CLINICAL MENTAL HEALTH COUNSELING & SCHOOL COUNSELING

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1 Cllege f Educatin, Health and Human Services (EHHS) Schl f Lifespan Develpment and Educatinal Sciences (LDES) THE COUNSELING AND HUMAN DEVELOPMENT SERVICES MASTER'S PROGRAMS BROCHURE & STUDENT HANDBOOK CLINICAL MENTAL HEALTH COUNSELING & SCHOOL COUNSELING 310 White Hall, Kent State University, Kent, Ohi (330) / FAX: (330) CHDS WEBSITE: General Infrmatin Overview f CHDS Master's Prgrams... Rle and Functin f the Advisr... CHDS Prgram Statement f Expectatins... Plicy Statement n Affirmative Actin and Disabilities... CHDS Prgram Cmmitment t Diversity. Plicy n Recruitment f Diverse Student Bdy. Admissin, Selectin, and Advisement... Endrsements... Primary / Cre Faculty... Cntributing CHDS Faculty. CHDS Supprt Staff.. Retentin f Students... CHDS Prgram Plicy Regarding Student Cncerns, Perfrmance, and / r Functining. Student Grievances and Academic Cmplaints... Imprtant Infrmatin Regarding Grades..... Defining and Aviding Cheating / Plagiarism... Financial Aid and Student Emplyment Opprtunities... Prfessinal Organizatins... Academic and Persnal Resurces... Prgram Crdinatr Cntact Infrmatin... Pre- Practicum and Cmprehensive Examinatins Plicy in the CHDS Prgram Times t Remember Thrughut Yur Prgram... Clinical Mental Health Cunseling Infrmatin Missin and Objectives... Clinical Mental Health Cunseling Curriculum... Characteristics f Students Admitted in Clinical Mental Health Cunseling... Emplyment f Clinical Mental Health Cunseling Graduates... Schl Cunseling Infrmatin Missin and Objectives... Schl Cunseling Curriculum... Characteristics f Students Admitted in Schl Cunseling... Emplyment f Schl Cunseling Graduates... Page Revised Octber 2013 Page 1

2 GENERAL INFORMATION OVERVIEW OF CHDS MASTER'S PROGRAMS The Cunseling and Human Develpment Services (CHDS) Prgram at Kent State University is lcated in the Cllege f Educatin, Health, and Human Services (EHHS). CHDS is a part f the Schl f Lifespan Develpment and Educatinal Sciences (LDES). At the master's degree level, the CHDS Prgram fcuses n tw areas: Clinical Mental Health Cunseling and Schl Cunseling. A dctral degree (Ph.D.) is ffered in Cunseling and Human Develpment Services. The CHDS faculty members are advcates fr the cunseling prfessin and are affiliated with the American Cunseling Assciatin. The tw master's degrees and the dctral degree are accredited by the Cuncil fr Accreditatin f Cunseling and Related Educatinal Prgrams (CACREP). CACREP is the natinal accrediting bdy representing standards f excellence in the cunseling prfessin. Cunseling at Kent State University has its rts in ver sixty years f histry, having been instituted in 1946 as the first cunselr preparatin prgram in Nrthern Ohi. The CHDS's Prgram s funder, Prfessr Dwight Arnld, was ne f the pineers in schl cunseling and grup guidance in the United States. We take pride in the graduates frm ur Clinical Mental Health Cunseling and Schl Cunseling prgrams. Many have distinguished themselves as cunselrs, supervisrs, leaders, and university prfessrs thrughut Ohi and in ther states. ROLE AND FUNCTION OF THE ADVISOR Each student is assigned a faculty advisr upn admissin t the Clinical Mental Health Cunseling r Schl Cunseling prgram. The rle and functin f the faculty advisr is t sustain a wrking relatinship with the student (advisee) thrugh the duratin f the student's plan f study. The gal f the relatinship is the successful cmpletin f the prgram by the advisee. The advising prcess entails the fllwing prcedures: The advisee is respnsible fr scheduling a meeting with his/her faculty advisr early in the first semester f enrllment t plan the student's curse f study. Cncerns related t academic and persnal adjustment may be discussed at this time. THE WRITTEN PROSPECTUS IS TO BE FILED AFTER THIS MEETING. It is imprtant t nte that the student will be blcked frm registering fr curses ant the end f the secnd term if this prspectus is nt filed. In subsequent semesters, regular meetings with ne's faculty advisr are recmmended t determine needs, suggest imprvements, and develp clinical experience pssibilities. It is the respnsibility f the advisee t maintain regular cntact with his/her faculty advisr. CHDS PROGRAM STATEMENT OF EXPECTATIONS The Kent State University (KSU) Cunseling and Human Develpment Services (CHDS) Prgram is charged with the task f preparing individuals t becme prfessinal cunselrs in a variety f settings and t assume psitins f leadership in the field. In rder t fulfill these respnsibilities, faculty must evaluate students based n their academic, prfessinal, and persnal qualities. The KSU CHDS Prgram attempts t establish