Page 1. Department of Counseling, Educational Leadership and School Psychology. Department Mission

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1 Page 1 Department of Counseling, Educational Leadership and School Psychology Counseling Certificate of Graduate Studies (18 hours) Co-Occurring Masters (30-39 hours) Agency Co-Occurring School Certificate of Advanced Graduate Studies (60 hours) Mental Health CEP Department School Psychology MA/CAGS School Psychology Educational Leadership MEd Educational Leadership Department Mission The mission of the Department of graduate studies in Counseling, Educational Leadership and School Psychology (CEP) is to prepare graduate students who positively impact lives of and opportunities for individuals, families, schools, and communities. Through interdisciplinary collaboration, community partnerships and excellence in teaching and scholarship, the CEP faculty foster the development of reflective practitioners. Our graduates are educators and human service professionals prepared to conduct ethical, culturally competent and evidence-based practice and are able to influence systemic change. Graduate Counseling Programs Mission The Graduate Counseling Programs at Rhode Island College prepare professional counselors to provide assessment, counseling, consultation, and prevention-oriented services to individuals, families, and groups in mental health and PreK 12 educational settings. As professional Counselor Educators, the faculty members of the Graduate Counseling Programs represent diverse training backgrounds, clinical experiences, theoretical orientations, and research interests. They model and promote evidence-based practice and the value of diversity in its many forms. The Graduate Programs prepare graduates to integrate theory, research, self-awareness, and clinical skills. Candidates graduate with the knowledge and skills to practice competently, and the ability to think critically about the systems and norms within which they work. Candidates graduate prepared to pursue licensure or certification in their respective area of counseling. Finally, graduate candidates are prepared to be reflective practitioners who hold to the highest standards of integrity and ethical practice.

2 Page 2 Counseling programs by the numbers 1) CEP enrollment has grown 6.6% with 693 total course enrollments reported in fall 10/spring % of graduate enrollment at RIC is in CEP (n=693) with 13 % of RIC graduate enrollment is in Counseling courses (n= 549). 2) There are currently 402 matriculated students in CEP in Counseling programs. 3) There are 4 fulltime counseling faculty (Boisvert, Brabeck, Dukes, Kene) with one faculty member on loan to administration 4) Approximately 11 adjunct faculty teach core counseling courses each semester. Recent Trends in the Counseling programs Fewer students finish only the MA degree Most continue to the CAGs with little to no break in enrollment There is often a dichotomy of our students related to field experience (range is from years to none) Changes in CAGS course sequencing so 2 years is required with advanced practicum and internship Our full time faculty conduct 2 supervision visits per semester with CAGS interns Introduction of field work with Clinical Practicum II (CEP 539) Introduction of research project in advanced practicum (CEP 683/684) New comprehensive exam Counselor Preparation Comprehensive Examination

3 Page 3 DEPARTMENT OF COUNSELING, EDUCATIONAL LEADERSHIP AND SCHOOL PSYCHOLOGY CAGS IN MENTAL HEALTH COUNSELING Plan of Study Foundations Component (33 credits) CEP 531: HUMAN DEVELOPMENT ACROSS CULTURES 3 CEP 532: THEORIES AND METHODS OF COUNSELING 3 CEP 534: QUANTITATIVE MEASUREMENT AND TEST INTERPRETATION 3 CEP 535: VOCATIONAL COUNSELING AND PLACEMENT 3 CEP 536: BIOLOGICAL PERSPECTIVES IN MENTAL HEALTH 3 CEP 537: INTRODUCTION TO GROUP COUNSELING 3 CEP 543: CLINICAL ASSESSMENT AND CASE PROBLEMS 3 CEP 544: FAMILY COUNSELING THEORY AND PRACTICE 3 CEP 554: RESEARCH METHODS IN APPLIED SETTINGS 3 CEP 609: ETHICAL AND LEGAL ISSUES IN COUNSELING 3 CEP 612 CROSS-CULTURAL COUNSELING 3 Practicum Components (12 credits) CEP 538: CLINICAL PRACTICUM I 3 CEP 539: CLINICAL PRACTICUM II 3 CEP 683: ADVANCED CLINICAL PRACTICUM IN COUNSELING I 3 CEP 684: ADVANCED CLINICAL PRACTICUM IN COUNSELING II 3 Internship Component (12 credits) CEP 610: ADVANCED CLINICAL INTERNSHIP IN COUNSELING I 6 CEP 611: ADVANCED CLINICAL INTERNSHIP IN COUNSELING II 6 Elective (3 credits approved by advisor) 3 National Clinical Mental Health Counseling Examination (non-thesis option) Total 60 Field Project (thesis option)

4 Page 4 Why CACREP? (Council for Accreditation of Counseling and Related Educational Programs) National recognition by an accrediting body is important for many reasons related to program accountability and reputation. Most importantly, in the past year, several recent developments have emphasized the public acceptance of CACREP accreditation as the national standard for preparing licensed mental health counselors. 1) The Department of Veterans Affairs (VA) has issued qualification standards formally recognizing licensed professional counselors as mental health specialists within the Veterans Health Administration. Counselors must be graduates of a CACREP approved program to be eligible for these employment opportunities. With over 2 million service members serving in the US military since 2001 and approximately 20% of them experiencing mental health related concerns, the need for qualified clinicians is evident. 2) Senate legislation (S. 3371) was introduced that will make it easier for TRICARE beneficiaries to see a professional mental health counselor. TRICARE is the health care system for servicemembers and their dependents, and licensed professional counselors will be granted independent practice authority only if they are graduates of a CACREP program. TRICARE serves approximately 9.6 million beneficiaries worldwide. 3) The RI Department of Health (the licensing board for mental health counselors in RI) has communicated with the counseling faculty in the CEP department that a move to require graduation from a CACREP approved program in order to be licensed is being discussed. Details for the transition are forthcoming with an anticipated start to occur between 2016 and This follows recent changes in New Jersey s state regulation for licensing which will begin in CACREP was selected as the accreditation standard for these recent changes because, at a minimum, it tells the government and insurance boards that certain courses were offered and certain specialized professors are on the counseling school s faculty. It stands to reason that as states and high profile federal programs recognize CACREP as a qualifying benchmark for licensure, other state licensing boards and agencies such as Medicare will follow suit. Graduates of the RIC counseling programs will be well-served by professional preparation in a CACREP approved program making them highly competitive in any nationwide employment search. Furthermore, CACREP accreditation could serve to attract out of state students since there are so few approved programs in the Northeast region.

5 Page 5 Program changes required to meet CACREP standards 1. New course - crisis management 2. 50% of courses must be taught by core faculty 3. Counselor identity 4. Practicum 100 hours with 40 direct service 5. Site supervisors with Masters degree in counseling or related fields 6. No 33 hour Masters degree as interim step the degree is 60 hour program Transition Timeline 2011/12 Curriculum changes 2012/13 Field changes Admit students to new degree 2013/14 New Practicum in place Submit for review 2014/15 New Internship in place Site visit Focused Questions for Advisory Board 1. What has been your experience interacting with CEP s counseling students? i.e. strengths, weaknesses, gaps in training 2. What recommendations do you have to strengthen academic preparation? 3. How is it working with students employed at sites during their internship? 4. What are the best ways for us to communicate these counseling program/cacrep changes to the public?