Graduate Program Prioritization Criteria and Questions/Elements. 6th Year Professional Diploma in Clinical Mental Health or School Counseling

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1 Graduate Program Prioritization Criteria and Questions/Eements 6th Year Professiona Dipoma in Cinica Menta Heath or Schoo Counseing 1. History, Deveopment and Expectations of the Program a. Provide, to the best of your abiity, a brief description of the program s history incuding the evoution of the program over the years. Describe specific changes that have been made to the program curricuum, changes to student demographics and the impact of these changes on the program, and efforts to recruit students to the program. If this is a new program, describe efforts to buid the program and the progress of these efforts to date. (550 words) The 6th Year Professiona Dipoma (SYC) in Cinica Menta Heath or Schoo Counseing is a 30 credit hour program that bends two distinct yet strongy reated professiona counseing discipines. Cinica Menta Heath Counseing (CMHC) and Schoo Counseing (SC) share a common heritage in the career/persona guidance and community counseing movements that began in the midde 1960 s. To meet marketpace demands for community-based cinica menta heath counseing, the Licensed Professiona Counseor (LPC) was estabished in the state of Connecticut in This parae yet connected history has resuted in a shared cuture, incuding commitment to a number of common core curricuar areas. The 6th Year Dipoma in counseing is taiored to meet specific needs of individua students. That is, the Panned Program for the SYC offers a wide variety of curricuar options in order to best meet the student s focus area. Athough the SYC is a minimum 30 credit program, many students are required to compete more credit hours (approximatey 42) in order to successfuy meet certification or Licensure requirements. There are primariy four groups who seek the SYC: 1) Schoo Counseors seeking to increase their training and earning potentia in the schoos, 2) Menta heath professionas seeking coursework to satisfy the requirements for the Licensed Professiona Counseor (LPC) in the state of Connecticut, 3) students who hod a master s degree in counseing or a reated areas who are seeking state of CT certification, and 4) Students who are activey pursuing both certification as a Schoo Counseor and icensure as a Professiona Counseor (LPC) in order to increase expertise and career options. It shoud be noted that both the CMHC and SC masters programs are accredited by the Counci for the Accreditation of Counseing and Reated Educationa Programs (CACREP), the premier accrediting body for counseor education. However at this time, CACREP does not accredit SYC s. Recognizing that CACREP standards serve as counseor education s highest eve of exceence, SYC Counseing Prioritization 1

2 the facuty strive to hod the SYC program to the same CACREP standards as the masters programs. b. Is there anything ese you woud ike us to know? (Issues you might choose to discuss coud incude visibiity of the program, reationships the program has externa to the university, changes in the economic support for the program, staffing, etc.) (150 words) Program facuty are activey invoved in our state, regiona and nationa professiona associations. In fact, a facuty members currenty hod eadership positions on the Executive Board of the Connecticut Association for Counseor Education and Supervision. Students are aso encouraged to participate fuy in professiona associations both ocay and nationay. As we, student representatives take eadership roes in Connecticut, participating in professiona association committee work and providing outreach. Our counseing graduate students are cosey supervised during schoo-based pacement. Therefore, reationships are estabished and supported through reguar site supervision and on-going contact with current and past supervisors. Program facuty maintain connections with oca cinica and schoo based settings through current research. In addition, facuty and students reguary participate in vounteer work in both agency and schoo settings. As we, our recent graduates are activey invoved in the program as members of our advisory board, speakers in casses and participants in mock interviews for our advanced graduate students. 2. Externa Demand for the Program a. Using the data provided, review and expain the reationship between the program and externa factors that impact the: i. number of appicants and percentage of appicants accepted Academic Year Program Appications Accepted Acceptance % SYC-CSP % SYC-CSP % SYC-CSP % SYC-CSP % SYC-CSP % SYC Counseing Prioritization 2

