, with all the resources at their disposal, I think that is very realistic.

Lauren Tingle 10:45
So here’s where you get to step in, though. Make sure they’re not just falling into one of those umbrellas, like you get to challenge them and hold their hand along the way. So let them do the research. Let them be creative. And let them be resourceful with what you already have, like, make sure they’re doing all three of those things and not just finding their way down one of those paths without using the other two.

Lauren Tingle 11:09
And here’s how you as a supervisor will benefit from this. You get to hear about the new research that they found and how it can be used in a practical setting. Like I feel like when you’re in the school building, you don’t have the time or energy to be digging into school counseling journals and counseling journals to figure out what the statistics are saying or what the trends are, you get to use them for the research they’re going to bring into your building and your school counseling program. That’s a great thing.

Lauren Tingle 11:36
What a fun conversation topic over lunch. No, but like, for real for real, you get to sit down at lunch with them and talk about things that they’re learning and they get to bring some conversation topics to the table. I’m being serious. I’m not just saying like, shoot the breeze, you have nothing else to talk about. Let’s talk about research, they can bring a lot of good things to that conversation based on what they’re learning.

Lauren Tingle 11:57
You get to see their creativity in action as a supervisor, if you’re not naturally a creative person, this might inspire you. If you are creative, and you’ve been in a rut or you’re jaded by the paperwork, I know we all feel that way sometimes or how things are going in your office or you’ve just had a bad day, you get to see someone else who has some new excitement for the profession, be creative in the ways that they’re solving problems and reaching students.

Lauren Tingle 12:23
If they’re using something you already have, you get to see someone else facilitate it with their style and their flair. Maybe they communicate the same old idea that you always do about scholarships with a new relevant example. And you actually see those light bulbs come on for students, they’re actually paying attention to something that maybe wasn’t that exciting before.

Lauren Tingle 12:43
You get to watch your intern, engage your classroom lesson with a new classroom management technique that you had never heard of, or you had never seen in action, but they learned it in their grad school class. And you never thought about that. Because it’s been a minute since you’ve been in grad school. You were never a classroom teacher. You don’t have those tips to pull from when it’s time for you to be in the classroom. You get to learn from your intern, it’s so cool to see their creativity come to life with the research and the current happenings they’re learning about in their grad school classes.

Lauren Tingle 13:14
So as a supervisor, let them have some freedom, give them that flexibility, but also give them ownership over bringing in resources and letting them go to town with those.

Lauren Tingle 13:24
If you give them this flexibility and ownership over a project, a classroom lesson, a small group, a series of individual counseling sessions and they fail, well that leads us into our second point. Number two, you let them have opportunities to fail where you can correct them. Aren’t we doing this with our high school students every day already?

Lauren Tingle 14:49
Those of you who are listening who are parents know that you’re trying to do this with your kids when they live in your house before you launch them and they leave you after high school or whenever that is for them. So let’s help this high school counseling intern who is under your shade and your security and your safety, let’s allow them some space to fail in that space that you’ve created for them.

Lauren Tingle 15:11
Set up expectations from the very beginning that they should fail, like they’re doing it wrong if they’re not failing here. I think that that is a really good place, a good expectation to set with them, so that they know this is going to be bad if you don’t fail, I need to see you fail. And you can reassure them that it’s better to fail here with you around then, when perhaps they’re the solo counselor at their school or when graduation is riding on their every move, that’s gonna feel really scary to make a mistake there.

Lauren Tingle 15:44
But promise them that it’s okay, if they make a mistake here with you. It’s way less scary to do that with someone who can shoulder some of the brunt of that mistake. You expect them to make mistakes here. If they’re not doing enough to make mistakes here, then they’re not taking enough chances. They’re not stepping outside of their comfort zone, which we’ll get to here in a second.

Lauren Tingle 16:07
So from the beginning, ask them what their hopes and dreams are for this internship, make notes about what they’re excited about, and what they’re most nervous about. Jot it all down, because we’ll talk in a second about giving them honest feedback with that opportunity for correction. But right now, let them have the opportunity, let them have the opportunities to succeed and to fail.

Lauren Tingle 16:27
I don’t know what the culture of your department is like. So I’m not sure if your ideas routinely get shut down, or they are elevated and people are excited about them. But we don’t want our interns ideas to get shot down. They are extra hands to help us get to more students to help us make a bigger impact with our school counseling department.

