Counseling Program. Master s Student Handbook School of Human Services College of Education, Criminal Justice and Human Services

Transcription

1 Counseling Program Master s Student Handbook School of Human Services College of Education, Criminal Justice and Human Services

2 2 TABLE OF CONTENTS PREFACE 3 INTRODUCTION 4 Program Objectives 4 Programs of Study in Counseling 5 Accreditation and Program Approval 6 Student Composition 6 The University and Community 7 Support Systems 8 Faculty 9 Program Advisory Committee 12 Program Communication 12 Professional Organizations 12 MASTER S PROGRAM OF STUDY 14 Program Overview 14 School Counseling 14 Mental Health Counseling 18 PROGRAM DESIGN & APPROVAL 21 Working with the Program Advisor 21 Program Plan 21 Completing Coursework 22 PROGRAM REQUIREMENTS & 23 EXPECTATIONS Continuous Progress Monitoring and 23 Selective Retention Academic Performance Requirements 25 FIELD PLACEMENT 27 General Policies 27 Internship Start Time 28 Clinical Sequential Courses 29 Stage I: Preparing for Field Practicum & Internship 29 Stage II: Completing Field Placement 31 Security of Client/Student Data for 33 Field Experience FINAL TERM, GRADUATION, & OTHER PROGRAM CONSIDERATIONS 34 Required National Counseling Exam (NCE) 34 Graduation Application 35 Switching Between Programs 35 Documenting Your Work 35 UNIVERSITY RULES & 39 REGULATIONS Grading Practices 39 Standards for Graduate Study 39 Full-Time/Part-Time Enrollment 39 Procedures for Registration 39 Audit Regulations 40 Unapproved or Inappropriate Courses 40 Withdrawals 40 Graduate Credits and Grading 41 Practices Active Standing and Leaves of 41 Absence Time-to-Degree Requirements 42 Right to Review Records 42 Grievance Procedures and Other 42 Complaint Procedures FINANCIAL ASSISTANCE 42 Graduate Assistantships 43 Graduate Incentive Awards 44 Graduate Assistantship Policies 45 APPENDICIES 48 Appendix A: Master s Deg. Curricula 48 Appendix B: Individual Student 51 Program Plan Appendix C: Master s Counseling 54 Program Performance Review Form Appendix D: Professional 56 Development Plan (PDP) Template Appendix E: Internship Appl. Packet 61 Appendix F:Field Placement Forms 64 Appendix G:Counseling Program Portfolio 84 Appendix H: Acknowledgement Form 93 Revised August 2104

3 PREFACE 3 The Counseling Program Master s Student Handbook is intended to provide students with specific information about the University of Cincinnati; the College of Education, Criminal Justice, and Human Services (CECH); the School of Human Services; and the Counseling Program. This Handbook is a tool for students as they progress through the Master s Degree Programs in Mental Health Counseling and School Counseling. Program policies exist within the framework of those of the College and the University (Graduate School). The Master s Student Handbook presents policies and procedures specific to the Master s Degree Programs (M.A. in Mental Health Counseling, M.Ed. in School Counseling) and is in compliance with the rules and policies of the Graduate School and the College of Education, Criminal Justice, and Human Services. Students are responsible for being aware of Program, College, and University regulations and policies described in the College Master s Program Policies (available on-line at the University of Cincinnati Graduate Handbook (available on-line at and the Student Code of Conduct (available on-line at Direct links to these policies are provided on the Program website ( Graduate programs at the University of Cincinnati are organized within the Graduate School. The Dean of the Graduate School is responsible for coordinating, implementing, and administering all policies, rules, and regulations pertaining to graduate degree programs, including those of the School of Human Services. Graduate Faculty determines educational policy of the Graduate School and regulates admission of students, advancement to candidacy, and awarding of graduate degrees. The Graduate Faculty have sole power in establishing requirements, but individual departments and programs determine specific courses of study, instructional methods, and evaluation of comprehensive examinations.