3 The acceptance rate for our SYC is sighty higher than our masters programs. The SYC candidates adhere to the same appication requirements as the master s eve appicants. SYC candidates tend to have more appied professiona experience as they have aready competed a graduate eve degree. Because the CACREP standards do not prohibit the SYC from admitting greater numbers of students, we are activey considering strategies for significanty growing the SYC. ii. 5-year enroment trends (450 words) Enroment s - SYC- CSP Fa '08 Sp r '09 Fa '09 Sp r '10 Fa '10 Sp r '11 Fa '11 Sp r '12 Fa '12 Sp r '13 Fa Av g Sprin g Avg Femae Mae Tota Fu-Time Part-Time Our enroment numbers are reativey consistent over time. most students enro part-time. this pattern is consistent with the demographic of our SYC students. According to the Bureau of Labor Statistics, the job outook for schoo counseors is good, projecting a 12% increase in the market by 2022 (United States Department of Labor, retrieved ). According to the State of Connecticut Labor Market (retrieved ), the schoo counseor occupation is growing faster than average and has average annua job openings of approximatey 140 positions per year. Of course these statistics are infuenced by state and oca schoo budgets. The need for consistent counseing support within pubic schoo settings has become increasingy apparent. In fact, the Connecticut State Department of Education, in conjunction with the Connecticut Schoo Counseing Association, is proposing a bi mandating schoo counseor support within every pubic schoo in the state. In terms of our CMHC SYC, nationa and Connecticut state reports indicate a need for a arger, more we equipped menta heath workforce (Cannata, 2012; President s New Freedom Commission Report, 2003). According to the federa 2013 Occupationa Outook Handbook, jobs for menta heath counseors wi increase by 29% from , a growth rate that is much faster than average for a occupations (http://www.bs.gov/ooh/community-and-socia- SYC Counseing Prioritization 3

4 service/menta-heath-counseors-and-marriage-and-famiy-therapists.htm). Further, government eaders continue to ca for an improved and expanded workforce to address the current serious crisis in menta heathcare, (i.e., faiure to both identify and treat menta iness in youth and aduts). In Connecticut, pubic and private funding for improved menta heathcare continues to grow, as evidenced by $13.7 miion awarded to the state in October 2005 (for a five year period) to address the infrastructure of the state menta heath system. Currenty, CMHC facuty are participating in a project funded by the Connecticut Menta Heath Transformation Grant (Workforce Deveopment Subcommittee) designed to increase the number of cinicians prepared for evidence-based therapy and generay improve the Connecticut menta heath system. b. Which empoyers, institutions and/or communities benefit from this program? Describe how the program meets the needs of the state (e.g., economic, cutura, civic, etc.)? (150 words) In schoo counseing, the schoo site supervisors provide our students and our profession a vauabe service. In the same way, our graduate students provide appied skis, knowedge of current practice, and student support for many owincome districts. Simiar to Master s eve students, SYC fied pacement students are fufiing requirements across severa districts. In CMHC, pubic and private menta heath treatment settings are the primary internship and empoyment setting for our graduates. The community ceary benefits from the skis and abiities of our graduates, through preventing, diagnosing, and treating menta iness in chidren, adoescents, and aduts. CMHC aumni have found empoyment in areas that have been identified by the federa government as underserved (e.g., extreme poverty). Our Spanishspeaking graduates offer critica menta heath services. Further, the state is facing a marked shortage of masters eve cinicians in the provision of intensive, evidence-based practices for chidren and adoescents (Cannata, 2012). c. Is there anything ese you woud ike us to know? (Issues you might choose to discuss coud incude competition from oca, regiona, and other institutions.) (100 words) Despite poor economic trends in our community, from year to year, our student graduation rate is strong as is our job pacement rate. The majority (95-100%) of our SYC graduates find or maintain empoyment in cinica or educationa settings. SYC Counseing Prioritization 4