Lauren Tingle 16:46
So I would say if your intern has an idea, let them run with it say something like, that sounds like an awesome project. What do you need for me to make that happen? Because they just might need some of the logistical information like, When are the lunch schedules? How do I get the kids there? Can we buy them lunch or whatever it is. Be there to cheer them on to support them to help them with those logistics, but let them come up with something on their own and run it and you get to either celebrate with them or be able to give them some constructive criticism on how to make it better.

Lauren Tingle 17:19
My goal when supervising interns was always to get them to a place where they could do this job without me. I remember thinking as an intern that soon no one is going to give me a project to work on. When I walk into work, I’m going to need to know what I’m going to do today, no one’s going to ask me what’s on my to do list for today. The other people around me when I’m in this job are going to assume I have things to do and that I know what needs to get done.

Lauren Tingle 17:43
So how can you inspire your counseling intern to reject that passivity of just sitting back and letting their internship happen to them, and actually inspire them to grab hold of experiences and proactively take initiative? Some of that might have to do like with their own innate desire to do that, or their personality or their maturity or their self awareness.

Lauren Tingle 18:06
But as supervisors, we can all do this next one, we can all push them outside of their comfort zone, push your interns outside of their comfort zone. I know this can get uncomfortable for everyone involved. Like I mentioned, the high school counseling internship is the place to make the mistakes if you’re going to make them, it’s the place where you may flub up and just say something straight up wrong in front of a classroom. But hey, humans, adults, we are humans and adults who make mistakes.

Lauren Tingle 18:34
And I know that might be hard to believe for a high school student to see an adult make mistake, but we do. And then we have to go back and apologize and correct ourselves and say, Hey, we said the wrong thing. And this is what I actually meant, or I had the wrong information. I messed up. Here’s what’s correct. That humility will go a long way with students. And I think it’s a good thing for an intern to have to go in and correct themselves like that.

Lauren Tingle 18:59
Figure out what your intern feels really comfortable with right now already and let them practice with that and keep getting good at it, of course. But I’d also encourage you to add in the things that make them cringe that make them a little uncomfortable.

Lauren Tingle 19:12
I know we don’t want to see them crumble, but maybe we need to see them squirm a little bit. feel bad saying that, but you know, it’s for their good. You know, those times when you squirmed as an intern, and you were glad for that experience.

Lauren Tingle 19:27
For example, in my own experience, I remember not feeling ready to lead a parent meeting. Like I had very little information at my fingertips. I didn’t know what I was going to say in a parent meeting or like what my role was supposed to be. I’m not the expert. I don’t know anything about this student or their academic background or their family background.

Lauren Tingle 19:47
But I do remember my supervisor handing me the student’s cumulative record. She told me to look through it and she said I would be leading the academic intervention meeting with the student and their family in like 30 minutes she gave me a timeframe. And that was right around the corner, I couldn’t panic about it overnight or anything, it was like, hey, they’re coming in here soon, and it’s happening, and you’re gonna lead it.

Lauren Tingle 20:08
I was terrified, as you could imagine. Of course, my supervisor sat in the room with me. But I knew her enough at this point to know, she was gonna let me sink or swim like she was not going to step in a little bit, even with a tiny little life raft, the first time I did it, she wanted to see what I was capable of, and what I would do. And she let me know what she thought about it after the fact, we went right back to her office, and she let me know what I did well, and what I needed to improve on.

Lauren Tingle 20:37
If you have an intern that’s hesitant to take on this part, or a particular part of a high school counseling role, you can gently just let them know that they will be getting feedback on this eventually. So let’s just go ahead and start practicing it.

Lauren Tingle 20:52
I know, as a high school counselor, I loved having an intern so that I could multiply myself and my time, so I didn’t necessarily have the time to hold someone’s hand through every single iteration while they built their confidence. I know that that that would be a perfect world. But selfishly, like a reason that supervisors a lot of times take on interns is so they have more people to make a bigger impact in their school.

Lauren Tingle 21:18
So some of that honestly was like, Hey, we got to be quick at this, we got to dive right in and see what happens. And I know that doesn’t work for everyone. But high school counseling, we all know if you’re listening to this, we know High School Counseling is fast paced, you gotta be ready to dive in. Because that’s how the day goes. Nothing ever ends up as you plan it to. So we have to be ready to be flexible and adaptable and dive in and figure it out.

