Clinical Community Counseling Program Graduate Student Handbook

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1 Clinical Community Counseling Program Graduate Student Handbook Department of Counseling and Human Services Johns Hopkins University School of Education

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3 Table of Contents School of Education.. 4 The Department of Counseling and Human Services. 4 The Clinical Community Counseling Program 4 Core Values 5 Learning Outcomes 5 The Clinical Community Counselor s Role and Practice Settings 5 About Our Faculty 5 Staff 8 Counseling Degree and Certificate Programs. 8 Master of Science in Clinical Community Counseling 8 Certificate Programs 9 University Policies 9 Disability Statement 9 Weather 9 Provisional/Conditional Admission 10 Transferring and Taking Courses at another Institution 10 Time to Complete the Degree 10 Changing Degree Programs 10 Certificate Programs 10 Grade Policies 11 Academic Progress 11 Competency Requirements 11 Lab Course Policy 12 Other Grade Policies 12 Failing a Course 13 Incompletes 13 Grade Appeals 13 Counseling Program Requirements At the Beginning of the Program ListServ 14 Checking in 14 Electronic Learning Community (ELC) 14 Syllabi and Program Materials 15 The Public Manual of the American Psychological Association 15 Student Alumni Counseling Association (SACA) 15 The Internship 15 CPCE 16 NCE 16 Professional Identity Development 16

4 Curriculum and Program of Study 16 Laws and Regulations Relating to the Practice of Clinical Community Counseling 17 University Processes and Functions 17 Financial Aid 17 Registration 17 Wait lists 18 Late Registration 18 Adding a Course 18 Auditing a Course 18 Withdrawing from a course 18 Tuition and Fees 19 Graduation 19 More Graduation Information 19 Academic Integrity 19 Information on Other School of Education Policies and Procedures 19 Program Policy on Disclosure of Personal Information 20 Bulletin Boards 20 Formal Assessment Procedures 20 Licensure in Maryland 20 Tips from Faculty and Students 21 Throughout Your Program 21 Before You Begin Your Internship 21 Internship Students 22 Graduation 22 NCE Exam 22 What s Next? A Brief Overview 23 Finding Out about Licensure 23 Join Professional Organizations 23 Professional Organizations ************* This handbook is a tool to help you thrive, not just survive, in our counseling programs. The handbook guides you through our programs, policies, and procedures and offers helpful hints and suggestions on how to get the most out of the time you spend with us in the Counseling Department. This is your first required reading in the program. Please refer to the handbook as you progress through the program. Graduate Student Handbook

5 School of Education The Department of Counseling and Human Services is part of the School of Education (SOE). The SOE is an important part of the history of Johns Hopkins University. It was established in 1909 as College Courses for Teachers. In the past 90 plus years the school name has changed from the original name to College for Teachers, to McCoy College, Evening College and Summer Session, to the School of Continuing Studies, to the School of Professional Studies in Business and Education, and now to the School of Education. Throughout all of these years and name changes, we have been evolving to better meet the needs of our changing student population and community. Along the way were a number of firsts: We were the first school on the Homewood campus to admit women. We were the first to offer Hopkins degrees for working professionals on a part-time basis. We were the first to bring Hopkins degrees to multiple sites throughout the region. SOE offers courses at campuses throughout the Baltimore-Washington Area. Please note that not all programs offered are available at all of the campuses. Our locations include: Columbia Center Columbia, MD (410) Montgomery County Campus Rockville, MD (301) Homewood Campus-Education Building Baltimore, MD (410) The Department of Counseling and Human Services The mission of the Department of Counseling and Human Services is to prepare highly qualified professionals who provide leadership in the development of personal, organizational and collective well-being in the fields of clinical and school counseling. The Department is committed to serving the needs of clients and K-12 students in a changing social and economic context and to the promotion of equity and social justice through the development of interdisciplinary and multi-organizational partnerships. As a professional counselor, you can impact people's lives in positive and meaningful ways. The Johns Hopkins graduate programs in counseling will provide both aspiring and experienced counselors with the preparation and support needed to achieve success. The Clinical Community Counseling Program The mission of the Clinical Community Counseling program is to prepare highly qualified counseling professionals who provide leadership in the development of personal and collective well-being, equity and social justice in a changing social and economic context. Core values: Graduate Student Handbook