4 4 INTRODUCTION TO THE COUNSELING PROGRAM AT THE UNIVERSITY OF CINCINNATI Counseling Mission Statement The UC Counseling Program strives for national excellence in implementing an ecological counseling perspective through service to and research with diverse populations, emphasizing underserved groups. Through this vision and its faculty, the program continues a tradition of national leadership. The Counseling Program has four primary programs including the M.A. in Mental Health Counseling, M.Ed. in School Counseling, Ed.D. in Counselor Education and B.S. in Substance Abuse Counseling. Recognized as one of the longest running counseling programs in the nation, the Counseling Program has a long tradition of training quality practitioners to serve in school (K-12), community, and university settings. The Counseling Program embraces ecological principles in counseling. Its programs emphasize ecological, systems-based counseling in training activities with an emphasis on prevention work. Master s degree students are trained in the delivery of culturally competent counseling services while doctoral students are trained in the research and leadership skills necessary to help shape the delivery of mental health care services, particularly among those who are traditionally underserved. Program objectives are based upon three primary sources: (a) criteria established by those bodies accrediting the program (e.g., the Council for Accreditation of Counseling and Related Educational Programs [CACREP], the National Council for Accreditation of Teacher Education [NCATE]), (b) relevant regulatory agencies (e.g., the Ohio Counselor, Social Worker, Marriage and Family Therapist Board [CSWMFT] as well as the Ohio Department of Education [ODE; for School Counseling]) and (c) the overarching philosophy articulated through interactions among faculty, present students, alumni, and personnel in cooperating agencies and schools. Program Objectives The graduate counseling programs are all accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and each fully endorse the standards and objectives adopted by CACREP. Within the Counseling Program, it is expected that all students will demonstrate their knowledge and skill competence in eight common-core areas and their associated knowledge and skill competence areas (listed below) as established by CACREP. This will be accomplished through examinations, research papers, role plays, and supervised clinic practice with actual clients. The common-core areas of the Counseling Program's knowledge and skill base include: 1. Understanding the nature and needs of individuals at all developmental levels; normal and abnormal human behavior; personality theory; and learning theory within cultural contexts. Revised July 2011

5 2. Understanding societal changes and trends; human roles; societal and cultural subgroups; social mores and interaction patterns; and differing lifestyles. 3. Understanding philosophic bases and skills within the areas of helping processes; counseling theories and their applications; helping skills; consultation theories and their applications; helper self-understanding and self-development; and facilitation of client or consultee change. 4. Understanding and developing skills related to group development, dynamics, and counseling theories; group leadership styles; group counseling methods and skills; and other group approaches. 5. Understanding and developing skills related to career development theories; of occupational and educational information sources and systems; career and leisure counseling, guidance and education; lifestyle and career decision-making; and career development program planning, resources and evaluation. 6. Understanding and developing skills related to group and individual educational and psychometric theories and approaches to appraisal; data and information gathering methods; validity and reliability; psychometric statistics; factors influencing appraisals; and use of appraisal results in helping processes. 7. Understanding and developing skills related to types of research; basic statistics; research and report development; research implementation; program evaluation; needs assessment; and ethical and legal considerations. 8. Understanding and developing skills related to professional roles and functions; professional goals and objectives; professional organizations; professional history and trends; ethical and legal standards; professional preparation standards; and professional credentialing. Beyond these eight general program objectives, the Mental Health Counseling and School Counseling Master s and Certificate programs each have specific program objectives for their curricular emphases. Programs of Study in Counseling The Counseling Program offers both master s and doctoral training in counseling. In addition, the program offers an undergraduate degree in Substance Abuse Counseling as well as undergraduate certificates in the areas of Substance Abuse Counseling, Substance Abuse Prevention, and Violence Prevention and a graduate certificate in the area of Substance Abuse Prevention. For more details about these programs, see the College of Education, Criminal Justice, and Human Services website (www. cech.uc.edu). 5 Revised July 2011

6 Master s Degree Study in Mental Health Counseling (M.A.) The master s program in mental health counseling is designed for individuals interested in becoming licensed as Professional Counselors in the State of Ohio. This 60 semester credit hour program meets the training requirements established by the state Counselor, Social Worker, and Marriage and Family Therapist Board for initial licensure as a Professional Counselor (PC) and is aligned with the CACREP accreditation standards The program consists of a set of core classes augmented by specialization classes deemed necessary for practice of mental health counseling in community settings. See Appendix A for more detailed information on the program curricula. On completion of the program, the student will meet the training requirements for licensure as a Professional Counselor in the State of Ohio and may sit immediately for the licensure examination. Master s Degree Study in School Counseling (M.Ed.) The master s program in school counseling is designed for individuals interested in becoming licensed as a School Counselor in the State of Ohio. This 60 semester credit hour program in School Counseling meets the training requirements established by the Ohio Department of Education and is aligned with the both the CACREP accreditation standards and the American School Counselors Association (ASCA) National Model. The program is organized around a set of core classes augmented by specialization classes deemed necessary for practice of counseling in the schools. See Appendix A for more detailed information on the program curricula. On completion of the program, the student will meet the training requirements for licensure as a School Counselor in the State of Ohio. To be licensed as a School Counselor, the student must be approved by the Ohio Department of Education having completed the School Counseling master's program, passed the Ohio Assessment for Educators (#040), and completed the BCI/FBI background check.. Accreditation and Program Approval Each of the Master s degree granting programs (M.A. in Mental Health Counseling and M.Ed. in School Counseling) is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). In addition to CACREP accreditation, the Counseling Program is located within the College of Education, Criminal Justice, and Human Services which is accredited by the Council for the Accreditation of Educator Preparation (CAEP). Finally, our M.A. in Mental Health Counseling is approved as meeting the training requirements for licensure by the Ohio Counselor, Social Worker Board, and Marriage and Family Therapist Board. Student Composition Each year, a cohort of approximately 40 students across school and mental health counseling is admitted into the Program. A broad range of geographic areas and undergraduate institutions are represented. Many first-year students have recently completed their undergraduate training, although many have relevant work experience. 6 Revised July 2011