Lauren Tingle 21:46
As a supervisor, this can be really hard to watch someone struggle with something outside of their comfort zone. I mean, it feels hard and even mean at times to do this for people. But if you’re the intern, wouldn’t you rather get that experience under your belt or even figure out this is really hard for me, I need to practice it or this whole thing, being a high school counselor is really hard for me, I don’t know that I want to do this, you got to have those moments of introspection and self reflective growth during this time of your internship as an intern, because you won’t take the time to do this as frequently when you’re actually in the job. So use this time as an intern, as a really special time to reflect and think about what you need to grow in and where you are currently growing.

Lauren Tingle 22:31
So as the supervisor, what if your intern is honestly struggling, and you have to deliver some tough feedback to them? Here’s my last bullet point for how to help high school counseling interns grow. And the piece of the puzzle where I personally grew the most as a supervisor, give honest feedback.

Lauren Tingle 22:49
Interns should hear the honest feedback from you first, not their university professor or you know, a supervisor higher up in their school counseling program, they need to hear that from you. You need to be talking about what they’re doing well, and what needs improvement all the time. Make it part of your relationship culture, that you as a supervisor are going to constantly give them feedback. And you’re going to tell them what’s going well.

Lauren Tingle 23:15
Like if they are to hear this for the first time from their university supervisor, that person can’t explain and give examples like you can if they’re just reading a score on something. And that feels like it came out of left field. You’re the one who gave them that score. Why haven’t you talked about that with them first? You see it firsthand. So I hate to say this, but as a supervisor, you got to figure out how to deliver it, even if it’s uncomfortable.

Lauren Tingle 23:39
I personally have no problem being positive and finding the bright side of things. But when it’s time to deliver some sort of criticism or something that needs improvement, we have to be able to say that clearly and to their face. So like not masking it so much that everything just feels so positive, because I think that that can get misconstrued. And we just gloss over what really we’re trying to say. And we miss the clarity there.

Lauren Tingle 24:07
So you know, of course, Brene Brown, everyone’s favorite expert on vulnerability says that being clear is kind that is kind to be direct and straightforward with someone obviously in a loving way. But here’s a technique that I would say would be helpful to incorporate if you are giving feedback to somebody, especially in the supervisory intern setting.

Lauren Tingle 24:32
So if you’ve ever heard of it, it’s called champion challenge. So you sit down and you champion the things that they did well, and you give them some challenges. And if this becomes part of the language and the rubric that you’re gonna go through, this gives you some clear communication points and it’s like, Hey, we’re always going to sit down and have a champion challenge about how that classroom lesson worked.

Lauren Tingle 24:52
And you as a supervisor, you can take this into your regular counseling team like this does not just have to be with somebody who is under you who’s in not an actual counselor yet. I love using this with a whole team dynamic to figure out what we did well and what we need to improve on.

Lauren Tingle 25:07
I was recently just talking to a girl who is younger than me who said she’s still working on her champion challenges. She feels that her challenges aren’t always direct to these people that she is over and she finds herself just wanting to stay friends with them. And then she wants to save face and maintain that relationship with them. Even though she knows she needs to be a little more direct when she’s giving those challenges.

Lauren Tingle 25:32
If you are having an intern from a college, you probably have some sort of rubric from the class because they are getting a grade for this internship. So make sure that you have that rubric to go through. And it’ll probably come from the university. So it’s gonna be a little bit different for everybody. But my hope is that it would have some clear communication points and references for like how we’re going to get a grade.

Lauren Tingle 25:54
So it has like a one through five Likert scale for each of these things that they’re getting rated on, start off from the beginning and say, no one is going to get all five, no one who comes in as a first time intern is going to be perfect in any of these categories, just go ahead and set that expectation no matter what that scale is. It just wouldn’t be helpful to anyone, it would not be realistic to say that an intern was getting fives on things.

Lauren Tingle 26:20
So I’m talking to the intern and the supervisor here in this comment. This honesty can be really hard in the moment, it can be hard to receive, and it can be hard to give. But it’s so beneficial in the long term. And I think this point is really difficult for most people like this giving honest feedback idea that I saved to the end is going to be hard for most people.

Lauren Tingle 26:44
Either to deliver in a kind way, if you feel like you are a more direct and honest person who can do that. You want to be sure that you’re delivering it in a way that’s still kind and respectful and, you know, gives a landing pad for someone to make those mistakes that we talked about.