6 Strengths promotion Empowerment Accountability Relational wellbeing Personal growth Diversity Community change Ethical behavior Equity and social justice Experiential learning Learning Outcomes: Knowledge of counseling theories and intervention skills. Application of clinical skills based on culturally appropriate practices. Integration of cultural and social context into counseling theory, practice, and research. Developing leadership roles attentive to equity and social justice. Reflection and practice of personal growth in social and cultural context. Use of multiple research approaches to inform clinical practice. Completion of the educational requirements for LCPC licensure eligibility in Maryland The program seeks to be aligned with the standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Our program is designed to meet the needs of students from diverse backgrounds who have a wide range of professional goals. Undergraduate degrees from a variety of disciplines (e.g. communication, sociology, anthropology, foreign languages, religion, philosophy, education, psychology) are considered for program admissions. Clinical Community Counselor s Role and Practice Settings A Clinical Community Counselor is a mental health practitioner who provides counseling, consultation, mental health education and related services with individuals, families, and groups. Clinical Community Counselors facilitate the promotion of relational wellbeing and problem-solving through a consideration of how behavior develops within the context of families, communities and larger systems. The practice of counseling at the master s level is regulated through licensure that is monitored by the Maryland Department of Mental Health and Hygiene. Areas of practice include non-profit, educational and health care organizations, and private practice. Licensed Clinical Community Counselors with additional training and experience may also provide clinical supervision, mental health consultation, agency administration, and training. About Our Faculty The department consists of full-time and part-time faculty members. Each of these instructors brings special areas of interest to the department, so that we can offer a strong and broad foundation to our students in all areas of counseling. Graduate Student Handbook

7 Full-time faculty bios and curricula vitae can be found on the School of Education s Website at Cheryl Holcomb-McCoy, Ph.D. Dr. Cheryl Holcomb-McCoy is Professor and Director of the School Counseling Program in the School of Education at Johns Hopkins University (JHU). She joined the JHU School of Education in January Dr. Holcomb-McCoy previously held an associate professorship at the University of Maryland, College Park ( ). Dr. Holcomb-McCoy is a specialist and scholar in school and multicultural counseling. Since 1996, she has published or copublished over 30 refereed journal articles, and over 10 books, book chapters, and reports. Among her recent grants and awards received include $300,000 from the College Board ( ) to conduct a national study examining the impact of school counseling programs on the college preparation of urban, minority youth. Dr. Holcomb-McCoy also serves as a member of the Editorial Board of several publications, including Professional School Counseling, Counselor Education and Supervision, and the Journal for Specialists in Group Work. Dr. Holcomb-McCoy holds numerous leadership positions at various professional and academic organizations, including the American School Counselor Association. She was recently awarded the Mary Smith Arnold Anti-Oppression Award at the American Counseling Association conference. Dr. Holcomb-McCoy received her doctorate in counseling and educational development from the University of North Carolina at Greensboro. Pilar Hernández-Wolfe, Ph.D. Dr. Hernández-Wolfe is associate professor, and clinical community program and internship director. She is a licensed family therapist and a licensed clinical professional counselor. She is a Clinical Member and Approved Supervisor of the American Association for Marital and Family Therapy, and a consultant and trainer for the Institute for Family Services (NJ). In addition, she serves as president of the Maryland Association for Counseling and Development and board member of the American Family Therapy Academy. Her current scholastic research examines applications of contextually responsive models to clinical practice, consultation and supervision; domestic violence; and, vicarious resilience and traumatic stress. She offers trainings in the areas of traumatic stress and resilience, post colonial approaches to healing and the Cultural Context Model, and clinical supervision. Dr. Hernández-Wolfe worked at the Massachusetts Society Prevention of Cruelty to Children Family Counseling Center in the field of family violence with low income and ethnically diverse populations. She also worked with refugee and survivors of torture in San Diego and displaced populations in Colombia, her native country. She completed her post-graduate training in clinical supervision at the Institute for Family Services in New Jersey. Anita Young, Ph.D. Dr. Anita Young joined the School of Education in January 2010, as an assistant professor. Prior to coming to the Counseling and Human Services department, she respectively served as the secondary school counseling specialist and K-12 school counseling coordinator for Fairfax County Public School District. Dr. Young also has extensive experience in the field of education serving as school counselor, school psychometrist, and special education teacher. Her commitment to service includes tenure as post-secondary vice-president and government relations chair for the Virginia School Counselor Association. Dr. Young was also the American School Counselor Association (ASCA) District Supervisor of the Year and The Ohio State Susan Sears Counselor Education Alumni of the Year in Graduate Student Handbook