5 3. Interna Demand for the Program a. Using the data provided, pease describe how courses in your program serve students in other programs. What percentage of students in your courses come from other programs? Pease provide enroment data for graduate courses offered by your department that are required for other graduate programs. (Some of your discussion in this section may be repetitive, but is important in understanding the interna demand for the program.) (100 words) Cinica Menta Heath Counseing, Schoo Counseing, and Schoo Psychoogy Combined: Credits Generated 08/09 09/10 10/11 11/12 12/13 Tota Academic Credits 2,868 2,629 2,831 2,879 2,973 Major Credits 2,538 2,191 2,497 2,557 2,657 Tota Students % of Students From Other Departments 12% 20% 13% 13% 12% From , the percentage of students from other departments taking CSP courses ranged from 12%-20%. In addition to those taking courses outside of the CSP department, it shoud be noted that a three programs within the CSP Department (CMHC, Schoo Counseing, and Schoo Psychoogy) require a number of shared courses. CMHC shares 7 courses with the Schoo Counseing program (CSP 540, 550, 568, 569, 572, 656, 691) and 6 courses with the Schoo Psychoogy Program. b. How is enroment for your graduate program infuenced by enroment in your undergraduate program? Is there potentia for a forma pathway between the two programs? (100 words) We do not have an undergraduate program affiiated with our SYC, nor do we have a forma pathway from undergraduate to graduate studies. However there is great potentia for a forma pathway for students interested in schoo or cinica menta heath counseing, offered in coaboration with the psychoogy and/or education. Indeed, the CSP department has recenty been discussing possibe modes for coaboration with other SCSU human service departments, so that undergraduate, graduate, and SYC programs around the campus may more seamessy work together in sequence. SYC Counseing Prioritization 5

6 c. How reiant are you on non-program students taking your courses? (100 words) We do not rey on non-program students, however a number of non-matricuated students take courses to fufi program eectives outside of Schoo or Cinica Menta Heath Counseing. Individuas studying in areas such as Education, Schoo Administration, Schoo Heath, Pubic Heath, Urban Studies and Psychoogy have registered for casses within our program to meet eective requirement, especiay for our summer, week-ong intensives or other nontraditiona offerings. We wecome the diversity of experiences, but do not rey on non-matricuated students to fi our casses. d. Does the program produce services needed by other parts of the campus (e.g. cinics, testing services)? (100 words) We do not provide forma services to the campus on a reguar basis. This is in contrast to the arge majority of CACREP-accredited counseor education programs where such services are provided in counseing ab/cinics. For exampe, a counseing students take career counseing coursework as part of their core professiona identity. Because of this training focus, many counseing programs offer focused career counseing to campus communities. At this time we continue to operate without dedicated ab/cinic space (an accreditation requirement), therefore we do not have the option to provide career or other cinica services to the SCSU campus. e. Is there anything ese you woud ike us to know? (100 words) 4. Quaity of Program Inputs and Processes a. Pease provide a narrative of how the quaifications and assignments of your fu- and part-time facuty aign with and support the program. Pease incude a discussion of the chaenges and successes the department faces in providing quaified facuty to meet the needs of the program. In those programs where it is appropriate, pease discuss the integration of adjuncts into the program s curricuum. (450 words) Exceence in counseor education requires that Schoo and CMHC facuty integrate practica experience into the curricuum. Because of this, we are proud that the majority of CMHC/SC facuty have considerabe experience as Certified Schoo Counseors or as Licensed Professiona Counseors. Schoo Counseors offer experiences from urban, rura, high weath, high poverty, and other diverse schoo districts in the region. We are fortunate to have 2 core SC facuty members who hod Connecticut certification and have extensive experience in pubic schoos. In CMHC, settings where facuty have been empoyed incude: chid guidance center, correctiona faciity, domestic vioence treatment, genera outpatient, schoo-based menta heath counseing, university counseing center, private practice and university training cinic. A facuty are expected to SYC Counseing Prioritization 6

