STUDENT HANDBOOK DEPARTMENT OF PSYCHOLOGICAL COUNSELING

Transcription

1 STUDENT HANDBOOK DEPARTMENT OF PSYCHOLOGICAL COUNSELING Revised Fall

2 TABLE OF CONTENTS Welcome... 3 Purpose of this handbook... 3 Departmental Offices and Resources... 3 Faculty and Staff (Phone and )... 4 Meet the faculty... 5 Advisors... 7 Goals and Objectives... 8 Mission Statement... 8 Objectives... 8 Professional Expectations... 9 PROGRAMS OF STUDY Overview Curriculum Charts Concentration Areas: Clinical Experience in the Field REGULATIONS AND POLICIES Course Registration College Retention Standards Minimum Academic Standing Academic Dismissal Academic Remediation Process Academic Appeal Policy Non-Academic Performance Requirements Non-academic remediation process Recommendation and Endorsement Policy PROFESSIONAL ORGANIZATIONS OTHER REQUIREMENTS AND RECOMMENDATIONS APA Style Writing Professional Liability Insurance... 24

3 Welcome Welcome to the Department of Psychological Counseling! You have chosen to attend one of the pioneer programs for counseling in the state. Monmouth University s graduate counseling program was one of the first among New Jersey s to satisfy the requirements for the newly created licensing of Professional Counselors (LPCs). Now, the university is the first in New Jersey to offer a 60 credit Master of Science program in mental health counseling, designed to satisfy the requirements for state licensing and for CACREP accreditation. The staff of the department is dedicated to helping you grow into the best counselor you can be. Your commitment to helping others and to be successful in our graduate program is appreciated. Purpose of this handbook The purpose of this handbook is to provide you with information about the Psychological Counseling Department of Monmouth University, the available programs of study, policies and regulations, and associated professional activities. Information about updates to this manual will be made available in your classes, posted on the department bulletin boards and on our website, It is the students responsibility to be familiar with the current student handbook. An updated master copy of this handbook will be kept in the department office files. Departmental Offices and Resources The Psychological Counseling Department is located in the Edison Science Hall. The Department office is located in Edison 148 B. Students seeking information or appointments with department faculty members should contact the staff in the office or call (732) The office is staffed between the hours of 8:45 am and 5pm. All the faculty offices are located on Edison Hall s first floor. Students are encouraged to contact faculty through or by phone (see addresses below). Faculty mailboxes are located in the department office, 148B. The Department has a website that is used to provide needed information to the students and faculty. The website contains faculty bios, printable versions of the student handbook and the Field Placement Handbook, as well as important links to professional associations, other Monmouth University sites and useful links. Department bulletin boards are also used for conveying information to our students. Students are encouraged to review these boards periodically. Updated information can also be viewed on the department website. You are encouraged to review these boards periodically. Students also have access to Psychological Counseling Department resource library in Edison 145. The library includes many professional books, journals, and pamphlets covering both general and specific counseling topics. 3

4 The Departmental area also houses three observation rooms. These rooms are used to observe practice counseling sessions both in a live mode, as well as via audio and video taping and viewing equipment. The Observation Rooms are used for several courses including PC 525, Counseling Theories and Technique; PC 550 Group Counseling; PC 560 Counseling Practicum; and PC 580 Clinical Internship. All students have an address based on their student id number. Students should check their frequently as faculty and the university uses such means to communicate information. In addition, several courses use on-line technology to teach and disseminate information. There are numerous computer labs on campus that provide access to the University s Technology Resources. In addition, there are several desktop computers available in the Departmental Office Complex, as well as a Computer Lab across the hall from that office. Department Faculty and Staff (Phone and ) Dr. Kathleen Armstrong Dr. David Burkholder Dr. Alan Cavaiola Dr. Stephanie Hall Dr. Joanne Jodry Dr. George Kapalka Dr. Solomon Schuck Dr. Fran Trotman Dr. Gary Handler Janis Palumbo karmstro@monmouth.edu dburkhol@monmouth.edu acavaiol@monmouth.edu shall@monmouth.edu jjodry@monmouth.edu gkapalka@monmouth.edu sschuck@monmouth.edu ftrotman@monmouth.edu ghandler@monmouth.edu jpalumbo@monmouth.edu Assistant Professor Assistant Professor Chair/Associate Professor Assistant Professor Specialist Professor Associate Professor Associate Professor Professor Field Placement Coordinator Secretary 4