8 Dr. Young s research interests are cultivating school counselor leadership, examining best school counseling practices, and using accountability strategies to ensure equitable services and success for all students. In addition to ASCA National Model presentations, she has also presented numerous workshops specific to her research interests. She is co-author of Making DATA Work, an ASCA workbook publication designed to train school counselors to use data to address educational issues. Dr. Young has also developed a school counselor leadership cohort model to prepare school counselors to lead data driven comprehensive school counseling programs. Jack McWay, Ph.D. Dr. John McWay is full time instructor in the Clinical Community Counseling program. He is a clinical psychologist with 37 years of post doctoral practice experience. In addition to a practice of Behavioral Medicine, he has a 30 year career in Forensic Psychology culminating in a tenure as national Chief, Psychological Evaluations for the Bureau of Prison/DOJ. This position included administration, training, clinical supervision and program oversight for 15 forensic psychology departments serving Federal Courts in major metropolitan areas across the United States. As a psychologist in specialty health care, he practiced with cardiologist, neurologist, and orthopedist in the treatment of the stress related component of medical disorders, specifically specializing in Panic, Anxiety, Weight Loss, post operative depression, and pain management. Marsha Riggio, Ph.D. Dr. Marsha Boveja Riggio is Faculty Associate and Experiential Learning Coordinator, has been teaching with the Counseling and Human Services Department at Johns Hopkins since 2003 and working administratively since She received her Ph.D. in Counselor Education from the University of South Carolina in 2000, her M.Ed. in School Counseling from Bowie State University in 1997 and her B.A. in Psychology from the University of Maryland in Dr. Riggio s background includes 20 years of mental health experience that involves 15 years in the Army Reserves as a Behavioral Science Specialist/Mental Health Officer and several years as a Licensed Professional Counselor and National Certified Counselor. She also has 11 years of education experience working with preschoolers all the way through high school, 9 years of senior management experience and much experience conducting local, state and national research via private and public funds/grant with her work being published in journal articles/books/online sources. Dr. Riggio is a member of the American Counseling Association, National Association for the Education of Young Children and serves as a board member for the Maryland Counseling Association and Montgomery County Teachers Federal Credit Union. Janet Martinez, M.Ed. Janet Martinez joins the School of Education as a field experiences coordinator for the school counseling program. Born and raised on Oahu, Hawaii, Janet served as a high school counselor in Phoenix, AZ for three years before moving to Baltimore in As a counselor, her areas of interest included: career exploration and education, promoting a college-going culture especially for first-generation students, and counseling students from diverse backgrounds to increase self-confidence and academic success. Janet is excited to transition to the university level and use her professional experience in assisting graduate Graduate Student Handbook

