Self-Study Prepared in application for accreditation by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) under

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1 Master of Education in School Counseling Self-Study Prepared in application for accreditation by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) under its 2001 Standards June 15, 2009

2 TABLE OF CONTENTS SECTION I: THE INSTITUTION... 5 A B C D E F G H I SECTION II: PROGRAM OBJECTIVES AND CURRICULUM A B C D E F G H I J K SECTION III: CLINICAL INSTRUCTION A B C D E F G H I J K L M SECTION IV: FACULTY AND STAFF A B C D E F G H CACREP School Counseling Self-Study Page 2 of 90

3 Table of Contents (continued) SECTION V: ORGANIZATION AND ADMINISTRATION A B C D E F G H I J K L SECTION VI: EVALUATIONS IN THE PROGRAM A B C D E F G STANDARDS FOR SCHOOL COUNSELING PROGRAMS LIST OF APPENDICES CACREP School Counseling Self-Study Page 3 of 90

4 List of Tables Table 1: Qualifications of School Counseling Program Faculty Table 2. Practicum and Internship Supervisors, Table 3. Site Supervisors and Credentials, Table 4. Required Hours of Participation in the School Counseling Practica Table 4. Required Hours of Participation in the School Counseling Practica Table 5: Rank, Employment Status and Highest Degree of all Full-Time Psychology Faculty in all Classifications Table 6: Scholarly Productivity of the School Counseling Program Full Time Faculty Table 7: Professional Affiliations of the School Counseling Program Faculty Table 8: Faculty Professional Development Activities of School Counseling Faculty, , With Funding Sources Table 9: University, Community, and Professional Service Activities of School Counseling Faculty Members, Table 10: 2008/2009 academic workloads for faculty in the School Counseling Program Table 11: Strengths and Weaknesses of the School Counseling Program Based on the 2007&2009 Surveys of Graduates, Supervisors, And Employers CACREP School Counseling Self-Study Page 4 of 90

5 SECTION I: THE INSTITUTION A. The institution in which the academic unit is housed is accredited by a regional or institutional accrediting body that is recognized by the Council for Higher Education Accreditation (CHEA). A letter affirming our accreditation status is included as Appendix A. is fully accredited by the Northwest Commission on Colleges and Universities. The university s most recent full-scale review was in Interim results were conducted in 2001, 2002, and A team of evaluators completed the university s regular interim visit on October 18-19, 2004 after which the commission reaffirmed the university s accreditation and requested a progress report in two years related to three areas in which we were found to be substantially in compliance with Commission criteria, but in need of improvement. A progress report was completed in 2007, and a new accreditation visit will occur October 2009 (See NWCCU). B. The current institutional catalogue or bulletin accurately describes the academic unit and each program offered, including admissions criteria, minimum program requirements, matriculation requirements (for example, examinations, academic standing policies), and financial aid information. An electronic version of the most current catalog is can be found at General information about graduate programs at CWU can be found out Specific program information, including minimum program requirements ant course descriptions, can be found at Admissions information can be found at and information regarding matriculation requirements can be found at Information is also available on the department website and in the student handbook (See Appendix B) C. The academic unit is clearly identified as part of the institution s graduate offerings and has primary responsibility for the preparation of students in the program. If more than one academic unit has responsibility for the preparation of students in the program, the respective areas of responsibility and the relationships among and between them must be clearly defined. The M.Ed. degree in school counseling evolved over time. M.Ed. degrees, without a designated specialization, were granted from 1947 to In 1950, specializations were named. From 1951 to 1955, a specialization in personnel and guidance was noted. From 1956 to 1965, a specialization in guidance and counseling was noted. As early as 1961, the college catalog mentioned an M.Ed. program in school counseling, but in 1965, the first M.Ed. with a specialization in school counseling was actually awarded. The recipient of the degree, on August 20, 1965, was Alma C. Spithill, who went on to earn a doctoral degree and return to Central as a faculty member. The academic unit for the Master of Education in school counseling (hereafter, the program, or School Counseling Program ) is currently housed in the Department of Psychology. The program is also a member of the Center for Teaching and Learning (CTL), which oversees all educational-related programs. The CWU catalog lists programs by department with undergraduate and graduate offerings listed separately. The School Counseling Program description is listed on page 252 of the university catalog (See Appendix C) as one of five graduate programs offered by the Department of Psychology. All courses within the School Counseling Program are offered by faculty or adjunct faculty in the CACREP School Counseling Self-Study Page 5 of 90