5 Meet the faculty Dr. Alan A. Cavaiola, Chair, Department of Psychological Counseling Kathleen L. Armstrong, Assistant Professor. Ph.D., Counselor Education, University of Virginia. Specialization in mental health counseling, multicultural counseling, substance abuse counseling, crisis counseling, and sexuality issues. Areas of interest in research and teaching include multicultural issues, gender issues, identity development issues, and human sexuality issues. David Burkholder, Assistant Professor. Ph.D., Kent State University. Specialization in mental health counseling with children and adolescents. Areas of interest include career counseling, student retention, legal and ethical issues in therapy, men s issues, and multicultural issues. dburkhol@monmouth.edu Alan A. Cavaiola, Associate Professor, Chair of Psychological Counseling. Ph.D., Hofstra University. Specialization in the area of counseling issues related to mental health and psychology, with a primary interest in alcoholism, substance abuse and other addictive behaviors, and their impact on individuals, couples and families. Teaching, research and counseling interest focus on adolescent development, sequelae of trauma, abnormal personality development, DUI offenders, and workplace dynamics. acavaiol@monmouth.edu Stephanie Hall, Assistant Professor. PhD., University of New Orleans. She is a licensed professional counselor in both Kentucky and Louisiana. Her research interests include multicultural counseling, women s issues in counseling, professional identity of counselors and doctoral level teaching training for counselor educators. Dr. Hall also serves as the secretary for the Association of Multicultural Counseling and Development. shall@monmouth.edu Joanne Jodry, Specialist Professor, DMH Ph.D., Drew University. Specializations in professional mental health counseling, with primary clinical interests in women s issues throughout the life span, life crisis, and existential issues. Areas of interest in research include the interplay of psychology and religion (through a world religion perspective), the impact of therapeutic relationships on the therapist, and feminist counseling and its future impact on the mental health counseling field. jjodry@monmouth.edu George Kapalka, Associate Professor. Ph.D., Fairleigh Dickinson University. Specialization in the areas of counseling, clinical and school psychology with emphasis on child and adolescent counseling and assessment, learning disabilities, school consultation and legal/forensic issues. Current research program is focused on the education, counseling and management of children with behavioral problems (including ADHD) in school and at home, as well as researching the after-effects of the World Trade Center attacks. gkapalka@monmouth.edu 5

6 Solomon Z. Schuck, Associate Professor, Ph.D., New York University. Specialization in Crisis Intervention and Family Therapy with a bias towards prevention. Areas of interest include the utilization of culturally consonant approaches to primary prevention. Research interests include an evaluation of the role of communication and compatibility in relationship satisfaction. sschuck@monmouth.edu Frances K. Trotman, Professor, Ph.D., Columbia University. Areas of interest include child development, racism and minority issues; stress management; divorce mediation; aging; academic resilience; women s issues; feminist counseling and counseling with African American women. ftrotman@monmouth.edu Gary J. Handler, Field Placement Coordinator, Ph.D., New York University. Specialization is in mental health counseling, focusing on cognitive and behavioral approaches. Areas of teaching interest include art therapy, and alternative therapies as well as cognitive and behavioral techniques. Current emphasis is on supporting students in field placement and supervising to support development of mature counseling skills. ghandler@monmouth.edu Suzanne Fico, Adjunct Professor, Ph.D., Southwest University. Specialization in mental health counseling with adolescents in middle school and high school settings. Certified as a Chief School Administrator and Substance Awareness Coordinator. sfico@monmouth.edu Theresa M. Jaeger, Adjunct Professor, Ph.D., Seton Hall University. Specialization in mental health counseling, crisis intervention and educational counseling, primarily with children, adolescents and young adults. Areas of interest include: the treatment of ADHD across the lifespan, parenting training, career transitions, and the psychological adjustment of adult survivors of childhood sexual abuse. tjaeger@monmouth.edu Tara M. Lally, Adjunct Professor. Ph.D., Counseling Psychology, Temple University. Specialization in counseling of disruptive behavior disorders with children and adolescents and their families. Areas of interest include: impact of systems upon underserved/underprivileged, managing mental illness across the lifespan, and parenting skill development of adolescent males. tlally@monmouth.edu Adrian Restivo Levitt, Adjunct Professor, Ph.D., Seton Hall University. Specialization in the areas of counseling techniques for Drug and Alcohol related issues. Areas of interest include issues of substance use and abuse, assessment, prevention theory and parent-child interactions and communications.alevitt@monmouth.edu Michelle Perepiczka, Adjunct Professor, Ph.D., Texas A&M University-Commerce. Specialization in mental health counseling with an emphasis on counseling young children and adolescents with play and expressive art modalities. Areas of teaching and research interest include research design, statistical analysis, counselor wellness and development, and outcome studies of therapeutic interventions. mperepic@monmouth.edu 6