9 students as they prepare for a career in school counseling. Janet received a B.S. in psychology from Santa Clara University and her M.Ed. in school counseling from the University of Maryland, College Park in Michelle Mentzer,Ed.D. Dr. Mentzer is Distance Education Coordinator and Faculty Associate for the Johns Hopkins University School of Counseling and Human Resources. Her undergraduate work is from the University of Kansas, her MA in Counseling is from Regent University, MA in Technology (in progress) is from UMUC, and her doctoral work was completed from Argosy University, Orange County, CA. Over the past twenty years, she has also been professional trainer for both military and civilian sectors, and does private consulting as an MBTI consultant and as a Family Wellness instructor. She taught in the Counseling Psychology program with UMUC Europe/Middle East division for seven years while living in Europe, and has also worked as an Instructional Designer, and Program Director for an Early Childhood Education program in Europe and the MIddle East. Prior to her move to Europe, she worked in Camp Pendleton, USMC, as the Group Coordinator for the USMC Family Advocacy Program, Intervention and Treatment Branch clinic. Staff Julia Golbey Senior Academic Program Administrator (410) Yvonne Gobble Homewood Academic Program Coordiantor (410) Peppi Faulk Montgomery County Campus Academic Program Coordinator (310) Counseling Degree and Certificate Programs The Clinical Community Counseling (48 credtis), offers training in individual and group therapy as the core of the program. Clinical community counselors provide services in a wide range of community settings and work with clients from diverse racial, ethnic, and socioeconomic backgrounds. Students seeking licensure as clinical professional counselors (LCPC) have the option to take additional courses beyond the 48 credit master s degree to fulfill licensure requirements (60 credits). Students have five years to complete this program. Graduate Student Handbook

10 Certificate Programs The department offers certificate programs for counselors and human services personnel who hold a master s degree in counseling or in a closely related clinical field. Clinical Community Counseling (15 credits) is available for counselors and human services professionals who seek to enhance their skills and knowledge in a wide range of community-based settings or who plan to complete the state of Maryland academic requirements for Licensed Clinical Professional Counselors (LCPC).Students have three years to complete this program. Advanced Graduated Study (CAGS) (30-credits) is an advanced post-master s certificate for counselors who wish to enhance their counseling and/or clinical supervision skills. Students develop individualized programs with specialized concentrations in collaboration with their advisers. Students have three years to complete this program. University Policies Below are some university policies that you should be aware of. It is wise to review the current university catalog carefully, which contains additional information on policies and procedures. Classroom Accommodations for Students with Disabilities If you are a student with a documented disability who requires an academic adjustment, auxiliary aid, or other similar accommodation, please contact Karen Salinas in the Disability Services Office at or Weather Listen carefully to radio and television announcements because all divisions of the university do not necessarily close at the same time! If a campus of the university is closed because of weather or other conditions, JHU Weather Hotlines will be notified immediately. In Baltimore, call , or outside the local Baltimore calling area, dial For Montgomery County call Or, go to Graduate Student Handbook

11 Provisional/Conditional Admission If you were admitted on a provisional or conditional basis, you must notify your adviser once you successfully complete the conditions for admission. Your adviser will verify that you have met the requirements for full admission and then take action to change your admissions status. If a graduate student with a provisional admission status earns a grade of B- or below, the course may not be repeated and the student will not be admitted to the program. Check with the financial aid office for specific information about financial aid with a provisional admission. Transferring and Taking Courses at Another Institution Once admitted to a Counseling and Human Services master s degree program, students must complete all course work at Johns Hopkins University except with prior written approval from an adviser. These exceptions are given rarely. In no circumstances will more than 3 graduate credits be transferred into your program of study. Time to Complete Degree Program Graduate students enrolled in a master s degree program in Counseling and Human Services have 5 years to complete the degree. Students in certificate programs generally have 3 years to complete the degree. Extensions may be granted with the permission of the Chair of the Counseling Department. The process is to write a letter to the Director of the Division of Education requesting the length of the extension you need. Copy it to your adviser and to the Chair of the Department of Counseling and Human Services. The Director will answer your request by mail. Changing Degree Programs If you wish to change to another degree or certificate program within the Department, you should contact your adviser. It is imperative that you make these changes administratively. Otherwise, when you are ready to graduate you will not have met the necessary requirements for your degree. A written request for a change of program, along with a new Program of Study for the new degree program signed by both you and your adviser, must be submitted. School of Education students who want to transfer to one of the other schools in the university, e.g. Engineering, Public Health, or Peabody, are required to submit an admission application to that school. Admission to School of Education establishes no claim or priority for admission to any other school in the university. Certificate Programs It is possible for students in the master s programs to take coursework that can be applied toward a post-master s certificate program, as long as this coursework is completed within the three-year certificate time limit. However, the same courses may not be applied to both Graduate Student Handbook