6 Department of Psychology, although some classes are occasionally offered by professors in the School of Education. Although offers degrees at seven locations throughout the state of Washington, the School Counseling Program is offered only on the residential campus in Ellensburg. D. Cooperative relationships exist between the academic unit and 1. other academic units that contribute to the professional preparation of students in the program as well as All courses within the School Counseling Program are offered by faculty or adjunct faculty in the Department of Psychology, the unit applying for accreditation. The School Counseling Program has cooperative relationships with several academic units at Central Washington University. Some of the core courses are shared with the mental health counseling program and the school psychology program. Both training programs offer a distinctly different perspective on mental health and provide insights into multidisciplinary collaborations. The School Counseling Program is also part of the Center for Teaching and Learning (CTL), which is a collaborative group of all education and teaching-related disciplines across the campus. Robert Brammer, a professor in the School Counseling Program, serves as a voting member of the CTL advisory committee. Additionally, the School Counseling Program is an active partner with the EXCEL Alternative High School, which operates on CWU s campus. EXCEL works closely with the education, family studies, and psychology department. school counseling practicum students conduct intakes on all new EXCEL students and provide referrals to other programs across the campus, when appropriate. 2. off-campus professional and community resources. The School Counseling Program places interns within the surrounding communities. Students split their 600-hour placement among two-to-three sites (i.e., at least one primary and secondary school). Students must receive training at both levels. At least one of these sites must be in a school where the majority of students are ethnic minorities. Students routinely find placements within the Ellensburg, Selah, Yakima, and Cle Elem School Districts, but students have also completed internships in more distant areas, including Seattle, Portland, and Kent. Most continue their work in the public schools. Some of our students also complete their training in Mental Health Counseling and start private practices or work within community mental health centers. A university internship supervisor provides 1-hour of individualized training (annually) to orient site supervisors to University and CACREP policies, and site supervisors are invited to the monthly program meeting. (See supervisor s evaluation of school counseling intern in Appendix D3). Although less formal, there are ongoing relationships between the program and other service providers in the area. For example, Child Protective Services makes presentations to the program s assessment seminars. E. The institution is committed to providing the program with sufficient financial support to ensure continuity, quality, and effectiveness in all of the program s learning environments. has supported the School Counseling Program for nearly half a century. We have offered the M.Ed. with a specialization in school counseling continually since CWU also provides resources to support qualified faculty, clinical space that meets the training needs of the program, assistantships and tuition waivers, and supplies needed to maintain the program. CACREP School Counseling Self-Study Page 6 of 90

7 The Faculty: The Department of Psychology continues to support the school counseling problem by hiring excellent full time faculty. We have three full-time, tenure-track faculty in the School Counseling Program. The department is also committed to keeping a 4-1 student/faculty ratio for practica classes, and appropriate adjunct faculty are hired if additional faculty are needed to preserve this load. All faculty receive 4 credits of relief time when supervising practicum, and internship loads are never over an 8-1, student/faculty ratio. Appendix E lists all program courses for the last three years and identifies the faculty member of record. All academic courses are taught by faculty with doctorate degrees in the appropriate fields and are full-time faculty within the department. The Clinic: Students complete three practicum experiences in the Community Counseling and Psychological Assessment Center, a clinic that was part of the original design of the 1970s era Psychology Building. Greater detail about the clinic is provided on the clinic web site and a floor plan is provided. The center serves as a training facility for graduate students in mental health counseling, school counseling, and school psychology and provides individual counseling for children and adults, marital and family counseling, and psychological testing services to the campus and local community. Assistantships and Tuition Waivers: During the academic year, 204 FTE students (annualized average) were enrolled in graduate courses at. Of those, 19.6 percent were enrolled in graduate programs in the Department of Psychology. Six percent were enrolled in the mental health counseling program and 2.5 percent were enrolled in the School Counseling Program. The institution provided 18 (of 183 total for the university) graduate assistantships to the Department of Psychology during and 18 (of 162) during These numbers represent 10 and 11 percent respectively of all assistantships awarded at the institution. The department chair also is occasionally contacted by other offices on campus who have been awarded graduate assistantships to supplement their staffs. Two or three psychology students per year gain assistantships through these appointments. Two assistantships were awarded to students in the School Counseling Program in , and two were awarded in One school counseling student was awarded an assistantship outside of the psychology department. Three assistantships were awarded to students in the Mental Health Counseling program in , and five were awarded in The number of assistantships awarded to students in the School Counseling Program varies slightly from year to year. The Office of Graduate Studies and Research also provides in-state tuition waivers to all students awarded assistantships and additional out-of-state tuition waivers to some students who are not Washington state residents. The value of an in-state assistantship and tuition waiver currently is $16,103 and the value of an assistantship and full tuition waiver for out-of-state students is $24,703. The assistantship includes student health insurance and the student health center fee. Supplies: The Department of Psychology provides hardware, software, equipment, and consumable items, including video recording and playback equipment, computer workstations, personal harddrives to record practicum activities, testing materials, and computing supplies. The department also has a full-time computer consultant, who designed (and maintains) our video monitoring system. We recently purchased a system to provide ambient white noise outside the clinic interview rooms for enhanced confidentiality. We also received grants to upgrade our monitoring equipment from analog to digital and to purchase bigger computer screens and play therapy equipment for the clinic. CACREP School Counseling Self-Study Page 7 of 90