7 function as generaists, however research, pubication or practice speciaties are refected in the courses for which they have primary responsibiity. CMHC adjuncts are independenty icensed and activey engaged in cinica practice in their respective teaching areas. Further, both SC and CMHC adjuncts are invoved in state and nationa eadership roes within the profession (e.g., American Counseing Association [ACA] committee board membership, Red Cross Disaster Menta Heath eadership, and eected position in the American Coege Counseing Association). Our excessive use of adjuncts is particuary chaenging. In Spring 2014 aone, 12 required CMHC courses were taught by adjuncts. In addition, the SC program utiizes approximatey 5 to adjuncts per semester to suppement our fu time facuty. The appied perspective that adjuncts bring into the cassroom is extraordinariy vauabe, however use of adjuncts rather than core facuty sometimes makes it difficut to monitor SYC students as cosey as desired. This is particuary true in ski-buiding or other interpersona skis courses where we evauate not just academic performance but the critica persona dispositions and quaities associated with ethica and effective counseing. For both SC and CMHC, the program coordinator meets individuay with each adjunct prior to the semester to provide support and mentoring. Adjuncts are provided a syabus tempate that incorporates a critica pieces according to NCATE, CACREP, and federa and university requirements. Key assessments are reviewed as required for submission into the Tk-20 Schoo of Education data management program. Program facuty share their resources incuding PowerPoints, readings, assignments and course materias with the utimate focus on improving the student earning experience. In addition, adjuncts are invited to attend on campus meetings and continuing education unit (CEU) sessions, with CEU s granted by the CMHC program through its status as an approved continuing education provider of the Nationa Board for Certified Counseors. In fact, a free training on diagnosis wi be offered to adjuncts, site supervisors, and Advisory Board members within the next month. b. Briefy describe the merits and ogic of your curricuum. (250 words) The SYC curricuum varies depending on training needs. For Schoo Counseing, the program is based on certification requirements of the State Department of Education. For CMHC students, the taiored curricuum is intended to meet state Department of Pubic Heath requirements for icensure as an LPC. For both CMHC and SC, objectives of the SYC are based on counseing standards, human deveopment needs and ethica considerations in today s muticutura society. Students progress in meeting these objectives is evauated at severa stages SYC Counseing Prioritization 7

8 throughout students academic experience at SCSU. The manner of evauation is typicay through cass grades, fiedwork evauations, and portfoio evauations. Depending on student needs, the curricuum may address a variety from any of the eight content areas: 1) Professiona orientation and ethics 2) Socia and cutura diversity 3) Human deveopment 4) Career deveopment 5) Heping reationships 6) Group work 7) Assessment 8) Research c. How dynamic is your program? Pease identify and describe what procedures are in pace to provide continued, reguar evauation and review (incude forma and informa activities). Describe the impact of the review on the program and curricuum (e.g., FAAR data may be used as evidence, as we as other documentation of changes to the curricuum). (300 words) The CMHC has a number of mechanisms for monitoring program quaity and adjusting program curricuum and administration accordingy. Data are coected, anayzed, presented and discussed at department and program meetings, with forma action pans foowing as indicated. The foowing is a ist of forma evauation methods currenty used by the CMHC to identify and address areas of weakness and expand upon areas of strength. (Eaboration of each item is provided in section 5a). Student Deveopmenta Assessments Program facuty conduct comprehensive student deveopmenta assessments for a students each semester, with attention to broad themes and patterns that shoud be addressed at both department and program eves. Student Assessment Student portfoios are used systematicay and reguary to evauate student progress as we as attainment of skis and competencies. Artifacts demonstrate the degree to which facuty are meeting student earning needs through program and course assignments, projects and other requirements. Cinica Supervision Supervision is used to identify in depth areas of weakness and strength in individua students. In aggregate, these data are coected and used to hep improve overa cinica training. SYC Counseing Prioritization 8