7 7 A special effort is made to recruit a diverse student body. As a reflection of the University of Cincinnati's commitment to ethnic minority students, the National Advisory Council on Black Higher Education recently identified the University as one of only 3 predominately White comprehensive research institutions to rise above the national average in retaining and graduating Black graduate and professional students. The Counseling Program and the University are deeply committed to providing the guidance and support necessary for the successful completion of every student's program of study. The University and Community The University consists of 14 Colleges and Schools that provide a wide range of graduate and professional programs. Over the years, the University has achieved an outstanding national and international reputation in many areas. The Carnegie Commission has designated it a Level 1 University (Research University/Very High). The National Science Foundation ranks the University's sponsored research as 45th in the nation (top 2%) among all universities and 24 th among public universities, and U.S. News and World Report ranks the University in the top 100 public institutions. The library is ranked among the top 50 nationally for research universities. Approximately 43,000 students (approximately 11,000 graduate and professional) attend the University of Cincinnati. The campus includes excellent facilities for a variety of recreational activities including a new Student Center for swimming, basketball, running, tennis, racquetball, weight training and other activities. There is wide access to computer labs and wireless networks. The University has undergone extensive renovation to modernize and enhance student facilities. It also sponsors movies, concerts, theater, athletic, and musical events. The Counseling Program holds various social gatherings for Program students. The University is situated within the city of Cincinnati, rated as being one of the most attractive and livable cities in the United States. Greater Cincinnati captures the unique characteristics of three states (Ohio, Kentucky, and Indiana) within a single metropolitan area. Its hills and valleys surround the Ohio River, providing a setting for one of America's most beautiful inland cities. It is noted for its cultural heritage, with its nationally known symphony orchestra, ballet, museums, zoo, and public theater. Professional sports are popular here, especially the Cincinnati Reds baseball team and the Cincinnati Bengals football team. UC s basketball team enjoys staunch community support as well. Within the region are many opportunities for outdoor recreation including camping, hiking, rock climbing, downhill skiing, and boating/canoeing. Cincinnatians love festivals; the legendary fireworks display on Labor Day weekend, the Oktoberfest in the fall, and numerous holiday celebrations between Thanksgiving and New Year s Day are special favorites. The cost of living is moderate, as is the climate. There are many moderately priced restaurants in the area and a year-round Farmer s Market ten minutes from UC. Cincinnati s specialty ice cream is shipped to its devotees all over the country. Revised July 2011

8 The Cincinnati metropolitan area of 2.1 million people has 8 colleges and universities in addition to the University of Cincinnati. The city is located conveniently along major interstates as well as airline, train, and bus routes. It is within a 2 hour drive of Columbus, Indianapolis, Louisville, and Lexington, and within five to six hours of Pittsburgh, Cleveland, St. Louis, Knoxville, Detroit, and Chicago. Support Systems Graduate study is extremely challenging and demanding, both academically and personally. The counseling faculty expects each graduate student to demonstrate maturity, initiative, and independence, and we also strive to support and assist students in their endeavors as much as possible. An emphasis on close student-faculty relationships is maintained by carefully limiting the number of students enrolled in the Program to be aligned with professional standards and through regular meetings between faculty advisor and advisees. Incoming students are assigned student mentors to assist with first-year transition. Students also are actively encouraged to collaborate as a cohort and develop support networks for study. Various support systems exist within the University itself to assist students. Information about support services is included in the folder distributed at the Program Orientation. Among these services are the following: Career Development and Placement Center Assists students in obtaining part-time employment; assistance is also available for the spouses of students ( Computer Facilities and Students have wide access to computers, printers, and technical assistance in computer labs in Teachers College and throughout the campus, as well as wireless access. All students must sign up for a UC account which provides access to internet, , and various campus resources. This University-assigned is the official means for university and Program communications, so students are responsible for checking their regularly. from the program and faculty can only be sent to the student s UC account. Personal Counseling A comprehensive variety of confidential counseling services are available ( ). Disability Services Provides supports and services for students with disabilities ( 8 Revised July 2011