Lauren Tingle 27:00
And I imagine, especially with counselors that this will be hard because we like having good relationships with people. And we kind of feel like we’re in a peer relationship almost with this person because they’re about to come be a counselor and they could be working alongside us. And we’re the one giving them feedback. I think sometimes we doubt ourselves like how are we really the expert? Do we really know how to give feedback here?

Lauren Tingle 27:22
If I was an intern, again, I would really try to toughen myself up. And then ask ask ask for that hard feedback, because I didn’t know this at the time. But once I actually got into high school counseling role, I never got that anymore. So there was nothing ever like writing on any evaluations that I ever got. I mean, I guess unless I was horrible at my job, then someone would come and say they were evaluating me.

Lauren Tingle 27:49
But the hoops that I would have to jump through just to like have an evaluation, I’ll be honest with you, I had assistant principals who had me write my own evaluation, and then they just signed off on it. Like, that’s what they told me to do. So I mean, it felt like if I really wanted to actually get some feedback and hear how I was doing, I needed to seek that out from a place of someone who was watching me and knew what I was doing and was looking for best practices.

Lauren Tingle 28:18
If you’re an intern, truly hoping to learn and grow, open yourself up to this. Be humble actively seek to improve and ask for that feedback. Use your words and say that you want it, prepare yourself to take it humbly and then use the improvements that they give you and take those corrections, shake up how you do things next time. If you have concrete examples from your supervisor, use those revisit those and then you’ll see your growth next time.

Lauren Tingle 28:46
And then same thing as a supervisor, when you’re giving that feedback, give the examples in what they could have done better. And then it makes giving feedback the next time so much better, you get to celebrate their growth. And then as a supervisor, just in a person who was trying to grow and giving that feedback, I learned that practicing giving that feedback, it was really hard for me like I really required practice in doing it.

Lauren Tingle 29:10
And like I said, I generally see the positive more often than not, so sometimes I was really having to dig deep for a challenge for that intern. But I knew with a champion challenge mindset like I was going to have one every time. I needed to think of something good and something that needed to improve every single time. I didn’t want to hurt feeling so my natural inclination was probably to rate the student the intern higher than maybe what I even really believed.

Lauren Tingle 29:38
So I had to train myself especially just set the bar a little lower, I guess like let them start with a lower score because I knew that naturally I would probably generally gravitate to giving them a higher score. But I want them to be able to like meet some high expectations and then grow and have higher ratings. I’d rather be too harsh at first, and then ease up when I saw that they were growing and applying what they had learned.

Lauren Tingle 30:06
It’s way easier to watch your intern grow than feel like they’re not ready when it’s time to send them out because I didn’t allow them space to grow. And I told them, they were the best ever when they walked in the door.

Lauren Tingle 30:19
So to recap, the four places, I think high school counselors can help their interns grow and in turn see professional growth in themselves when they’re a supervisor in these ways. You can give your interns flexibility and ownership over some things, you can let your interns capitalize on opportunities and allow them to have some space to fail.

Lauren Tingle 30:40
As a supervisor, you can and should push your interns outside of their comfort zone. The internship is the prime time to allow them to do this. And then lastly, give them honest feedback. This might be the last true opportunity, they get to have that feedback from someone who’s in the field. It’ll benefit both of you greatly. If you’re anything like me, I have benefited from receiving it and I benefited from having to give that feedback.

Lauren Tingle 31:07
So as I was recording this, I was just thinking if you want more resources to point your interns to especially with high school counseling, if that’s the direction they see themselves going in, point them to this podcast playlist I have for new high school counselors. I’ve curated episodes specifically to be helpful for them in getting the job and then what to do as they get the job and what they should expect as a new high school counselor. So that new counselor playlists can be found at counselorclique.com/newcounselorplaylist. That one’s easy to remember.

Lauren Tingle 31:36
And then if you’ve got an intern who has secured their job already, they’re ready to head out into a new role and you’re looking for a gift for them. Of course I have a blog post that I can link that has gift ideas. But you could also consider getting them the High School Counselor Kickstart Audio Course. It’s a roadmap packed with the practical tools they need to navigate those early years of the high school counseling career with confidence. So it would be the perfect gift for a new high school counselor in your life. That is at counselorclique.com/newcounselor.

Lauren Tingle 32:05
Whether you’re an incoming intern or you’re about to host your first high school counseling intern or you’ve been a supervisor for 15 high school counseling interns. I hope this episode was a practical and direct way for you to come up with some ideas to help you navigate this internship landscape better. I’ll see you next week.