9 Student and Community Feedback Additiona data are coected through current graduating student exit interviews, student surveys, aumni surveys, empoyer surveys and site supervisor surveys. The Advisory Board provides critica feedback in regard to changing demands in the marketpace (e.g., cinica documentation, productivity, evidence-based practice). Student Remediation and Retention When a forma student remediation pan is triggered, facuty cosey examine how the CMHC program performed in regard to supporting the student s deveopment. d. Is there anything ese you woud ike us to know? (Issues you might discuss coud incude the quaity of your incoming students, or a comparison of your curricuum, courses, assessments, experiences to simiar programs. How does your program better serve students than simiar programs offered esewhere?) (200 words) The counseing SYC has a history of strong reationships with schoo and agency personne in the community. In fact, many schoo counseing directors wi remark that they prefer to accept interns from Southern s program. In CMHC, a number of community menta heath agencies continue to request and host CMHC interns every semester. Our curricuum is unique in that it incudes a focus and commitment to diversity training. Our students are exposed to knowedge, awareness and skis regarding muticutura competence in counseing. Our students are required to compete diversity activities throughout their coursework. The Diversity Passport is a forma process that requires attendance in a variety of awareness activities that are monitored within the portfoio review system. In addition students are required to participate in appied diverse fiedwork and vounteer experiences. A of this is supported throughout coursework at every eve of graduate study. 5. Quaity of Program Outcomes a. How does your program use assessment data to ensure quaity of student outcomes? Describe the quaity of your program outcomes. (e.g., G.P.A., Student Opinion Surveys, course evauations, aumni surveys, professiona assessment/evauation, other assessments, participation in groups or organizations that focus on pedagogy or andragogy. Insert a tabe isting your program outcomes. Note that the tabe does not count in the word imit). (900 words) SYC Counseing Prioritization 9

10 Program Objective CMHC SC Evidences understanding of the roe of a counseor and identify as such through professiona organizations, affiiations and pans for icensure/certification CSP 595 CSP 570 Comp Exam Demonstrates an understanding of the history of counseing, especiay in terms of ethics and ega standards Expains major counseing and consutation theories CSP 595 CSP 569 CSP 570 Comp Exam CSP 569 Comp. Exam Appies deveopmenta theories to counseing CSP 568 CSP 568 Comp Exam Evidences famiiarity with and sensitivity to muticutura and puraistic trends, incuding those associated with socio-economic status, gender roes, gender orientation, race/ethnicity, sexua orientation, abiity, age, nationaity, and reigion Immersed in a courses CSP 578 Immersed in a courses CSP 578 Demonstrates an understanding of group dynamics, group processes, group deveopment, group eadership styes and group roes, as it appies to group counseing CSP 656 CSP 555 CSP 656 Comp Exam SYC Counseing Prioritization 10

11 Program Objective CMHC SC Exhibits an understanding of career counseing and program panning CSP 572 CSP 572 CSP 573 Integrates assessment and appraisa interpretation into counseing, taking into account ethica and ega standards CSP 540 CSP 540 Evidences abiity to write a research proposa, read and critique research and perform a program evauation, with specia attention to ethica and ega obigations CSP 691 CSP 691 Demonstrates counseor characteristics and behaviors that infuence heping processes CSP 569 CSP 595 Retention & Continuation Poicy Assessment CSP 569 CSP 570 Retention & Continuation Poicy Assessment Deveops a persona approach to counseing that is consistent with the counseor s vaues and beiefs, taking into account the individua cient s characteristics CMHC ONLY: Evidences understanding of diagnostic and treatment processes for psychopathoogica disorders CSP 550 CSP 569 CSP 595 CSP 571 CSP 574 CSP 550 CSP 569 CSP 595 N/A SYC Counseing Prioritization 11