7 Advisors Each student is assigned a faculty advisor, a faculty member from the department. Students will be assigned an advisor upon admission to the program. It is the student s responsibility to know who is serving as the faculty advisor, if you do no know ask the department secretary. Your faculty advisor is your prime contact regarding your program of study, your course choices, your registration each semester and general information about your progress, your career plans, etc., The responsibility for this relationship is the student s since each advisor has many students to care for. The department encourages you to take the initiative to foster this relationship. 7

8 Goals and Objectives Departmental Mission Statement The Graduate Programs of the Psychological Counseling Department aim to develop mental health professionals who can effectively address issues of wellness, personal growth, as well as pathology for the benefit of a diverse population of clients. We expect our graduates to be able to apply mental health, human development and psychological principles through multiple strategies depending on the needs of their clients. The curricula of the programs prepare our students for licensing as Professional Counselors, or to continue their education in related doctorate programs. Our graduates are expected to contribute to the field through practice, education and professional leadership. Objectives To carry out its mission statement, the department has specified a set of objectives which are implemented through its programs. A. Personal Qualities (1) Self awareness, self acceptance, self objectivity (2) Personal congruence (3) Ability to interact constructively with youths and adults (4) Professional commitment (5) Constructive professional relationships (6) Authenticity (7) Respect for the dignity and worth of others (8) Sensitivity to individuals and their needs B. Understandings (1) Development processes typical and atypical (2) Personality and adjustment processes adaptive and maladaptive (3) Learning processes cognitive, behavioral, affective, and interpersonal (4) Counseling processes individual, group, and family (5) Group dynamics (6) Measurement and evaluation (7) Role of the Psychological Counselor (8) Statistics and research methodology (9) Career development (10 Professional, ethical, and legal aspects of counseling (11) Cultural and gender issues C. Skills (1) Interviewing techniques (2) Test administration and interpretation (3) Case conceptualization and communication (4) Individual counseling techniques (5) Group counseling techniques 8

9 (6) Family counseling techniques (7) Evaluating and using research findings (8) Responding to supervision and consultation (9) Understanding of biological-psychological interpretations Professional Expectations The academic programs in the department are established to prepare graduates of the program to enter "professions." The term professions in this context means (a) an occupation/career for which there is a known body of knowledge (both theoretical and research), (b) an identified set of appropriate skills, and (c) a set of behavioral standards adhered to by members of the profession. As a student admitted to a program in the department, you are engaged in a professional preparation curriculum. Therefore, upon admission, the department accepts you as a professional and expects you to act in accordance with the highest professional standards. The most common manifestation of professionalism is adherence to professional ethical standards such as those of the (a) American Counseling Association and (b) the National Board for Certified Counselors. Therefore, copies of current versions of some of these sets of ethical standards are provided in a file located in the departmental office. You will be required to read and understand several different sets of ethical standards as a part of your coursework in your program of study. The department faculty expects you to be knowledgeable of these standards and to act in accordance with them. However, professionalism encompasses much more than just adherence to ethical and/or other written standards. It includes appropriate and effective ways of interaction with people, matters of personal conduct and self-presentation, and respect of people, property and processes. If you have any concerns about appropriate professional behavior for you or for others, contact your faculty advisor immediately. 9