9 9 Ethnic Programs and Services Provides specific supports and services for ethnic minority students ( Financial Aid See Financial Aid section and for more information. Health Services Provides various wellness and health services ( Housing Special graduate student housing is available in the residence halls and in campus apartment complexes; married student housing is also available ( Current students can be very helpful in securing off-campus housing. Parking Services Students may sign up for a permit for various student parking lots. Space is limited, but other options are available ( Technology Resources Assistance with various aspects of technology are available through UC Information Technology (UCIT) ( Help Desk HELP) Faculty The Counseling Program is housed administratively in the School of Human Services, one of three Schools in the College of Education, Criminal Justice, and Human Services (CECH). The other academic programs in the School are Substance Abuse Counseling, School Psychology, Behavior Analysis, Health Promotion and Education, Athletic Training, and Sport Administration. Eight full-time faculty members are responsible for the Counseling Program. Each faculty member holds a doctoral degree and experience in counseling and counseling-related disciplines. Faculty members are actively involved in professional practice, consultation, training, and research in schools and community organizations. Additional, faculty members are very involved in professional service at the local, state, regional, and national levels. Revised July 2011

10 Core Faculty 10 Michael Brubaker, Ph.D. (Assistant Professor and Interim Coordinator) directs the Counseling Program and is a graduate of the University of Florida. Licensed to practice chemical dependency counseling in Ohio, he is also a Nationally Certified Counselor. Dr. Brubaker s clinical and research interests have focused on underserved and socially marginalized populations including the homeless, those who identify as lesbian, gay, bisexual, transgender (LGBT), and Native Americans. LaTrice Montgomery, Ph. D. (Assistant Professor) has dual placement in the Counseling and Health Promotion and Education Programs in the School of Human Services. Following her graduation from the University of Cincinnati s Clinical Psychology Program, Dr. Montgomery completed her National Institute of Drug Abuse sponsored clinical internship at the Yale University School of Medicine in the Division of Substance Abuse. Dr. Montgomery s clinical and research interests have focused on improving prevention and treatment interventions for African American adolescent and adult substance users, specifically determining the efficacy of evidence-based substance abuse treatments for ethnic minorities and identifying effective ways to improve treatment delivery. Laura Nabors, Ph.D. (Associate Professor) has dual placement in the Counseling and Health Promotion and Education Programs in the School of Human Services. She joined the School of Human Services after ten years in the University s Psychology Department having graduated in 1993 with a doctorate in clinical psychology from the University of Memphis. She became a diplomate in Child and Adolescent Clinical Psychology in Her research focuses on children s health attitudes and adjustment to health problems. Dr. Nabors has interdisciplinary responsibilities across other School graduate programs and serves on graduate committees in Counseling. George Richardson, Ph.D. (Assistant Professor) is primarily responsible for coordinating the substance abuse counseling track, and he also serves on graduate committees in Counseling. Dr. Richardson graduated from the Counselor Education and Supervision Program at the University of Louisville and currently teaches courses in substance abuse counseling and research methods. His major research interest is the cognitive-behavioral ecology of substance use, or the study of how substance use coordinates with cognitions and behaviors that enable humans to adapt to their environments. Natalie Stipanovic, Ph.D. (Assistant Professor) is primarily responsible for coordinating the School Counseling Program track. Dr. Stipanovic received her doctorate in Counselor Education from the University of Wyoming and teaches primarily in the School Counseling Program track. Her research interests have focused on the pathways to career, including programs of study; the nature of student-teacher relationships; and the impact of principal-school counselor contact on principals perceptions of school counseling programs. Revised July 2011