12 SC ONLY: Exhibits an understanding of the roe of the Schoo Counseor on academic deveopment within the schoo system SC ONLY: Demonstrates an understanding of the importance of consutation and exhibits abiity in working with students, parents, teachers and schoo administrators SC ONLY: Exhibits an understanding of eadership roes within the schoo and exhibits superior eadership quaities as a Schoo Counseor N/A CSP 553 CSP 570 N/A CSP 674 N/A CSP 570 CSP 676 Student Deveopmenta Assessments Program facuty conduct student deveopmenta assessments on a students monthy during program meetings. At this time, students are evauated academicay, professionay and personay. Data such as GPA, instructor reports and student advising are used to support these evauations. Typicay this process ony reveas issues for individua students; however it is possibe that the process may revea issues of a arger nature for the curricuum, program and/or department. If this is indeed the case, the Program Coordinator is responsibe for bringing this information to the attention of the appropriate facuty. Academic Standards Students maintain B average in a graduate casses Students present evidence of progress toward academic goas through portfoio review Students are committed to evidence-based and best practices in counseing Students are abe to successfuy appy earning in fied site settings Students successfuy pass the comprehensive examination Professiona Quaities Commitment to the profession and activities that demonstrate cear professiona identity Competion of service hours Ethica and socia responsibiity in a settings, incuding demonstration of respect for others Persona Quaities Interpersona effectiveness in professiona interactions in the CSP program and in coaboration with community and outside entities Openness to earning and wiingness to incorporate corrective feedback SYC Counseing Prioritization 12

13 Respect for socia and cutura diversity and recognition of its critica impact on the counseing and schoo psychoogy process Persona stabiity, as indicated by consistent affective, cognitive, and behaviora management in the CSP program, incuding successfu management of a persona issues that may prevent performance of the duties of a professiona counseor Comprehensive Exam As noted earier in this report, the comprehensive exam (CPCE) is used to identify strengths and weaknesses in how we prepare students in each of the core content areas. The CPCE provides comparative data on a other counseor education programs taking the exam during that particuar cyce. This exam is given ater in the student course sequence so it is not an effective means of student evauation. Student Assessment Student portfoios are used systematicay and reguary to evauate student progress as we as overa student attainments of skis and competencies. Students are evauated through the coection of artifacts within a portfoio system that is coected 3 times throughout the program. This portfoio, not ony addressing the standards within our program, but supports the coection of data required of the Schoo of Education. Artifacts are coected within the Tk-20 data system. Rubrics are ceary defined, based on the departmenta adaptation of the Schoo of Education Conceptua Framework and necessary common assessments. The rubrics are presented to students within the Handbook and introduced to students eary in the program. Students are required to deveop a portfoio that refects their experiences and knowedge as a counseor throughout their program of study. Students provide work sampes, representing key assessments in casses. As indicators of appied competencies and professiona growth, artifacts such as fied site evauations, professiona disposition ratings, professiona membership and service to the schoo and community are incuded. Our SYC is required to provide very cose cinica supervision throughout the program, particuary during fied site supervision. Students are registered for weeky group supervision during a fied pacements. This provides students with an opportunity to process their experiences and voice concerns. As a resut, supervisors identify students in need of extra support and track the needs of students overa. If students strugge at any point during fied work, facuty wi be abe to remediate and support the student. Continuation in the program is contingent upon positive facuty evauation in the three core areas of review (academic standards, professiona quaities, persona quaities). If a student fais to meet adequate performance in any of those areas, remediation pan wi be created and the student wi be cosey SYC Counseing Prioritization 13

14 monitored. If the student fais to show progress, they wi be referred to the department Facuty Student Evauation and Action Committee (SEAC). Student and Community Feedback Additiona data regarding student assessment is coected through current graduating student exit interviews, student surveys, aumni surveys, empoyer surveys and site supervisor surveys. A of this survey data is coected annuay. Cinica Menta Heath Counseing, Schoo Counseing, and Schoo Psychoogy Combined: Course Information Survey 08/09 09/10 10/11 11/12 12/13 Statement SA/A SA/A SA/A SA/A SA/A Methods of instruction have heped me understand the subject matter. Reading the assigned materia has heped me understand this subject. Exams and out-of-cass assignments have heped me understand the subject matter. Number of exams & other graded assignments has been sufficient to evauate my progress. My experiences in this cass make me want to earn more about this subject. I woud rate the quaity of instruction in this course as high. I woud rate the overa quaity of this course as high. This course heped me meet the earning goas. This course evauated how we I met those earning goas. My experience in this course heped me appreciate this subject. 94% 96% 90% 89% 86% 93% 94% 90% 89% 87% 94% 95% 92% 91% 88% 94% 95% 94% 93% 93% 95% 93% 94% 92% 92% 89% 92% 90% 87% 91% 92% 87% SYC Counseing Prioritization 14