10 PROGRAMS OF STUDY Overview The practice of Professional Counseling is defined as the application of mental health, psychological or human development principles, through cognitive, affective, behavioral or systemic intervention strategies, that address wellness, personal growth, or career development, as well as pathology (ACA, 1997). Monmouth University s Psychological Counseling Department offers three graduate programs that equip students with the theoretical and practical aspects of a career in counseling. The Master of Science in Mental Health Counseling is a 60 credit program (the first of its kind in NJ) that allows the students to complete all the credits, including the core curriculum, required for Licensed Professional Counselor (LPC) licensure in NJ (and many other states) and the National Certified Counselor credential. In addition, the program allows the students to pursue specialty areas and enhance their counseling skills with field experience. The University has attained CACREP (Council for Accreditation of Counseling and Related Educational Programs) accreditation for the Mental Health Counseling program. This program s mission statement is: The Masters of Science program in Mental Health Counseling is designed to train students to be leaders and advocates in the field of mental health counseling. Our program is based on humanistic values promoting prevention, wellness, personal growth and human development and on the facilitation potential of human interactions. Our graduates will meet the academic and skill requirements for state licensing and national certification for counseling. The Master of Arts in Psychological Counseling is a 30-credit program that focuses on counseling techniques, assessment methods, mental health and community counseling issues. This basic graduate program prepares the student for entry for further graduate training leading to a PhD, or for the certificate program described below. In addition many students requested such a program to be able to gain the skills to be used in other professions (for example education), as part of preparing themselves for other certifications (e.g., Certified Alcohol and Drug Counselor (CADC), Substance Abuse Counselors (SAC) in schools, school psychology, etc.,), or to obtain employment in the helping professions at non-profit organizations (these are exempt from the NJ licensing laws). The core course content is similar to the initial requirements for MS program and it requires only one field experience (a practicum). The Post Master s Certificate in Professional Counseling is targeted to those students, who possess the MA already and wish to satisfy the course requirements for NJ s Licensed Professional Counseling (LPC) or for the accreditation by NBCC (National Board for Certified Counselors). This program, also consonant with the CACREP standards, enables the student to focus on specific fields of counseling (criminal justice, child and adolescent counseling, substance abuse treatment, and others) while continuing to broaden knowledge and skills in the basic core areas required by CACREP, NBCC and state licensure. This program is available to students who completed their MA programs elsewhere. 10

11 Curriculum Charts These curriculum charts detail the course requirements for each of the three programs offered by the Department. Please refer to the Graduate Catalogue for course descriptions, required course sequences and prerequisites. Masters of Science in Professional Counseling Requirements: 60 Credits PC 505: Mental Health Counseling PC 506: Testing & Assessment in Counseling PC 510: Community Mental Health PC 512: Psychopathology PC 525: Counseling Theory and Technique PC 515: Human Development through the Lifespan PC 570: Career Counseling PC 550: Group Counseling PC 545: Psychopharmacology PC 529 Multicultural Counseling PC 503: Research Methods in Counseling* Or PC 680 Individual Research Study Or PC 685 Thesis in Counseling * PC 501 is a Pre-Requisite for PC 503 PC 560: Counseling Practicum PC-CPE: Comprehensive Examination PC 580: Clinical Internship in Professional Counseling Electives: Choose from PC level courses Total Credits for Master of Science in Professional Counseling= 60.0 This program is designed to satisfy the CACREP standards for a 60 credit Masters program in Mental Health Counseling. 11