a learning cmmunity where students can develp prfessinally. We d this by prviding an envirnment in which students' rights and respnsibilities are respected and by respecting the dignity and wrth f each student. A student's prgress in the prgram may, hwever, be interrupted fr failure t cmply with academic standards r if a student's interpersnal r emtinal status interferes with educatin/training related requirements fr self r thers. Fr example, in rder t ensure prper training and client care, a cunselr- in- training must abide by relevant ethical cdes and demnstrate prfessinal knwledge, technical and interpersnal skills, prfessinal attitudes, and prfessinal character. These factrs are evaluated based n ne's academic perfrmance and ne's ability t cnvey warmth, genuineness, respect, and empathy in interactins with clients, classmates, staff, and faculty. Students shuld be able t demnstrate the ability t accept and integrate feedback, be aware f their impact n thers, accept persnal respnsibility, and be able t express feelings apprpriately. It is the expectatin f CHDS faculty members that students are prfessinal. CHDS faculty members especially expect prfessinalism in the classrm. Therefre, disrespectful behavirs, gestures, r cmments will be addressed and cnsidered in student retentin. An example f disrespectful r unprfessinal behavir within the classrm includes, texting while in class (even if it is under the table and ut f sight), using laptps fr nnacademic reasns during class (e.g., Facebk, Myspace, e- mailing etc.), having cell phnes turned n, nt cmpleting reading assignments, talking in class t thers while ther are speaking, nt being n time t class, gssiping, nt adhering t ACA Cde f Ethics, etc. The CHDS faculty members expect students t be active learners! Faculty als expect that cunseling students develp (if nt already pssess) the skills needed t self evaluate and knw what is respectful / prfessinal behavir. CHDS faculty members are respnsible fr using and infusing current research. In turn, students are expected t use current research when presenting, writing papers, publishing articles, etc. It is the rle f the CHDS faculty t prepare students fr prfessinal emplyment and t assist them in btaining skills and knwledge relative t cntinued prfessinal develpment. POLICY STATEMENTS ON AFFIRMATIVE ACTION AND DISABILITIES Kent State University is cmmitted t prvide all persns equal access t its prgrams, facilities, and emplyment withut regard t race, religin, sex, sexual rientatin, natinal rigin, physical disability r mental disability (unless the disability is essential t the practice f cunseling), and identificatin as a disabled veteran. Kent State University recgnizes its respnsibility fr creating an institutinal climate in which students with disabilities can thrive. If yu have any type f disability fr which yu require special accmmdatins t prmte yur learning in this prgram, please cntact yur instructr as sn as pssible t discuss yur needs. Student Disability Services is the rganizatin n campus that can help with special accmmdatins (e.g., extended exam time). Yu may wish t cntact Student Disability Services at t verify yur eligibility and the ptins fr accmmdatin related t yur disability. Page 2

3 CHDS PROGRAM COMMITMENT TO DIVERSITY The Cunseling and Human Develpment Services prgram is cmmitted t maintaining a cmmunity that recgnizes and values the inherent wrth and dignity f every persn; fsters sensitivity, understanding, and mutual respect amng its members; and encurages each individual t strive t reach his r her wn ptential. In pursuit f its gal f academic excellence, the prgram seeks t develp and nurture diversity, believing that it strengthens the prgram, stimulates creativity, prmtes the exchange f ideas, and enriches campus life. The Cunseling and Human Develpment Services prgram prhibits discriminatin against any persn n the basis f race, religin, clr, sex, age, natinal rigin r ancestry, citizenship, marital status, parental status, gender identity, sexual rientatin, ability status, health status, r veteran status. The American Cunseling Assciatin has explicit plicies, standards, and ethical guidelines regarding diversity issues. In this class, yu will be expected t reflect the standards and ethics f the cunseling prfessin, especially in the area f diversity. Any use f written r verbal language shuld be cnsistent with the respect that is the crnerstne f the cunseling prfessin and shuld reflect (Sectin C.5) f the 2005 ACA Cde f Ethics: Cunselrs d nt cndne r engage in discriminatin based n age, culture, disability, ethnicity, race, religin/ spirituality, gender, gender identity, sexual rientatin, marital status/ partnership, language