8 F. The institution provides encouragement and support for program faculty to participate in professional organizations and activities (for example, professional travel, research, and leadership positions). Resources to support professional development come from a number of sources. Faculty can receive a total of $1700 for this purpose. Of this amount, $350 comes from the Psychology Department. An additional $350 can be obtained from the Dean s office of presenting. The Provost s office provides $700, and another $300 dollars can be received from the Office of Graduate Studies to match the other funding sources. Some examples of professional development activities are the American Counseling Association Convention, 2008, which was attended by Dr. Robert Brammer, Dr. Jennifer Cates, Dr. Scott Schaefle, and Dr. Jeff Penick; and the 2009 American Counseling Association Convention, which was attended by Dr. Robert Brammer, Dr. Jennifer Cates, Dr. Scott Schaefle, and Dr. Breyan Haizlip (who starts teaching in the program in July 2009). The university supports start-up costs for new faculty and provides occasional support for research and scholarly activities. New counseling faculty members are typically provided with a campus standard Windows or Macintosh office computer, with some accommodation for special scholarly needs, such as statistical software or portability. It is common to reduce a new faculty member s teaching load for the first quarter in order to accomplish the first steps toward establishing a line of scholarly productivity. A reliable university resource for professional development is coordinated through the office of the associate dean of graduate studies, research, and continuing education. This money supports travel, research, manuscript costs, equipment, and other similar activities. Funds that support equipment purchase and released time for research and for grant development are available on a competitive basis through the College of the Sciences and the Office of Graduate Studies. Several psychology faculty members have purchased special equipment or have been awarded quarter-long scholarly leaves under the auspices of these programs. Appendix F describes the sources of support available to all faculty at. G. The institution makes available to students in the program personal counseling services provided by professionals other than program faculty and students. The university s Student Health and Counseling Center provides a full range of counseling services (see to all students of the university including those enrolled in the School Counseling Program. The counseling center is currently staffed by four FTE counselors and two fulltime APPIC doctoral-level interns. Although there is occasional overlap between program faculty and center faculty, it is the rare occurrence. Care is taken to ensure that students in the program who need personal counseling can access a professional who is not connected to their degree program. In addition, the Student Health and Counseling Center works cooperatively with local mental health providers. Students also are well-served by community mental health professionals including CDMHPs who are on call at all times and available to students in the program as well as to other community members as needed. Students enrolled in the School Counseling Program may not be clients in the Community Psychological Services Clinic. H. Access to library and other learning resources is appropriate for scholarly inquiry, study, and research by program faculty and students. has a full-service library (www.lib.cwu.edu), which is a stone s throw away from the Psychology Building. Twelve FTE librarians and a Dean of Library Services support the CACREP School Counseling Self-Study Page 8 of 90