12 Requirements: 30 Credits Masters of Arts in Psychological Counseling PC 505: Mental Health Counseling PC 506: Testing & Assessment in Counseling PC 510: Community Mental Health PC 512: Psychopathology PC 525: Counseling Theory and Technique PC 560: Counseling Practicum Electives: Counseling from among PC 500 level courses, ED 500 level courses, IS 531, LA532, PL532, CO507, CJ502, CJ570, CJ540, BM502, BM514, BM Total Credits for Masters of Arts in Psychological Counseling= 30.0 Credits 12

13 Post-Master s Certification in Professional Counseling PC 512: Psychopathology PC 506: Testing & Assessment in Counseling PC 510: Community Mental Health PC 570: Career Counseling PC 550: Group Counseling PC 545: Psychopharmacology PC 529 Multicultural Counseling PC 503: Research Methods in Counseling Or PC 680 Individual Research Study Or PC 685 Thesis in Counseling * PC 501 is a Pre-Requisite for PC 503 PC 580: Clinical Internship in Professional Counseling 9.0 Students who have completed any of the above requirements as part of their Master s may substitute Electives from 500-level and 600- level PC courses. All student must contact their advisor for individual curriculum adjustments based upon their Master s Total Credit for Post-Master s Certification in Professional Counseling=

14 Concentration Areas: Students may elect to concentrate in various areas of counseling. Your advisor is available to discuss state and national certification and licensing requirements for any of the specialties listed below. Required and selected elective courses may be taken to meet the licensing, or certification requirements for one of these specialties. In addition, some of your field experience may have to take place in specified settings. If you are interested, please discuss these options with your advisor. A. Child and Adolescent Counseling B. Alcohol/ Substance Abuse Counseling C. Criminal Justice D. School Counseling E. Substance Abuse Coordinator Clinical Experience in the Field A key part of all these programs is clinical experience. Students have the opportunity to complete up to 12 credits of supervised field experience which provides the opportunity to counsel actual clients at University approved field sites. Students will have the opportunity to help diverse client bases in at least two sites. Each field experience is aided by close clinical supervision at the site, as well as at the University. The Field Placement Handbook provides the students with the details of the requirements for entering and completing such site experiences: the process for selecting sites and all the details for completing the two phases, called the practicum (the initial field experience) and subsequent internships. All the forms that are needed before and during the field experience are also included in the handbook. 14

15 REGULATIONS AND POLICIES Course Registration In order to ease course registration, the University publishes a course catalogue with classes offered for the approaching semester. If there are any changes to the catalogue after registration is complete, your advisor will be made aware of these changes and the individuals that are affected will be notified of those changes. The most up to date version of this catalogue is available on the Monmouth University Website and also through the WEBADVISOR used for searching for available courses and registering. WEBADVISOR allows students to browse through courses available for current and future semesters. Students may register on-line for courses using WEBADVISOR at Students are advised to carefully check prerequisites for courses. Students must obtain permission from their advisor and the Department Chair to take PC580, Internship in Counseling. To facilitate with registration of classes, you may make an appointment with your advisor to register for the courses that you wish to take. Students that have been accepted to the program on a conditional basis must obtain approval through the department to register for classes. If your faculty advisor is occupied during the registration period, you may obtain the signature of the department chairperson or another faculty department member who is authorized to register students for classes. The department controls registration for its courses. One reason for this is to insure that only qualified individuals obtain certain professional credentials. The second reason for control of registration is to ensure that all pre-requisites for a course have been satisfied. Therefore, the department considers the forgery of a signature on a registration form to be unethical and unprofessional. This behavior is sufficient cause for immediate dismissal from enrollment in the program. College Retention Standards The requirements of a particular master s program must be satisfied within a period not exceeding five calendar years and not including a period of service in the Armed Forces. The graduate catalogue in effect at the time of admission, readmission, or the change in major (whichever is later), shall normally be the student s official catalogue of record. However, faculty and curriculum changes may be related changes in a student s program. If after following a curriculum record for five calendar years, a student has not completed the requirements of the curriculum, the student must update the curriculum of record (including all requirements) to the most recent one that exists. Requests for exceptions to a curriculum update should be made to the respective program director (in this case the chair of the Psychological Counseling Department). The director s recommendation is then forwarded to the academic school dean and graduate school dean for final approval. The acceptance at Monmouth University of graduate courses taken elsewhere more than five years prior is at the discretion of the program director and is made on a case by case basis. Minimum Academic Standing Graduate students are required to maintain an average of or better in all courses in the degree program in which they are enrolled in Monmouth University. 15