11 11 Mei Tang, Ph.D. (Professor) received her Ph. D. from the University of Wisconsin-Milwaukee in 1996 and subsequently joined the Counseling Program as a tenure track faculty member. In addition to her teaching and research responsibilities, she is primarily responsible for coordinating counseling field placement activities. Dr. Tang teaches in the area of school counseling, career development, counseling children, testing and research method in counseling. Her research interests include career development, work with school-age populations and multicultural issues in counseling. Cirecie West-Olatunji, Ph. D. (Associate Professor) has primary responsibilities in the Mental Health and Counselor Education Programs in Counseling. Dr. West-Olatunji is the Director of the Center for Traumatic Stress Research that focuses on the relationship between systemic oppression and traumatic stress among socially marginalized individuals. She is Past-President of the American Counseling Association (ACA) and is an internationally recognized speaker, trainer, and author in the area of culture-centered, theory, research, and practice. Dr. West-Olatunji holds a doctorate degree in Counselor Education from the University of New Orleans. Geoffrey G. Yager, Ph.D. (Professor) is primarily responsible for coordinating the Mental Health Counseling Program track. Dr. Yager regularly teaches the pre-practicum, advanced counseling skills and field practicum sequence and also teaches in the Substance Abuse Counseling Program. His research interests include counselor training and supervision, cognitive self-instructional training, self-disclosure, and perceptions of effective counseling. He received his doctorate from Michigan State University. Associate Faculty Associate Faculty status is a vehicle to coordinate efforts of faculty who are making contributions to the education of mental health and school counselors, and especially to contribute to doctoral education in the area of research and scholarly productivity. We are developing a partnership with the faculty listed below, drawn from the academic areas of Health Promotion and Education, Educational Foundations, A&S Psychology, and Social Work. These faculty potentially are available for dissertation committees, research grants, program development, and involvement with our emerging Center for Ecological Counseling. The current Associate Faculty are: Kathleen Burlew, Ph.D., Professor, Psychology Mary Brydon-Miller, Ph.D., Professor, Educational Studies Janet Graden, Ph.D., Professor, School Psychology Keith A. King, Ph.D., Professor, Health Promotion and Education Paula Shear, Ph.D., Professor, Psychology and Psychiatry Giao Tran, Ph.D., Associate Professor, Psychology Lisa Vaughn, Ph.D., Associate Professor, Pediatrics & Educational Studies (Joint Appointment) Rebecca Vidourek, Ph.D., Assistant Professor, Health Promotion and Education Revised July 2011

12 Emeritus Faculty Members The Counseling Program has three emeritus faculty members: 12 Robert K. Conyne, Ph.D. [Retired June, 2006] Ellen P. Cook, Ph.D. [Retired June, 2013] F. Robert Wilson, Ph.D. [Retired December, 2011] Program Advisory Committee The Community Advisory Board (CAB), includes Program faculty and community representatives (e.g., mental health counselors, school counselors, agency administrators, alumni). This group meets a minimum of twice per year and is an important vehicle for community input, future planning, collaboration for local professional development, and in general, receiving feedback and input on program planning and direction. Program Communication Faculty and student communication is essential and is fostered through several means, including communication in Program courses, individual and group meetings between Program faculty and students, the Program student listserv, Blackboard, and other student meetings and social events. Student and alumni input are actively sought for curricular and program development. Students are expected to stay in close communication with faculty teaching courses, their advisors, and the Program Coordinators to stay apprised of any Program expectations, changes, news, etc. The Program communicates with students initially via an initial Orientation and the Handbook (as a primary source of official requirements) and also through communication in required courses, meetings with students/faculty, and via . Students are reminded that University rules require that faculty and students communicate via using only the UC account, not other accounts, so students must check UC frequently and correspond with faculty only with these accounts. It is the responsibility of students to use these methods to stay apprised of Program and University expectations and to bring any questions or concerns to the Program faculty for discussion and resolution. Professional Organizations Because of the importance and influence of professional counseling organizations in licensure, training, and research, all students are strongly encouraged to become members of the national American Counseling Association (ACA) and its various divisions representing special interests. Primary divisions include the American Mental Health Counselors Association (AMHCA), the American School Counselors Association (ASCA), the Association for Counselor Education and Supervision (ACES), and the state and local associations for counseling where they live or work, such as the Ohio Counseling Association (OCA) the Greater Cincinnati Counseling Association Revised July 2011

13 (GCCA), the Ohio School Counselors Association (OSCA), and the Ohio Mental Health Counselors Association (OMHCA). 13 Students will find other opportunities to develop specialty skills, network with other students and professionals, and engage in advocacy through any of the 20 ACA divisions. Interested students are encouraged to see for more details about all of the divisions and how to apply. Reduced price, student memberships are available for ACA, OCA, GCCA and special interest divisions. Additionally, students are encouraged to participate in the UC chapter of Chi Sigma Iota, the academic and professional honorary society for counseling students and professionals. Revised July 2011