9 needs of faculty and students. The library houses over 100,000 journal volumes and maintains a wide range of books and journals appropriate to the School Counseling Program. Currently, the library subscribes to 60 print journals that are explicitly related to psychology or counseling; an additional 235 online psychology and counseling journals are also available for student use 24 hours per day, every day. Current holdings include thousands of journal volumes related to psychology. Although the increasing cost of journals has led the library to drop some subscriptions, it has maintained subscriptions to the most authoritative and commonly used journals as identified through faculty surveys and use patterns. The library provides a professional librarian as liaison to the Department of Psychology. We currently have departmental representative to the library, and one of the two faculty on the Library Advisory Committee from the College of the Sciences is from the Department of Psychology. New books of probable interest are reviewed by department faculty, whose responses are collected and submitted by an individual faculty member who serves as the department's representative to the library. Through its participation in Summit, a consortium of libraries in Washington and Oregon (see Appendix G) the library provides speedy access to books at any one of 36 other libraries in the consortium. Electronic resources, including over 30,000 full-text online journals and on-line access to PsycINFO as well as PsycArticles, are available to students and faculty through the Brooks Library. The Summit consortium is continuing to examine cooperative buying agreements to facilitate additional electronic resources to serve student and faculty research needs. I. The institution provides technical and financial support to program faculty and students to ensure access to information systems and data analysis for teaching and research. A variety of sources of funds are tapped to ensure that university faculty and students have access to information systems and data analysis for teaching and research. Computer hardware and software appropriate to the needs of faculty are provided and updated as needed. Each full-time faculty member has a desktop computer in his or her office. In addition, a universitysupported student laboratory in the Psychology Building provides access to six emac and twelve PC computers. Laboratory computers have internet access, the Microsoft Office software suite, and access to SPSS-PC statistical software. In total, the university supports 538 computer stations in 25 laboratories on the Ellensburg campus. Fact sheets about the university s Windows labs are on the web at Fact sheets about the university s Macintosh labs are on the web at There are also several smaller labs of student accessible computers within individual departments. These additional computer labs are supported by those individual departments. For counseling psychology students, the Psychology Department provides 13 workstations in the clinic (CCPAC), primarily for preparing video review notes. An additional 11 workstations located in the clinic rooms may be used for clinic notes as needed. These computers are not connected to a network to insure confidentiality. Instructions to students on the appropriate and confidential use of the CCPAC computers is posted in the CCPAC computer lab. The standard hardware and software package for office computers is either a Macintosh computer running the OS 10.3 Operating System or a Windows Pentium 4 computer running either Windows XP or Windows Vista Operating System. The standard software package for both platforms is Microsoft CACREP School Counseling Self-Study Page 9 of 90

10 Office Suite, Norton Anti-Virus software and Novell's GroupWise system. Faculty members can load licensed copies on their home computers for compatibility with their office machines. In , psychology department funds were used to bring all faculty office computers up to this standard. Funds from the dean s office supported the purchase of flat panel monitors for all office computers except a few Macintosh computers with integrated monitors. The standard hardware and software package for laboratory computers is the same as the package for office use. The university holds a site license for the base version of SPSS statistical package as well as a very limited number of additional SPSS software modules. SPSS can be accessed at seven student labs, including the one in the psychology building. In addition, a few departments hold departmental licenses for Minitab and Mathematica statistical packages. The university has completed installation of the finance, human resources, and student components of the PeopleSoft relational database. CACREP School Counseling Self-Study Page 10 of 90

11 SECTION II: PROGRAM OBJECTIVES AND CURRICULUM A. A comprehensive mission statement has been developed that brings the program into focus and concisely describes the program s intent and purpose. The mission statement 1. describes the types of students it serves, its geographic orientation, and the priorities and expectations of the faculty; 2. is the basis for the development of program objectives and curriculum; 3. is published and available to faculty and students; and 4. is reviewed at least once every three (3) years and revised as needed. Although an explicit mission statement for the program has only recently been drafted, the program s mission has been clearly understood for many years. s Master in Education and certification programs in school counseling train specialists to provide individual and group counseling in the schools and to consult with parents and teachers concerning the social, educational, and developmental tasks of children and youth. The mission for the School Counseling Program (Appendix H) is was first approved with the Conceptual Framework on November 29, 2006 (see below). The mission of the School Counseling Program is to prepare professional counselors to work in elementary, middle, and high schools in a diverse, complex society. Graduates work across Washington State and the greater Northwest. They will receive a counseling foundation that emphasizes the theory and practice of comprehensive school guidance, professional identity, multicultural competencies, skills for counseling children and adolescents, and the role of school counselors as advocates. Clarity regarding appropriate roles for school counselors, experience with technology, and awareness of school culture are infused into many classes. Graduates will understand the importance of (1) professional standards, (2) collaborating with parents and other school officials, (3) lifelong learning for themselves, and (4) professional literature and professional organizations. Program Objectives Classes and experiences in the program provide knowledge, skills, and competencies which will allow graduates to: 1. present guidance curriculum through K-12 classroom and group activities. 2. coordinate ongoing systemic activities designed to assist students individually in establishing personal goals and developing future plans. 3. run activities that meet individual students immediate needs through counseling, consultation, referral, peer helping or information. They will also create preventive services to potential problems at their campuses (Brown, 2006) 4. not only become knowledgeable about the design and delivery of comprehensive, developmental School Counseling Programs, but they will also develop the research and evaluation skills necessary to design and implement outcome evaluation studies. 5. Demonstrate an ability to apply knowledge of: a. Human Growth and Development: This includes child, adolescent, and adult development. CACREP School Counseling Self-Study Page 11 of 90