16 Students who fail to maintain a or better average, or who accumulate as many as three credits of B-, C+, C, C- or F grades will be subject to review by the Academic Standards and Review Committee. Under no circumstances will more than six credits of C+, C and C- grades accumulate toward degree credit. Students will not receive their degrees until all the policies on the number of C grades and GPA are met. Academic Dismissal A student shall become subject to academic dismissal for any of the following conditions: Academic Remediation Process 1) For failing to earn in three continuous semesters a cumulative grade point average of at least. 2) For accumulating nine credits of C+, C and C-. 3) For accumulating six credits of F, or three credits of F and three credits of B-, C+, C and C-. 4) For excessive course withdrawals. A student is considered to have withdrawn excessively if credits for those courses in which W grades have been received total more than 25% of the total number of credits attempted at Monmouth University. This policy affects all students after they have attempted at least 12 credits at Monmouth University. 1. Professor and student meet so that professor can give the student feedback and hear the student s perspective on problem; professor documents this meeting. 2. If the professor and the student agree on the problem and possible solution(s), then an agreement is made, the solution is implemented, and later evaluated by the professor. If the solution is attained, the matter is considered closed, and a documentation of this remediation process is put in a Remediation File. If the solution is NOT attained, the professor implements the consequences of not attaining it (for example, failure of an assignment or class). 3. If the professor and student cannot agree on the problem and/or solution, the professor meets for consultation with the Chair of the departmental Remediation Committee. The Remediation Committee Chair is appointed annually by the Department Chair. The Remediation Chair and the professor determine a solution, which is documented by the professor. 4. After consultation with the Remediation Chair, the professor meets again with the student and presents the solution. If the academic problem was egregious, such as cheating or plagiarism, the professor may also refer the matter to the University Appeals Committee, and notify the student of this at this meeting. The professor also informs the student that the student may appeal to the Department Chair if she/he is unsatisfied with the solution. 5. If the student accepts the solution, the matter is considered closed, and documentation of the process is placed in the departmental Remediation file. If the student does not accept the solution, she/he appeals to the Department Chair. 16

17 6. If the student appeals to the Department Chair, the student and the Department Chair meet and discuss the problem and proposed solution. The Department Chair makes a decision to either uphold the proposed solution or not. At this time, the Department Chair may also refer the matter to the Remediation Committee as appropriate. If the Department Chair upholds the proposed solution, the student is informed that she/he may appeal this decision according to the procedures in the Student Handbook. If the Department Chair decides not to uphold the proposed solution, she/he can call for a meeting of the student, professor, and Department Chair to attempt to find another solution. 7. In addition to documenting the process in the Remediation file, the professor will share information with other faculty members as appropriate The complete flowchart for the remediation process for an academic event is given on the following page: 17

18 Academic Event Occurs Professor meets with student to understand student s perspective Professor documents meeting Agreement of problem and solution; student accepts professor s feedback and solution No agreement, partial agreement of problem and solution Solution is implemented Professor meets with Chair of Remediation Committee to consult Solution is evaluated by professor; if solution is attained, this is documented by the professor Professor makes decision about grade/assignment, and professor may refer to appeals committee If solution is not attained, professor and student meet again; professor implements consequences of not attaining solution Student can appeal professor s decision to Department Chair Professor shares appropriate information with other graduate faculty regarding solution Department Chair may refer to Remediation Committee Student may appeal according to the Student Handbook 18