15 The instructor provided reguar feedback on my performance in this course. The instructor had high standards for student achievement. The instructor encouraged me to take responsibiity for my own earning. 91% 90% 85% 94% 92% 89% 96% 94% 91% SYC- CSP Fa '08 Spr '09 Fa '09 Spr '10 Fa '10 Spr '11 Fa '11 Spr '12 Fa '12 Spr '13 Fa Avg Sprin g Avg Student s Overa GPA b. Is there anything ese you woud ike us to know? (Issues you may choose to discuss coud incude preparing your students for empoyment or further schoary pursuits. Where possibe provide data driven exampes, e.g., number of students who pass the icensing exam). (300 words) The CMHC and SC fiedwork opportunities that are avaiabe to our students provide them with diverse experiences with deveopmenta age groups, urban and rura environments, race and ethnicity and varied socio-economic eves. Students are ready for any professiona setting that avais itsef to them. The Nationa Board of Certified Counseors, the organization that oversees administration of the Nationa Counseor Examination (NCE) does not reease individua student exam resuts to SCSU. Aggregate data provided by the NBCC incudes a number of individuas from outside the university who choose to take the exam at SCSU, therefore it is of itte vaue for program reated decisionmaking. SYC Counseing Prioritization 15

16 6) Size, scope and productivity of the program a. How many credit hours does the program generate? (tabe generated by OMIR) Credits Generated 08/09 09/10 10/11 11/12 12/13 Tota Academic Credits 2,868 2,629 2,831 2,879 2,973 Major Credits 2,538 2,191 2,497 2,557 2,657 Tota Students b. What degrees or certificates are awarded? (This is a simpe ist of degrees and wi ist ony one degree or certificate uness you are one of the programs approved to report your data in combination)(in tabe form with item c) 6th Year Professiona Dipoma c. How many degrees or certificates have been awarded (five year data)? Degrees Conferred 08/09 09/10 10/11 11/12 12/13 SYC-CMHC and Schoo Counseor d. Using the data provided, present and discuss the record of the graduate facuty in research/creative activity. (200 words) Category Counts by Program Facuty Productivity Data-6 th Year Professiona Dipoma in Cinica Menta Heath or Schoo Counseing Report Run Date: February 9, 2014 Report Date Range: Juy 1, 2009 to June 30, 2013 Pubications Type of Pubication Book, Chapter in Schoary Book-New Book, Schoary-New Instructor's Manua SYC Counseing Prioritization 16

17 Journa Artice, Academic Journa Journa Artice, Professiona Journa Newsetter Other Professiona Presentations Presentation Type Keynote/Penary Address Lecture Ora Presentation Paper Poster Professiona Conference Participation Roe Attendee Other Contracts, Grants and Sponsored Research Type Grant Sponsored Research CMHC and SC facuty are activey invoved in generating and disseminating origina research and theory, most often through professiona conference presentations, peer-reviewed journa artices, and edited book contributions. Areas of CMHC and SC facuty research incude: Evidence-based counseing practices Buying egisation in CT Muticutura counseing techniques Counseor education Urban education Best practices in counseor education Suicide prevention and treatment Counseing peope iving in poverty SYC Counseing Prioritization 17