12 b. Social and Cultural Foundations c. Counseling Relationships (individual, group, and family) d. Lifespan Career Development e. Appraisal f. Professional Orientation This mission statement was updated in June 2009 for the 2009 CACREP standards. The newer version is available online. The mission statement of the program is in concert with the missions of the university, the College of the Sciences, and the Department of Psychology. The university mission statement is available online (http://www.cwu.edu/~pres/mission.html). The college mission statement (Appendix I) appears on the College of the Sciences web site, and the department s mission statement appears in the Department of Psychology Policy Manual (Appendix J). It reads: The Department of Psychology offers an important behavioral science component of the university's liberal arts and professional preparation curricula. Major courses of study at both the undergraduate and graduate levels provide instruction and experiences through which students develop an understanding of the perspectives, content, and methodology of the science and practice of psychology. Psychology courses in the general education sequence provide a broader world view for undergraduate students through an objective understanding of thought and behavior. Psychology courses, required for majors other than psychology, provide students in those majors with knowledge and skills that are instrumental to effective action in their areas of study. Psychology courses in the education sequence provide theoretical and scientific background for teacher candidates. Consistent with the mission of the university, the department is dedicated to reflecting the diverse population of the state. Through its programs at university centers in Yakima, Des Moines, Lynnwood, Pierce County, and Wenatchee, the department provides courses to place-bound students in the western and central regions of the state. The department also serves as a center for scholarly inquiry related to human and animal behavior and places great emphasis on the importance of research and of student/faculty collaborative scholarship. Finally, the department is committed to providing psychological and educational services that respond to the needs of the community. The program s mission statement guides the development of program objectives and the curriculum. It is published on the department s website and in the student handbook (See Appendix B). The program reviews of this document yearly. A CCPAC Co-Director Quarterly Task Checklist additionally provides guidance on program events. The Community Counseling and Psychological Assessment Center Handbook (Appendix K) contains both documents. CACREP School Counseling Self-Study Page 12 of 90

13 B. The program objectives 1. reflect current knowledge and positions from lay and professional groups concerning the counseling and human development needs of a pluralistic society; 2. reflect the present and projected needs of a pluralistic society for which specialized counseling and human development activities have been developed; 3. reflect input from all persons involved in the conduct of the program, including program faculty, current and former students, and personnel in cooperating agencies; 4. are directly related to program activities; and 5. are written so that they can be assessed. Program objectives are discussed in the Student Handbook (Appendix B) are derived from the ASCA National Model and the content domains recommended by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). They are fully vetted with all program faculty, and informed by input from current and former students. Program faculty remain current with and active in the profession and reflect changing perspectives of the profession in program objectives and course work., as a whole, adopts as its vision to be respected for global sensitivity and engagement, and a stimulating intellectual community that prepares students for lifelong learning and a diverse and changing world. This vision is also reflected in the desire of school counseling faculty, specifically, and psychology faculty as a whole, to understand the needs of a pluralistic society, particularly as they relate to variations in counseling practices that are needed to address them. The CWU School Counselor program is guided by the standards and recommendations of various national boards. This framework was created with the help of our Professional Educators Advisory Board (PEAB). The School Counselor Training Program follows the recommendations of the Council for Accreditation of Counseling and Related Educational Programs (CACREP), National Model: A Foundation for School Counseling Programs (ASCA; 2003), and certification requirements for school counselors as outlined by the Washington Office of Superintendent of Public Instruction (OSPI). The conceptual framework of the School Counseling Program is evaluated each year by the PEAB. Alumni routinely evaluate the program as well. This is done by distributed a survey annually in which alumni assess the School Counseling Program. Program activities correspond to objectives and provide opportunities for students to demonstrate competence with respect to them. Each objective is written in such a way that competency with respect to it can be directly assessed. Program objectives are reflected in the learning objectives that are included in each course syllabi. Objectives correspond to program activities. For example, Each of the program objectives has a corresponding course (or thesis/project experience) that directly addresses the objective. Advocacy projects and coursework in the PSY 503, Professional Orientation seminar contribute to enhancement of professional identity. CACREP School Counseling Self-Study Page 13 of 90