19 Academic Appeal Policy Students may appeal an academic dismissal by appealing in writing to the Academic Standards and Review Committee. Procedure for appeal is discussed in the Monmouth University Student Handbook. Non-Academic Performance Requirements Students are also expected to meet various non-academic performance requirements. These include abiding by the code of behavior of the University (for example rules and policies regarding plagiarism, sexual harassment etc.,), as well as the Ethical Code of the American Counseling Association. Violations of these codes, or poor fit with the skills and characteristics required for the counseling profession can result in disciplinary action with consequences up to and including dismissal from the program (These are provided in the objectives section of this handbook). It is the responsibility of the students to familiarize themselves with these codes of behavior. Non-academic remediation process 1. Professor and student meet so that professor can give the student feedback and hear the student s perspective on problem; professor documents this meeting. 2. If the behavioral problem is not considered egregious by the professor (i.e., somewhat inappropriate professional attire; occasional lateness with required clinical paperwork; some indication of lack of insight), the professor meets and consults with the Remediation Chair. 3. The professor then meets again with the student, and outlines the solution as determined by the professor and Remediation Chair. If the student and professor agree, the solution is implemented, and later evaluated by the professor. If the solution is attained, the matter is considered closed, and a documentation of this remediation process is put in a Remediation File. If the solution is NOT attained, the professor may refer the matter to the Remediation Committee. 4. If the solution is not attained, or if the problem persists, the professor may refer the matter to the Remediation Committee. 5. If the matter is considered egregious by the professor (i.e., evidence of significant lack of insight or empathy; clear ethical breach; evidence of poor boundaries with clients), the professor will meet with the student and hear the student s perspective on the problem. 6. The professor consults with the Remediation Chair, and refer the matter to the Remediation Committee. 7. The professor sends a letter to the student, outlining the concerns or offenses, and the referral to the Remediation Committee. 8. The student meets with the Remediation Committee and shares her/his perspective on the problem. 19

20 9. The Remediation Committee decides if remediation is necessary, possible, and/or appropriate. 10. The Remediation comes up with a remediation plan or, if remediation is deemed impossible, a plan for dismissal from the program. 11. The Remediation Committee makes written recommendation to Department Chair, and sends a copy of the letter to the student, to legal counsel, to the graduate dean, and to the registrar. 12. The process is documented in the departmental Remediation file; in addition, the professor may share information with other faculty members as appropriate. 13. The student may appeal the decision as outlined in the Student Handbook. 14. If dismissal from the program is required, the student will meet with her/his advisor; the advisor will assist the student to exit the program in a caring and compassionate manner. The flowchart for the process for remediation based on violations of non-academic policies is provided on the following page: 20

21 Behavioral/Ethical or Evidence of Poor fit to Counseling Profession Event Occurs Professor meets with student to understand student s perspective Professor documents meeting If not egregious, as determined by professor, and student accepts feedback, then professor consults with Remediation Chair If egregious, as determined by professor, professor consults with Remediation Chair Professor outlines solution to student after consultation with Remediation Chair Professor sends student a letter outlining offense/area of concern, and a referral to the Remediation Committee Solution is implemented Remediation Committee meets with student student shares her/his perspective Solution is evaluated by professor; if solution is attained, this is documented by professor Remediation Committee decides if remediation is necessary, possible, and/or appropriate If solution is not attained or problem persists, professor may refer it to Remediation Committee, and/or share appropriate information with other graduate faculty Remediation Committee comes up with remediation plan, if possible, or dismissal plan Remediation Committee makes written recommendation to Department Chair, and cc s student, legal counsel, graduate dean, and registrar Student may appeal decision according to Student Handbook 21

22 Recommendation and Endorsement Policy The graduate programs of the department have been carefully designed to prepare the students who graduate for specific professional settings. Therefore, the department members can only provide endorsements for professional positions and position levels appropriate to the respective programs completed. Thus, for example, the department can not give a recommendation for a school counselor position to someone who did not have that concentration and did not complete the required field experience. The department faculty does not automatically provide verbal and/or written endorsements. If a student desires to have a department faculty member provide a verbal and/or written endorsement, a specific request must be made to the faculty member for a specific endorsement. In general, the department members are quite happy to provide both written and verbal endorsements for graduates of the programs in the department as long as the requested endorsements are appropriate. 22