12 the master s degree and the post-master s certificate. Students must save at least one course within the certificate program to take after receiving the master s degree. Grade Policies Grade policies can be found in the online printable catalog found at onestop.jhu.edu/education. Academic Progress Students should maintain at least a B average (3.0) throughout their enrollment and have a minimum cumulative grade point average of 3.0 to receive approval for graduation. See the online printable course catalog for additional information on requirements for maintaining good academic standing. Note: Financial aid recipients should consult the Financial Aid Office for information regarding requirements for academic progress for recipients of federal and state aid. Competency Requirements Students in the master s and post-master s programs are required to achieve an at least satisfactory level in the following competencies in all courses throughout the program: Ability to empathize and accurately reflect feelings Ability to apply theory to interventions which reflect awareness of client needs Ability to establish viable therapeutic relationships Ability to demonstrate and apply critical, dialectical, and systemic thinking Ability to demonstrate effective interpersonal skills Ability to articulate a well-conceived rationale for interventions utilized Ability to facilitate therapeutic change Ability to clearly and coherently articulate and apply the major theories of counseling Ability to understand and demonstrate ethical and professional behavior Ability to demonstrate personal and professional growth Ability to constructively accept and integrate feedback from supervisors & faculty Ability to demonstrate good mental health Ability to plan, implement, monitor, and evaluate a counseling program Ability to demonstrate advocacy, collaboration, and consultation skills Ability to apply theory to interventions for individuals, families, and groups Ability to facilitate group process Graduate Student Handbook

13 Ability to be a knowledgeable and responsible consumer and skilled user of computers, computer technology, and the internet. These competencies are expected to be demonstrated in the behavior of students in class and outside the class, practicum, with other students and faculty. These competencies are also expected to be present with diverse populations such as racial, ethnic, gender, class, ability and sexual orientation. * The Department of Counseling and Human Services reserves the right to make decisions, based upon the considered professional and academic judgment of faculty, regarding student performance and suitability for the counseling profession. Lab Course Policy At your admission interview your adviser discussed with you and you signed a document detailing the laboratory course policy for the Department of Counseling and Human Services. For the lab courses, you agreed to be held to a higher standard than other students in graduate programs in the School of Education. The policy states: 1. Laboratory Courses Admission to the internship in graduate counseling programs is contingent upon earning grades of B or better in all courses with laboratory requirements. A student may repeat a laboratory course in which a grade of B- or lower is received to attempt to earn a grade of B or better. Students will not be permitted to take other counseling classes until the laboratory course has been successfully repeated with a grade of B or better. A second B- or lower in any laboratory course will result in the student being dropped from the program. Courses affected by the policy are: Counseling Theory and Practice Group Counseling and Group Experience Couple and Family Therapy Diversity and social justice in counseling Counseling Practicum 2. Internship and Field Experience Courses Students who receive a Failed Grade in a Field Experience or Internship course will be dismissed from the program. Courses affected by the policy are: Internship in Clinical Community Counseling Other Grade Policies Please see online printable catalog for additional graduate student grade policies. Graduate students are permitted to repeat only one course in which a grade of B- is received, and that course can be repeated only one time. Only one course with a grade of C, C-, or C+ will count toward a graduate student s degree program. Therefore, if a student earns a second grade of C+, C, or C-, the student is placed on academic probation (and a registration hold) for a period of not less than one semester. Graduate Student Handbook