14 Three levels of practica are required and help students to develop school counseling expertise. Measurement and evaluation procedures are integral parts of PSY 593B, and PSY 567. Objectives are written in such a way that assessment of students reveals the program s effectiveness in meeting them. For example: Detailed assessment of counseling skills demonstrated in practica (Appendix K) and internship (Appendix B), page 66) help to demonstrate students development of school counseling expertise. Tests and projects in PSY Career Development and Counseling are designed to demonstrate students ability to utilize career assessment techniques and theoretically based approaches. Students in the 593C practica select research articles to help guide the counseling practices that they select for each client. Assessment results are reviewed periodically by the program committee. When evidence reveals that a threshold number of students do not master stated objectives, the program is reformed to improve outcomes. At the end of each quarter, students and professors rate each class on its adherence to the CACREP the class purposes to address. A report is created from these assessments, and program faculty address classes that need improvement. C. Programs in Career Counseling, College Counseling, Community Counseling, Gerontological Counseling, school counseling, and Student Affairs are comprised of a minimum of two full academic years, defined as four semesters or six quarters of approved graduate-level study with a minimum of 48-semester credit hours or 72-quarter credit hours required of all students. Programs in Mental Health Counseling and Marital, Couple and Family Counseling/Therapy are comprised of approved graduate-level study with a minimum of 60-semester credit hours or 90-quarter credit hours required of all students. The School Counseling Program requires students to complete 90 quarter credit hours of instruction, practicum, and internship (See Appendix L: Course of Study and page 248 of the Central Washington University Catalog.) D. Students actively identify with the counseling profession by participating in professional associations such as the American Counseling Association (ACA), its divisions, branches, and affiliate organizations, and by participating in seminars, workshops, or other activities that contribute to personal and professional growth. Twelve of 24 first and second year students in the school counseling and mental health counseling programs responded to a survey distributed in spring quarter, Results indicated that: In spring of 2009, 4 of the 12 students who responded held memberships in professional associations including ACA, WMHCA, WPA, and WCA. Eight of the twelve students responding have attended a professional seminar or workshop in the last year ( ). Seminars that students have attended include: a multiculturalism seminar held on campus, diversity workshops, a multicultural town hall meeting, the WPA annual conference, and the ACA annual conference. CACREP School Counseling Self-Study Page 14 of 90

15 Seven of the twelve students responding have participated in activities in addition to course assignments that contribute to personal and professional growth in E. Over the course of one academic term, students meet for a minimum of 10 clock hours in a small group activity approved by the program. This planned group requirement is intended to provide direct experiences as a participant in a small group. CWU s program has extensive group counseling exposure. Students are required to take both PSY 561 and 682A. 561 is the standard group counseling course. Students must be involved as clients in 10-hours of group counseling work during the quarter in which they take this class. This requirement has been reviewed and approved by the program faculty, and students often fulfill it through the Counseling Center. If the Counseling Center is not a viable option, then students complete this requirement through other arrangements approved by the instructor. Please see Appendix D1 for a representative sample of PSY 561 hours logs from the last two years (note, the form change in the school year). In PSY 682A, students co-lead 20-hours of group counseling within the school setting. Sample hours logs from practica and internship have been listed in Appendix D2. F. Consistent with established institutional due process policy and ACA Ethical Standards, when evaluations indicate that a student is not appropriate for the program, faculty should assist in facilitating the student s transition out of the program and, if possible, into a more appropriate area of study. During the first practicum (PSY 593A), program faculty assess each student s aptitude for counseling, and it is through this course that students who are unsuited to the demands of the profession are most likely to be counseled out of the program. Students are offered the opportunity to repeat PSY 593A if there is indication that necessary skills are emerging but do not yet meet expectations. Rarely do students fail to complete the program because of their inability to master its rigorous academic requirements. When students fall below the 3.0 GPA required by the university for continued enrollment, the dean of graduate studies, research, and continuing education sends a letter to the department chair and the student, notifying them that the student has been placed on probation. The chair meets with the student and they develop a remedial plan. The department chair forwards the plan to the dean. Depending on the individual circumstances of students who are unsuccessful in the program, the program faculty advise them about other areas of study that may better suit their aptitudes. Currently, the program has a retention and matriculation policy. This can be found on page 102 of the student handbook (See Appendix B). The policy describes, in addition to other matters, an academic appeal policy which extends to all students. The Catalog lists policies on scholastic standards, academic probation, and time to degree and all other master s degree regulations that apply to students in all graduate programs. The academic appeals policy is available in the university catalog (Appendix M). G. Flexibility is provided within the program s curriculum to accommodate individual differences in student knowledge and competencies. Each student is assigned a program advisor who is a member of the Counseling Program Committee. A review of the student s transcript reveals background areas in which additional preparation may be needed; and students complete courses as assigned either prior to program entry or simultaneously CACREP School Counseling Self-Study Page 15 of 90