23 PROFESSIONAL ORGANIZATIONS Students are encouraged to join and participate in the activities of national, state and local professional counseling organizations. The department faculty members recognize that students' financial resources are limited. Therefore, the department faculty does NOT require that you become a member of one or more professional organizations pertinent to your professional goals. However, the department does believe that membership in professional organizations is an important aspect of professionalism, and therefore strongly encourages you to join professional organizations if you have the financial resources to do so. National Level: The American Counseling Association The American Counseling Association is a not-for-profit, professional, and educational organization that is dedicated to the growth and enhancement of the counseling profession. Founded in 1952, ACA is the world s largest association exclusively representing professional counselors in various practice settings. The website for the American Counseling Association is Other professional national counseling groups: American Association of Marriage and Family Therapist (AAMFT) American Mental Health Counselors Association (AMHCA) American Rehabilitation Counseling Association (ARCA) American School Counselor Association (ASCA) American College Counseling Association (ACCA) National Employment Counselors Association (NECA) International Association of Addiction and Offender Counselors (IAAOC) Counselors for Social Justice (CSJ) Association for Gay, Lesbian and Bisexual Issues in Counseling (AGLBIC) Association for Counselors and Educators in Government (ACEG) Counseling Association for Humanistic Education and Development (C-AHEAD) Association for Assessment in Counseling and Education (AACE) Association for Specialists in Group Work (ASGW) Association for Multicultural Counseling and Development (AMCD) Association for Adult Development and Aging (AADA) Association for Spiritual, Ethical and Religious Values in Counseling (ASERVIC) Association for Counselor Education and Supervision (ACES) National Career Development Association (NCDA) International Association of Marriage and Family Counselors (IAMFC) State-Level: New Jersey Counselor Association New Jersey Association of Marriage and Family Therapists (NJAMFT) New Jersey Professional Counselor Association (NJPCA) School Organizations Student Counseling Association 23

24 OTHER REQUIREMENTS AND RECOMMENDATIONS APA Style Writing The Psychological Counseling Department has implemented the 5 TH Edition Publications Manual of the American Psychological Association (APA) as the guide for all written assignments in the department. Students entering the program should be familiar with this style guide prior to completing and handing in any papers for graduate courses. The APA manual may not be a required text for any of the graduate courses taken; however, students are expected to refer to it for guidance for all written assignments in Psychological Counseling courses taken at Monmouth University. Professional Liability Insurance Litigations involving practitioners in counseling have increased in the last few years. The reasons for these litigations are many, with the result being that every practicing professional is a potential target for litigation. Adherence to professional ethical standards, as well as high standards for personal and professional conduct, is perhaps the best way for professionals to avoid involvement in litigations. The department requires that students obtain professional liability insurance prior to field placement. Students can apply for Professional Liability Insurance through professional organizations (for example, you can find professional liability insurance on the ACA on-line site at ). Fees for professional liability insurance obtained through professional organizations are in addition to the organization s membership fees. Licensure and certification The National Board for Certified Counselors, Inc. (NBCC) is the national professional certifying agency for counselors for professional counselors at the national level. Professionals who obtain certification by the NBCC may refer to themselves as National Certified Counselors (NCCs). The National Board for Certified Counselors, Inc. administers the National Counselor Examination (NCE) for Licensure and Certification as a criterion for eligible NCCs. Students interested in state licensure should consider the specific course requirements as they develop their program of study. NJ licensure as a Professional Counselor (LPC) requires 60 hours of graduate coursework and the MS in Professional Counseling, or the MA in Psychological Counseling, together with the postmasters certificate are designed to satisfy the course requirement for the NJ LPC license, as well as the course requirements for National Certified Counselor. Many state licenses are based on the NCC requirements, however students must ascertain their own needs if they are preparing to practice in other states. Licensure and certification for other specialties (for example, Alcohol/Substance Abuse Counseling, Substance Abuse Coordinator, School Counseling, etc., will have different requirements. However, students may consult with their advisors to ascertain whether the courses they take are adequate for such careers. 24