18 In genera, the CMHC and SC facuty tend to produce research concerning best practices in counseor education. This research is aready being considered and appied in our curricuar and other program-reated decisions. e. What types of student or student/facuty research or creative activity have been deveoped and or produced (e.g., incude theses, dissertations, specia projects)? (100 words) SYC students meaningfuy participate in a variety of facuty creative activities, incuding: Co-authorship in edited voumes and program abstracts Co-presentations at state and nationa professiona counseing conferences (e.g., Association for Speciaists in Group Work, Connecticut Counseing Association) Graduate Schoo Graduate Assistantships (GSGAs) to support facuty research Sudents aso independenty create and disseminate origina schoarship in professiona venues: Required research poster submission for professiona meeting Cuminating data anaysis project f. In your narrative discuss how a these data impact or have impacted the size, scope or productivity of your program. (200 words) The schoary activity of the facuty heps eevate the reputation of the program. Combined with extensive service/eadership in professiona organizations, the facuty s schoary work has far-reaching infuence in counseor education. These connections hep further our productivity, in terms of research and pubications with taented schoars outside of the SCSU community. Further, because much of the facuty research and writing is focused on improving counseor education, the students directy benefit from this work in the cassroom. In sum, we activey work to both produce and appy cutting-edge approaches/techniques in counseor education. g. Is there anything ese you woud ike us to know (this might incude a discussion of equipment purchased soey for the purposes of the graduate program). (100 words) SYC Counseing Prioritization 18

19 7) Revenue and other resources generated by the program a. What are the sources and how much revenue does the program generate through student enroments? Prioritization Pgm for Reports Fisca Year Student Tuition and Fees Other Revenue Sources Grand Tota Revenue SYC-CSP ,485 22, ,050 SYC-CSP ,855 9,177 89,032 SYC-CSP ,732 32, ,109 b. What are the sources and how much additiona revenue does the program generate through fees such as aboratory or specia user fees? (50 words) We do not currenty have ab fees required of our students. We have submitted the documentation to request ab fees beginning next year in assessment and counseing procedures casses which we wi use to purchase consumabe test record forms in teaching testing and activities (e.g., books for bibiotherapy, chid/adoescent therapy games, manuaized treatment protocos) to use in teaching counseing. c. What are the sources and how much revenue does the program generate by services (e.g., externa or to other programs)? (50 words) Not appicabe d. In the narrative on this section discuss how the revenues and other resources impact the size, scope and productivity of your program? (100 words) Not appicabe e. Is there anything ese you need us to know? (You may wish to discuss grant activity, gifts to the University, etc.) (100 words) The facuty are reguary awarded both externa and interna grants, frequenty utiizing funds avaiabe through SCSU and CSU Research and Assessment grants. Facuty have identified grant-funding as a significant area for potentia program growth and intend to continue increasing grant appications and funding. SYC Counseing Prioritization 19

20 8) Costs and other expenses a. What are the tota costs of the program? (tabe) Prioritizati on Pgm for Reports Fisc a Year Empoyee Compensati on Operati ng Expense s Aocate d Overhe ad and Indirect Costs Grand Tota Costs Net Incom e / (Loss) Per BCH SYC-CSP 2010 (68,050) (1,013) (44,283) SYC-CSP 2011 (57,594) (397) (36,863) SYC-CSP 2012 (74,699) (733) (52,833) (113,34 6) (25.81) (94,855 ) (45.18) (128,26 5) b. What is the ratio of costs to revenues? (tabe) Prioritization Pgm for Reports Fisca Year Ratio of Costs to Revenue SYC-CSP : 1.00 SYC-CSP : 1.00 SYC-CSP : 1.00 c. What investment in new resources does the program require? (200 words) The greatest chaenge for a CSP graduate programs is the ack of cinica practice aboratory space. Without a ab, facuty are extraordinariy imited in terms of abiity to observe, monitor, and supervise student skis deveopment. This situation negativey impacts recruitment efforts because other area counseing programs have skis abs and basic observationa technoogy. Description of Lab Consistent with Accreditation Requirements A counseing instruction environment (on or off campus) conducive to psychotherapy modeing, demonstration, supervision, and training, and is avaiabe and used by the program. SYC Counseing Prioritization 20

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