14 Failing a Course No grade of F may be counted toward a degree or certificate program. Therefore, if a graduate student earns a grade of F, the student is placed on academic probation (and a registration hold) for a period of not less than one semester. The student should contact his/her adviser to develop a plan for reinstatement to good academic standing. Please see online printable catalog for additional policies. Incomplete An I (Incomplete) is given when the instructor is unable to give a final grade because of some justifiable delay in the completion of the specific course work. A final grade is submitted after grading the student s completed work. If no grade is reported within four weeks after the start of the following semester, a grade of F replaces the I on the student transcript. Grade Appeals Grades for academic work and courses are determined by the faculty through the exercise of their considered academic judgment, and the School of Education will not override grades that are so determined. If a student disagrees with a grade on a particular assignment or for a course, s/he should discuss the matter with the faculty member. If that discussion fails to resolve the matter, the student may appeal the faculty member s decision to the Division Director or Chair of the Department in which the course was offered. The appeal must be in writing, stating the student s basis for believing that the grade assigned was not based on the faculty member s considered academic judgment. Mere disagreement with a faculty member is not basis for a grade appeal. If the matter is not resolved following consultation with the Division Director or Department Chair, a student may appeal in writing to the Dean of the School of Education, whose decision is final. All appeals must be in writing, setting forth the specific basis and evidence for the appeal. At each review level, consideration of grade appeals is limited to an evaluation of whether the grade being appealed was determined based on the faculty member s considered academic judgment. A faculty member s failure to follow standards announced in the syllabus may be considered evidence that the grade was not so determined. All grade appeals must be initiated and resolved within one semester after completion of the course in question. Notification of the final decision concerning a grade appeal will be communicated to the Student Affairs office and placed in the student's record. At each review level, evaluation of grade appeals is limited to three criteria: 1. Whether there was an error in recording the grade; 2. Whether the faculty member applied consistent standards in assigning grades; 3. Whether the grade was a result of a faculty member's failure to follow standards announced in the syllabus for assigning grades. Counseling Program Requirements At the beginning of the program Graduate Student Handbook

15 All master s and post- master s students must schedule a meeting with their adviser to discuss and plan their program of study. CCC students registered at the Homewood/Columbia campus must contact Dr. Pilar Hernández-Wolfe and students registered at the Montgomery County campuses must contact Dr. Jack McWay Most of the information distributed in the program is done via . Students are solely responsible for maintaining a current address in the system and making any changes to and contract information directly into ISIS and/or the my.johnshopkins.edu portal. Students are responsible for reading their on a daily basis and responding to staff and faculty requests. ListServe Please read the following directions to sign on to the listserve: Send an message to and in the subject line put: subscribe counseling-news To remove your address from the listserv, please enter : unsubscribe counseling-news How to POP JHU into another account Go to https://jhem.johnshopkins.edu/ Enter your login ID and password Once in, select options Then select settings Under mail forwarding, enter the that you use more often, then select save changes Checking in Students are responsible for checking in with their faculty advisor every semester to follow up on their program of studies, readiness for internship and any other issues pertaining to their academic and clinical training. You may contact your adviser via , phone or in person at the appropriate campus. Electronic Learning Community (ELC) A comprehensive source of tools and information about the academic, internship and professional aspects of the program is kept in the program s ELC site. You must review the site periodically for information about the program as a whole and the internship process. Visit: Graduate Student Handbook