preference, sciecnmic status, r any basis prscribed by law. Cunselrs d nt discriminate against clients, students, emplyees, supervisees, r research participants in a manner that has a negative impact n these persns. NOTE: On every CHDS syllabus it states: If students cntinue t be enrlled in this class past the 15 th day f the term, it signifies that they supprt and are cmmitted t uphld the CHDS Prgram Cmmitment t Diversity. POLICY ON RECRUITMENT OF DIVERSE STUDENT BODY Faculty in the Cunseling and Human Develpment Services Prgram are cmmitted t recruiting a culturally diverse student bdy fr their master's degree prgrams in Clinical Mental Health Cunseling and Schl Cunseling as well as the Ph.D. prgram in Cunseling and Human Develpment Services. T this end, letters advertising the Clinical Mental Health Cunseling and Schl Cunseling master's degree prgrams are sent t all liberal arts clleges in Ohi and the tw histrically Black universities in Ohi, i.e., Central State University and Wilberfrce University, bth lcated in Wilberfrce, Ohi. With regard t the Cunseling and Human Develpment Services dctral prgram, an annuncement fr graduate assistantships r teaching fellwships is placed in Cunseling Tday each fall nting that Kent State University is an Equal Opprtunity / Affirmative Actin Emplyer and letters advertising the dctral prgram are sent t Histrically Black Universities where there is als a master's degree prgram in cunseling. Faculty members are cmmitted t prviding all persns equal access t the prgrams in Schl Cunseling, Clinical Mental Health Cunseling and the dctral prgram thrugh Cunseling and Human Develpment Services withut regard t race, religin, sex, sexual rientatin, natinal rigin, physical disability r mental disability (unless the disability is essential t the practice f cunseling) and, identificatin as a disabled veteran. ADMISSION, SELECTION, AND ADVISEMENT Requirements fr Master s Degree Admissin t the Cllege f Educatin, Health, and Human Services include: The first requirement f the admissin prcess is that the applicant qualify fr graduate standing in the Cllege f Educatin, Health, and Human Services at Kent State University. The academic criteria include an verall undergraduate GPA average f Present satisfactry recmmendatins frm tw persns regarding the applicant s prfessinal experience, ptential strengths as a cunselr preferably frm cunselrs and/r prfessrs wh knw yur ptential as a graduate student in clinical mental health cunseling r schl cunseling. Faculty review applicatin materials. In reviewing materials and interviewing applicants the faculty assess the applicants with regard t each applicant's: (a) ptential success in frming effective and culturally relevant interpersnal relatinships in individual and small- grup cntexts; (b) aptitude fr graduate study including technlgical cmpetencies and cmputer literacy (see nte belw); (c) career gals in relatinship t the prgram; (d) penness t self- examinatin; (e) penness t persnal and prfessinal develpment, and (f) each applicant s career gals and their relevance t the prgram. NOTE: Technlgical cmpetence and cmputer literacy include using sftware t develp web pages, presentatins, and prfessinal papers; using audivisual equipment such as vide recrders and playback units; using cmputerized testing prgrams; using e- mail; helping clients search fr varius types f cunseling- related infrmatin via the internet; being able t subscribe and participate in and sign ff cunseling related listservs; and using the internet fr cntinuing educatin pprtunities in cunseling (ACES Technlgy Interest Netwrk, 1999). Sign endrsement f mral character. The CHDS Prgram prvides infrmed cnsent t students regarding the fact that licensing bards and prfessinal liability insurance prviders may deny licensure r cverage due t prir felny r sme misdemeanr ffences. Please cntact the Prgram Crdinatr if there are questins regarding the endrsement f mral character. NOTE: The Graduate Recrd Examinatin (GRE) is NOT required fr admissins. Prcedure fr Admissin t the Cllege f Educatin, Health, and Human Services 1. Applicatin deadlines are: Octber 1 st, March 1 st, and June 1 st. Apply nline by ging t and click apply nline. If unable t apply nline, please cntact the CHDS Master s Prgrams Crdinatr. 2. Participate in an interview t help ascertain the applicant s aptitude fr graduate schl level wrk, t better understand the applicant s career gals and their relevance t the prgram s missin, and t help ascertain the applicant s interpersnal skills and ability t wrk effectively with peple. Applicatin packets and interviews are cmpleted befre recmmendatins fr admissin are made t the Cllege f Educatin, Health, and Human Services, in which final respnsibility fr admissin decisins is vested. The interview serves a dual purpse; ne, t prvide the applicant an pprtunity t ask questins abut the prgram and get an idea f what the faculty are abut, and, tw, t prvide the faculty with first hand data as t hw well they think the applicant might fit int the prgram specifically and int cunseling in general. If there are any questins abut the prgram r admissins prcedures, applicants are encuraged t cntact the Prgram Crdinatr. Page 3