16 with program courses. Although the program does not accept experience in lieu of college credit, students can submit evidence of successful completion of courses at other accredited universities. Except where transfer of credits is already established (most typically through agreements with other state institutions), the faculty member who teaches the class for which a substitution is requested advises the department chair to accept, or not, the proposed substitution. Flexibility also exists in that students can complete the program at a pace that is geared to their personal circumstances, their success in coursework, and their personal perceptions of their abilities. Additional supervision is provided to individual students as needed, and students may repeat any of the four practicum experiences. H. Syllabi are distributed at the beginning of each curricular experience, are available for review by all enrolled or prospective students, and include all of the following: 1. objectives; 2. content areas; 3. required text(s) and/or reading(s); 4. methods of instruction, including a clear description of how content is delivered (e.g., lecture, seminar, supervised practical application, distance learning); and 5. student performance evaluation criteria and procedures. Faculty prepare syllabi for each course in the program (See Appendix N). Syllabi are distributed at the beginning of each class and are available in the department office for review by enrolled or perspective students. Each syllabus identifies course objectives, an outline of course content, instructional procedures, and the required text or reading materials for the course. The manner in which student performance will be evaluated and the correspondence between evaluation and grading criteria are explicitly stated in each syllabus. I. Evidence exists of the use and application of research data among program faculty and students. The School Counseling Program is based on a scientist-practitioner model in which students learn about, engage in, and apply scientific findings. In didactic courses, students complete a variety of assignments that require them to search the literature for related studies and materials. In addition, students in advanced practica and internship are required to review research related to their clinical cases and reflect scientific findings in the treatment regimens they design. These course, practicum, and internship requirements are described in course syllabi. Each student in the program conducts a thesis or project under the direction of a three-member committee chaired by a member of the graduate faculty in the Department of Psychology. Here is a sample thesis from a recent graduate. The five most recent graduates wrote their theses on: The Effects of Ropes Course Programming on Pre-Adolescent Youth A Comparison of Students Self-Assessments on Performance and Improvement on a Reading Task Self-Injurious Behaviors in Adolescents: A comparison of Prevalence and School Counselor s perceived Prevalence CACREP School Counseling Self-Study Page 16 of 90

17 Using Curriculum-Based Measurements of Mathematics and Measures of Academic Progress, Mathematics to Predict Performance on the Washington Assessment of Student Learning Steps to Respect Program: A Program Evaluation Students are also actively engaged in research with faculty and independently. Students have presented with faculty at each of the last three ACA presentations. The most recent presentations (2009) are listed on our web site. They include: Students in our program are very active at professional conferences. Students are regularly involved in the Washington Mental Health Counseling Association, the Washington School Counselor Association, the Western Psychological Association, and the American Counseling Association (ACA). For example, at the 2009 ACA conference, faculty and students made the following presentations: Cates, J. (2009). Needs Assessment of Rural Prenatal and Postpartum Mental Health Services: Results of a Service Provider Survey Cates, J. (2009). Low-income and Latina/o High School Seniors: Where Are They Headed Next Year and Why? Brammer, R. Ethics for Religious Leaders Who Counsel Rau, K.S. & Brammer, R. (2009) The Mediating Effect of Spiritual Well-being on the Relationship between Intolerance of Uncertainty and Trait Anxiety. Schaefle, S. (2009). Factors that Influence College Readiness and Expectations among Rural, Low Income High School Seniors Schaefle, S. (2009). Incorporating Contemporary Issues into School Counseling Classes Zee, A. (2009). Needs Assessment of Rural Prenatal and Postpartum Mental Health Services: Results of a Consumer Survey. Pereira, L. (2009). Internal Restlessness, Sensation Seeking Behavior, Stimulant Use and Misuse, and Psychological Distress in College Student. J. Each program for which accreditation is sought must show a history of graduates. The Student Tracking form (Appendix O) provides a basic summary of a student s progression through the program. Specifically, over the past three years, the School Counseling Program (not including mental health counselors who have added accreditation) has graduated the following students: Student Graduation Date Candidate #1 Anticipated January 2010 Candidate #2 Anticipated January 2010 Candidate #3 Anticipated January 2010 Candidate #4 Anticipated January 2010 Candidate #5 June 2009 Candidate #6 June 2008 Candidate #7 June 2007 Candidate #8 June 2007 Candidate #9 June 2007 CACREP School Counseling Self-Study Page 17 of 90