14 MASTER S PROGRAMS OF STUDY 14 This section provides a comprehensive description of the Masters Degree Programs in Counseling (M.Ed. in School Counseling, M.A. in Mental Health Counseling). Program Overview The master s degree programs in Counseling were designed around core classes, selected to be consistent with national standards for master's programs in counseling, state training requirements for counselors, and university requirements for graduate programs. Beyond this common core, each student may choose an area of concentration Mental Health Counseling in community human services settings or School Counseling in K-12 educational settings. Graduates of the 60 semester credit hour program for a Master of Arts Degree in Mental Health Counseling meet the training requirements established by the Ohio Counselor, Social Worker, and Marriage and Family Therapist Board for licensure as a Professional Counselor (PC). Graduates of the 60 semester credit hour Master of Education degree program in School Counseling meet the training requirements for the School Counselor License in the State of Ohio. In addition to coursework, successful completion of a professional portfolio is required for each graduate degree program. Students are encouraged to consult their state licensing board to determine additional requirements for licensure (e.g., state examination). To meet general program objectives, a set of courses has been identified as core courses. These core courses include both academic and clinical (i.e., practica, internship) courses. In addition, each concentration area (i.e., M.Ed. in School Counseling, M.A. in Mental Health Counseling) requires additional coursework beyond the required counseling core courses. Please see Appendix A for a listing of both the core and specialized courses. School Counseling The School Counseling concentration prepares students to serve as counselors in educational settings at the elementary and secondary levels. The program prepared professional school counselors to perform such functions as individual and group counseling, working with teachers, administrators and other school personnel, parents, and community agencies in the provision of appropriate services for the benefit of individual pupils. The program provides for the integration of counseling and the American School Counselor Association national model for school counseling. Objectives for the School Counseling Specialization School Counseling students will also be expected to gain knowledge of the environment in which they plan to practice. This will require specialized understandings and skills necessary to work effectively in K-12 educational settings. In addition to the general objectives for all students in the counseling program, specific objectives from the CACREP Accreditation Standards for the Revised July 2011

15 School Counseling specialization include demonstrated knowledge of and skills in each of the following: 1. Foundations of School Counseling: a. History, philosophy, and current trends in school counseling and educational systems. b. Relationship of the school counseling program to the academic and student services program in the school. c. Role, function, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school. d. Strategies of leadership designed to enhance the learning environment of schools. e. Knowledge of the school setting, environment, and pre-k 12 curriculum. f. Current issues, policies, laws, and legislation relevant to school counseling g. The role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling. g. Knowledge and understanding of community, environmental, and institutional opportunities that enhance, as well as barriers that impede student academic, career, and personal/social success and overall development. h. Knowledge and application of current and emerging technology in education and school counseling to assist students, families, and educators in using resources that promote informed academic, career, and personal/social choices. i. Ethical and legal considerations related specifically to the practice of school counseling (e.g., the ACA Code of Ethics and the ASCA Ethical Standards for School Counselors). 2. Contextual Dimensions of School Counseling: a. Advocacy for all students and for effective school counseling programs. b. Coordination, collaboration, referral, and team-building efforts with teachers, parents, support personnel, and community resources to promote program objectives and facilitate successful student development and achievement of all students. c. Integration of the school counseling program into the total school curriculum by systematically providing information and skills training to assist pre-k 12 students in maximizing their academic, career, and personal/social development. d. Promotion of the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate. e. Methods of planning for and presenting school counseling-related educational programs to administrators, teachers, parents, and the community. f. Methods of planning, developing, implementing, monitoring, and evaluating comprehensive developmental counseling programs. g. Knowledge of prevention and crisis intervention strategies. 15 Revised July 2011