16 Syllabi and Program Materials Your admissions and internship materials, syllabi, and other documents that you receive in the program constitute a primary source to document your academic record in the future. Students are strongly encouraged to keep all documents they receive in the program (i.e. manuals, recommendations, syllabi, forms documenting hours) in a folder for future use. For example, in the event that you move to another state before or after you are licensed, you will need to document at least some of your course work to the board of the state where you want to practice. The program is not responsible for keeping student documentation on the kinds of records that a board of mental health may request. The Publication Manual of the American Psychological Association This manual s guidelines for writing are expected to be followed by all students in all courses. It is mandatory that you purchase and read it before you begin your first course in order to fulfill all writing requirements throughout the program. There is no specific course devoted in the program to how to use it. As you read it and use it in your classes, ask your professors for specific guidance. SACA The Student and Alumni Counseling Association (SACA) is a JHU organization which is dedicated to fostering socially conscious leaders. SACA does this by creating worldwide opportunities for networking and mentoring across a variety of professional settings. Additionally, SACA is your space to meet people, network, grow and have fun. Please consider joining and taking an active role in it. Chi Sigma Iota Chi Sigma Iota (CSI) international honor society was established in 1985 through the efforts of counseling leaders whose desire was to provide recognition for outstanding achievement and service within the profession. The mission of CSI is to promote scholarship, research, professionalism, leadership, advocacy, and excellence in counseling, and to recognize high attainment in the pursuit of academic and clinical excellence in the profession of counseling. There are approximately 270 chapters in the USA, Europe, and the Philippines. On May 17, 2010, Lambda Chapter at Johns Hopkins University became the 269th chapter with the induction of approximately fifty-five new members. Invitational membership is extended annually to qualified students and graduates of the JHU counselor education program. For additional information about CSI, visit The Internship Please refer to the Clinical Community Counselign internship manual policies and procedures for a comprehensive guideline to the internship process. The manual can be found at cte.jhu.edu/counselinginternship Graduate Student Handbook

17 All master s-level internships start in late August/early September and end the following May. Master s students expecting to enroll in the internship must attend the internship orientation meeting which usually occurs in January, shortly before the beginning of the spring semester. At this meeting you will receive information and materials needed to apply for an internship and you will be notified of application deadlines. Please plan in advance to attend. You will be informed about these internship orientation meetings in several ways: student listserv, during classes, and through communications with your adviser. This is a mandatory meeting. If you miss it, you may have to delay your internship an entire year. Check with your adviser for details or contact the Experiential Learning Programs Faculty Coordinator, Dr. Marsha Boveja-Riggio via at or at (301) All internship materials are located at cte.jhu.edu/counselinginternship We strongly encourage you to purchase liability insurance prior to any work in a field experience or internship. Information about liability insurance can be obtained by contacting the American Counseling Association (www. counseling.org). Brochures and applications are available at the Homewood and Montgomery County locations. Internship manuals and site lists are also available. CPCE The Counselor Preparation Comprehensive Examination (CPCE) is a mandatory test taken by students after they have completed all 48 credits in the program, except for the final internship semester. The exam is offered in January of the graduation year on two different dates and locations to accommodate all students. Students who do not obtain scores above the department s cut off score must take the exam until they are able to perform according to the program s standards. NCE The National Counselor Exam (NCE) is not part of the requirements for graduation. It is an optional test that students may take in the Department of Counseling and Human Services at Johns Hopkins University. It is one of the requirements for licensure as a LCPC in the state of Maryland. The test is offered two times per year and there is a fee. Please contact Yvonne Gobble if you are interested in taking this exam at Hopkins. Professional Identity Development All students are expected to join the professional organizations for counselors: The American Counseling Association and the Maryland Counseling Association. Curriculum and Program of Study Graduate Student Handbook

18 The curriculum is designed to offer experiences in personal growth, clinical theory, practice development, and foundational research required for building complex clinical skills. The program requires 48 credits of specified course work as the Official Program of Study. The department also offers a variety of courses from which students can select so that they can complete the additional 12 units needed for licensure in Maryland. Please study carefully the course requirements and their sequence in our website: Laws and Regulations Relating to the Practice of Clinical Community Counseling Adherence to the laws, ethics and regulations of the American Counseling Association ethical code, the Maryland Department of Hygiene and Mental Health regulations. Students who knowingly or unknowingly violate any part of the laws or ethical codes may be dismissed from the program. It is mandatory that you study the information in the following websites: and University Processes and Functions Financial Aid Check the current School of Education Catalog or the Financial Aid Website (http:/.jhu.edu/financial/index.cfm) for deadlines for Financial Aid and Scholarship applications. Registration Register as early as possible during each registration period. Payment of tuition and fees is required at the time of registration. A deferred payment option is available. All outstanding debts to Johns Hopkins University must be paid before registration. Students may not sit in on a class without officially being registered for that class. January Intersession is considered a separate term; however, registration for January Intersession courses may be included on the fall registration form, and one registration fee covers both terms. The Registration section of the current School of Professional Studies in Business and Education catalog lists registration options. Registration can take place at any campus center, at the School of Education Records and Registration Office at Columbia, or online. Registrations are processed as they are received. You will be placed in an alternative course if you so note on the registration form and if your first-choice course is full. If you do not receive a Course Schedule before the start of a new registration period, contact the Office of Records and Registration to verify your address. Wait Lists You may wait list for only one section of a particular course. Graduate Student Handbook