18 K. Curricular experiences and demonstrated knowledge in each of the eight common core areas are required of all students in the program. The eight common core areas follow. All students in the School Counseling Program complete the following prescribed course of study. These will be referenced by course number in our discussion of the eight common core areas. Course Title Units PSY 503 Proseminar for school counseling 3 PSY 544 Tests and Measurements 4 PSY 551 Behavior Analysis 4 PSY 552 Human Growth and Development, Advanced 3 PSY 555 Design and Analysis for Applied Research 4 PSY 559 Advanced Educational Psychology 4 PSY 560 Introduction to Counseling 4 PSY 561 Group Counseling 3 PSY 567 Counseling and Assessment: Child & Adolescent 5 PSY 569 Administering School Counseling Programs 4 PSY 571 Counseling for Relationships and Families 4 PSY 573 Career Development and Counseling 4 PSY 574 Multicultural Counseling 3 PSY 584 Behavior Disorders and Psychopathology 4 PSY 589 Professional and Ethical Issues 4 PSY 593A Introductory Practicum in Counseling 4 PSY 593B Practicum in Counseling - Goal Setting and Treatment Planning 4 PSY 593C Advanced Practicum in Counseling I 4 PSY 682A School Counseling Internship: Group 3 PSY 682B School Counseling Internship: Advanced 12 PSY 700 Thesis/Project 6 Courses where primary responsibility is assigned for each competency are listed in conjunction with each competency below. Appendix P contains a matrix relating courses to CACREP standards. Greater detail about the type of activities students engage in and the methods of evaluation that are used is provided in course syllabi (Appendix N). Specifically, the standards are reflected in the table of learning objectives in each syllabus 1. PROFESSIONAL IDENTITY - studies that provide an understanding of all of the following aspects of professional functioning: a. history and philosophy of the counseling profession, including significant factors and events; PSY 503 PSY 551 PSY 560 PSY 561 PSY 569 PSY 571 Proseminar for school counseling Behavior Analysis Introduction to Counseling Group Counseling Administering School Counseling Programs Counseling for Relationships and Families CACREP School Counseling Self-Study Page 18 of 90

19 b. professional roles, functions, and relationships with other human service providers; PSY 503 PSY 551 PSY 569 PSY 589 PSY 593A PSY 593B PSY 593C PSY 682A PSY 682B Proseminar for school counseling Behavior Analysis Administering School Counseling Programs Professional and Ethical Issues Introductory Practicum in Counseling Practicum in Counseling - Goal Setting and Treatment Planning Advanced Practicum in Counseling I School Counseling Internship: Group School Counseling Internship: Advanced c. technological competence and computer literacy; PSY 503 PSY 560 PSY 569 PSY 589 Proseminar for school counseling Introduction to Counseling Administering School Counseling Programs Professional and Ethical Issues d. professional organizations, primarily ACA, its divisions, branches, and affiliates, including membership benefits, activities, services to members, and current emphases; PSY 503 PSY 569 PSY 571 PSY 589 Proseminar for school counseling Administering School Counseling Programs Counseling for Relationships and Families Professional and Ethical Issues e. professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues; PSY 503 PSY 569 PSY 584 PSY 589 PSY 682A PSY 682B Proseminar for school counseling Administering School Counseling Programs Behavior Disorders and Psychopathology Professional and Ethical Issues School Counseling Internship: Group School Counseling Internship: Advanced f. public and private policy processes, including the role of the professional counselor in advocating on behalf of the profession; PSY 503 PSY 569 PSY 589 Proseminar for school counseling Administering School Counseling Programs Professional and Ethical Issues CACREP School Counseling Self-Study Page 19 of 90

20 g. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and PSY 503 PSY 569 PSY 574 PSY 589 Proseminar for school counseling Administering School Counseling Programs Multicultural Counseling Professional and Ethical Issues h. ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling PSY 503 PSY 560 PSY 569 PSY 574 PSY 584 PSY 589 Proseminar for school counseling Introduction to Counseling Administering School Counseling Programs Multicultural Counseling Behavior Disorders and Psychopathology Professional and Ethical Issues 2. SOCIAL AND CULTURAL DIVERSITY - studies that provide an understanding of the cultural context of relationships, issues and trends in a multicultural and diverse society related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities including all of the following: a. multicultural and pluralistic trends, including characteristics and concerns between and within diverse groups nationally and internationally; PSY 503 PSY 569 PSY 574 PSY 682B Proseminar for school counseling Administering School Counseling Programs Multicultural Counseling School Counseling Internship: Advanced b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities; PSY 503 PSY 569 PSY 574 PSY 682B Proseminar for school counseling Administering School Counseling Programs Multicultural Counseling School Counseling Internship: Advanced c. individual, couple, family, group, and community strategies for working with diverse populations and ethnic groups; PSY 503 PSY 551 PSY 561 PSY 569 PSY 571 Proseminar for school counseling Behavior Analysis Group Counseling Administering School Counseling Programs Counseling for Relationships and Families CACREP School Counseling Self-Study Page 20 of 90

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