16 16 3. Program Development, Implementation, and Evaluation: a. Use, management, analysis, and presentation of data from school- based information (e.g., standardized testing, grades, enrollment, attendance, retention, placement), surveys, interviews, focus groups, and needs assessments to improve student outcomes. b. Design, implementation, monitoring, and evaluation of comprehensive developmental school counseling programs (e.g., the ASCA National Standards for School Counseling Programs) including an awareness of various systems that affect students, school, and home. c. Implementation and evaluation of specific strategies that meet program goals and objectives. d. Identification of student academic, career, and personal/social competencies and the implementation of processes and activities to assist students in achieving these competencies. e. Preparation of an action plan and school counseling calendar that reflect appropriate time commitments and priorities in a comprehensive developmental school counseling program. f. Strategies for seeking and securing alternative funding for program expansion. g. Use of technology in the design, implementation, monitoring and evaluation of a comprehensive school counseling program. 4. Counseling and Guidance: a. Individual and small-group counseling approaches that promote school success, through academic, career, and personal/social development for all. b. Individual, group, and classroom guidance approaches systematically designed to assist all students with academic, career and personal/social development. c. Approaches to peer facilitation, including peer helper, peer tutor, and peer mediation programs. d. Issues that may affect the development and functioning of students (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression and suicide). e. Developmental approaches to assist all students and parents at points of educational transition (e.g., home to elementary school, elementary to middle to high school, high school to postsecondary education and career options). f. Constructive partnerships with parents, guardians, families, and communities in order to promote each student s academic, career, and personal/social success. g. Systems theories and relationships among and between community systems, family systems, and school systems, and how they interact to influence the students and affect each system. h. Approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may reside in a home where substance abuse occurs. Revised July 2011

17 17 5. Consultation: a. Strategies to promote, develop, and enhance effective teamwork within the school and larger community. b. Theories, models, and processes of consultation and change with teachers, administrators, other school personnel, parents, community groups, agencies, and students as appropriate. c. Strategies and methods of working with parents, guardians, families, and communities to empower them to act on behalf of their children. d. Knowledge and skills in conducting programs that are designed to enhance students academic, social, emotional, career, and other developmental needs. Required Coursework for the School Counseling Specialization Courses and clinical experiences involve such competency areas as personal, emotional, and career counseling; human development; multicultural issues in counseling; the use of assessment instruments; individual and group counseling techniques; special problems in School Counseling; curriculum development; and consultative methods. Please see Appendix A for more detailed information on required coursework. Clinical instruction will focus on working with school-aged youth and adolescents in school settings. Electives in the School Counseling Program Students in the School Counseling program are able to take two graduate course electives to supplement their core classes. As students may elect to work in different school settings or to enter doctoral studies, there are various courses to enhance the required course curriculum. In addition, students bring prior training experiences (e.g. psychology, education, etc.) with them as they enter the program. Therefore, it is suggested that they select courses that complement but not duplicate their prior coursework. Students are encouraged to consult with their academic advisor in order to select appropriate courses for their career trajectory. The U.C. Counseling Program has developed the following list of pre-approved electives: Education Studies Focused Electives EDST7001 (3G) Politics of Education EDST7003 (3G) Introduction to Educational Studies EDST7031 (3G) Human Development: Early and Middle Childhood Education Leadership Focused Electives EDLD7035 (3G) Educational Leadership Theory EDST7040 (3G) Relational Context of Teaching and Learning EDLD8030 (3G) A Study of Change and Innovations in Education Special Education Focused Electives SPED7051 (3G) Partnerships and Collaboration SPED7053 (3G) Transition Strategies for Individuals with Disabilities Revised July 2011

18 Mental Health Focused Electives CNSL8031 (3G) Abnormal Human Behavior CNSL8034 (3G) Mental Health and Substance Use Assessment CNSL8040 (3G) Counseling Supervision CNSL8041 (3G) Mental Health Counseling in Community Settings CNSL8042 (3G) Disaster and Crisis Counseling CNSL8043 (3G) Conflict Analysis and Intervention for Counselors CNSL8046 (3G) Chemical Dependency Counseling CNSL8048 (3G) Ecological Counseling for Couples and Families 18 Research Focused Electives CNSL9040 (1-6G) Individual Study in Ecological Counseling Professional Portfolio In compliance with our School Counseling program s CAEP accreditation, School Counseling students must complete a professional portfolio. This summative project provides a student the opportunity to demonstrate their knowledge, skills, and attitudes and how they have developed throughout the program. Students are expected to maintain key artifacts including papers, presentations, projects, and other documents that show how they have attained each of the CAEP and CACREP Standards. A description of the requirements for this portfolio is provided in Appendix G. Mental Health Counseling The program for Mental Health Counseling has been developed for students interested in counseling in human services settings. Graduates of this program will be prepared to serve in entry-level positions in mental health and related agencies. Depending on the choice of electives and field experiences, graduates will be qualified for positions in a wide range of mental health and related agencies including community mental health centers, substance abuse programs, halfway houses, employee assistance programs, and women's programs and services. Objectives for the Mental Health Counseling Specialization Students will be expected to gain knowledge of the specialized skills needed for diagnosis and treatment of mental and emotional disorders. This will require specialized understandings and skills necessary to work effectively with individuals experiencing significant distress, impairment, or risk of life, health, or freedom. Specific objectives for the developing expertise in diagnosis, treatment, and prevention of mental and emotional disorders from the CACREP Accreditation Standards include demonstrated knowledge of and skills in each of the following: 1. Foundations of Mental Health Counseling a. historical, philosophical, societal, cultural, economic, and political dimensions of and current trends in mental health counseling; b. roles, functions, and professional identity of mental health counselors; Revised July 2011