19 Students placed on a wait list will be contacted in the order in which they were placed on the list. Contact will be made only if an opening occurs prior to the first class meeting. Wait listing is not an official registration. Students DO NOT participate in a class unless officially registered. Students need an Official Registration Form, available as a PDF at the JHU One Stop site. Students will only be allowed to attend a course if they are listed on the instructor s roster Late Registration Students may register late for any course provided it has not met for the first time or is not already closed. A late registration fee (in addition to the registration fee) is required. Note: Students are expected to meet all prerequisites before they register for courses. If a student is registered in a course for which they are not eligible and for which they have not been approved, they will be removed from the course and therefore risk loss of tuition and time. Adding a Course Students must submit an official add/drop form to add a course. These forms are available at each center or at of Education.jhu.edu. Students who have already registered may add a course without paying a late fee. You may not add a course after the first class meeting. See the current catalog for further information. Auditing a Course Auditors pay full course tuition. Regular attendance is expected, and the course is registered on the student s transcript. Auditors are not required to complete assigned work and do not receive academic credit for the course. Audited courses do not count toward the courses required for financial aid. A student who originally enrolls to take a course for credit and wants to change to audit status must submit an official add/drop form before the appropriate deadline. Withdrawing from a Course An official add/drop form must be submitted to withdraw from a course. No other method is acceptable. The last dates to withdraw without academic penalty are listed in the catalog. A student will receive an F (Failure) for the course if he/she withdraws after these dates or just stops attending class. Financial aid will be adjusted accordingly. Graduate Student Handbook

20 Tuition and Fees Information on the latest tuition, fees and refund policies and deadlines is available in the current catalog, on the School of Education website (www.education.jhu.edu), and in the Schedule of Classes. Graduation At the start of your final term of course work you must submit an Application for Graduation. Applications are available in the Schedule of Classes, at all School of Education campuses and at Applications may be faxed ( ) or mailed to: Johns Hopkins School of Education; Office of Records and Registration; ATTN: Graduation; 6740 Alexander Bell Drive; Columbia, MD More Graduation Information For graduation application deadlines, see the academic year calendar and the Schedule of Classes. Students cannot receive the grade I (Incomplete) during their final term. About one month after the semester begins students who have submitted a graduation application will receive a confirmation letter. All students in degree programs receive their actual diplomas at the May commencement exercises, regardless of when they complete their degree requirements. Students in certificate programs will receive their diplomas by mail. To receive their diploma, students must pay all student accounts in full and resolve all other violations. Students receive bills for graduation fees in early spring. Johns Hopkins University diplomas indicate the degree and major (e.g. Master of Science-Education) without identifying the student s concentration. Academic Integrity Students are expected to hold to the standards of academic integrity and ethical conduct which are described in detail in the School of Education Catalog for the Graduate Division of Education as well as to abide by the Student Code of Conduct, also included in the catalog. It is wise to read those policies carefully and to be certain that you fully understand and adhere to these standards and codes. Information on other School of Education Policies and Procedures The following School of Education Policies and Procedures are published annually in the Academic Year Catalog. You may request a printed copy of any policy by contacting the Office of Student Affairs at (410) or through Graduate Student Handbook

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