19 Revised July c. structures and operations of professional organizations, preparation standards, credentialing bodies, and public policy issues relevant to the practice of mental health counseling; d. implications of professional issues that are unique to mental health counseling, including recognition, reimbursement, right to practice, core provider status, access to and practice privileges within managed care systems, and expert witness status; e. ethical and legal considerations related related to the practice of mental health counseling (e.g., the ACA and AMHCA Code of Ethics); and f. the role of racial, ethnic and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, and physical and mental status, and equity issues in mental health counseling. 2. Contextual Dimensions of Mental Health Counseling a. assumptions and roles of mental health counseling within the context of the community and its health and human services systems, including functions and relationships among interdisciplinary treatment teams, and the historical, organizational, legal, and fiscal dimensions of public and private mental health care systems; b. strategies for community needs assessment to design, implement, and evaluate mental health care programs and systems; c. principles, theories, and practices of community intervention, including programs and facilities for inpatient, outpatient, partial treatment, and aftercare, and the human services network in local communities; and d. management of mental health services and programs, including administration, finance, and budgeting, in the public and private sectors; principles and practices for establishing and maintaining both independent and group private practice; and concepts and procedures for determining outcomes, accountability, and cost containment. 3. Knowledge and Skill Requirements for Mental Health Counselors a. general principles and practices of etiology, diagnosis, treatment, referral, and prevention of mental and emotional disorders and dysfunctional behavior, including addictive behaviors; b. general principles and practices for the promotion of optimal human development and mental health; c. specific principles and models of biopsychosocial assessments, case conceptualization, and theories of human development and concepts of psychopathology leading to diagnoses and appropriate treatment plans; d. knowledge of the principles of diagnosis and the use of current diagnostic tools, including the current Diagnostic and Statistical Manual; e. application of modalities for initiating, maintaining, and terminating counseling and psychotherapy with mentally and emotionally impaired clients, including the use of crisis intervention and brief, intermediate, and long-term approaches;

20 20 f. basic classifications, indications, and contraindications of commonly prescribed psychopharmacological medications so that appropriate referrals can be made for medication evaluations and identifying effects and side effects of such medications; g. principles and guidelines of conducting an intake interview, a mental status evaluation, a biopsychosocial history, a mental health history, and a psychological assessment for treatment planning and caseload management; h. knowledge and provision of clinical supervision, including counselor development; i. the application of concepts of mental health education, consultation, collaboration, outreach and prevention strategies, and community mental health advocacy; and j. effective strategies for influencing public policy and government relations on local, state, and national levels to enhance funding and programs that affect mental health services in general, and the practice of mental health counseling in particular. Electives in the Mental Health Counseling Program Students in the Mental Health Counseling program are able to take two graduate course electives to supplement their clinical training. As students may elect to work in different mental health settings or to enter doctoral studies, there are various courses to enhance the required course curriculum. In addition, students bring prior training experiences (e.g. psychology, substance abuse counseling, etc.) with them as they enter the program. Therefore, it is suggested that they select courses that complement but not duplicate their prior coursework. Students are encouraged to consult with their academic advisor in order to select appropriate courses for their career trajectory. The U.C. Counseling Program has developed the following list of preapproved electives: CNSL8040 (3G) Supervision of Counselors CNSL8014 (3G) Counseling Children and Adolescents HPE7000 (3G) Human Sexuality and Health SPSY8027 (3G) Behavioral Counseling and Mental Health Interventions CNSL9040 (3G) Individual Study in Ecological Counseling Professional Portfolio Mental Health Counseling students must complete a professional portfolio. This summative project provides a student the opportunity to demonstrate their knowledge, skills, and attitudes and how they have developed throughout the program. Students are expected to maintain key artifacts including papers, presentations, projects, and other documents that show how they have attained each of the CACREP Standards. A description of the requirements for this portfolio is provided in Appendix G. Revised July 2011