4 ENDORSEMENTS The Clinical Mental Health Cunseling degree is designed principally t prepare students fr emplyment as cunselrs in agencies, private practice settings, and cnsultatin practices. The Schl Cunseling degree is designed principally t prepare students fr emplyment as Schl Cunselrs in K- 12 schl settings. Sme students als apply t dctral prgrams in cunselr educatin and supervisin. It is nt the general practice f the CHDS faculty t autmatically prvide reference letters t graduates fr admissin t further educatin r fr emplyment applicatins, nr t supply evaluatins f cmpetencies fr individual credentials. Hwever, the faculty is happy t prvide such service t students n a request basis. Please d nt hesitate t ask fr a letter f reference, if it wuld be helpful t yu. It is the faculty member's decisin whether r nt t prvide the letter. Endrsements will be written nly if the student's prgram f studies in fact prepared him/her fr the psitin r credential in questin. PRIMARY / CORE CHDS FACULTY JANE A. COX, Ph. D., PCC- S, Assciate Prfessr & CHDS Dctral Prgram Crdinatr Jane Cx cmpleted bth her master s degree in Cmmunity Cunseling and dctral degree in Cunseling and Human Develpment Services at Kent State University. Prir t cming t KSU, Dr. Cx was an Assciate Prfessr and department chair in the Cunselr Educatin and Schl Psychlgy department at the University f Tled. Dr. Cx als wrked as a faculty member and part time staff clinician in a cunseling center at Suthern Illinis University Carbndale. Her areas f schlarly interest include the use f: scial cnstructin cncepts t cunseling practice and the training f cunselrs; narrative and slutin- fcused therapies with individuals, cuples, and families; and cllabrative methds fr supervisin. Dr. Cx als serves as the crdinatr f the CHDS dctral prgram. MARTIN J. JENCIUS, Ph.D., Assciate Prfessr & Dctral Practicum and Internship Crdinatr Marty Jencius earned his Ph.D. in Cunselr Educatin frm the University f Suth Carlina and started his academic career at Clumbus State University befre cming t Kent State University in He is funder and list manager fr CESNET- L, a prfessinal listserv fr cunselr educatrs and c- funding editr f The Jurnal f Technlgy in Cunseling, a web- based, peer reviewed jurnal. He was prducer f CunselrAudiSurce.Net, a weekly pdcast fr cunselrs and cunselr educatrs. In 2009 Dr. Jencius created the Center fr Cunselr Educatin in Secnd Life, a virtual wrld envirnment used fr prfessinal develpment and cnferencing. His advancement f the use f technlgy in the cunseling prfessin has led t him being awarded the 2010 American Cunseling Assciatin Prfessinal Develpment Award and the 2010 Ohi Cunseling Assciatin Herman J. Peters Award. He is current president f the Nrth Central Assciatin fr Cunselr Educatin and Supervisin. He has traveled t Turkey, Singapre and The Bahamas pursuing his interests in multicultural cunseling training, cunselr educatin pedaggy, and the use f technlgy in cunseling. JASON M. MCGLOTHLIN, Ph.D., PCC- S, Assciate Prfessr, CHDS Clinical Mental Health Cunseling & Schl Cunseling Prgrams Crdinatr, & CACREP Liaisn Jasn McGlthlin earned his Ph.D. in Cunselr Educatin and Supervisin frm Ohi University and is currently a Prfessinal Clinical Cunselr with Supervisry endrsement (PCC- S) in Ohi. Prir t jining the KSU faculty, he practiced in clinical mental health cunseling agencies, private practice, and suicide preventin/hstage negtiatin facilities. Dr. McGlthlin has had a variety f lcal, state, and natinal leadership psitins in the cunseling prfessin. His current areas f teaching, publicatin, and research include the assessment, preventin, and treatment f suicide; and cunselr educatin accreditatin. Dr. McGlthlin als serves as the crdinatr f the Clinical Mental Health Cunseling and Schl Cunseling prgrams. (Captin f Dr. McGlthlin and his sn Matthew) LYNNE GUILLOT MILLER, Ph.D., Assciate Prfessr Lynne Guillt Miller earned her Ph.D. in Cunselr Educatin frm the University f New Orleans. Her teaching and research interests include schl cunseling, cunseling children, legislative advcacy, and cunselr preparatin. She has experience as a cunselr in cllege, agency, and schl settings. JEFF MOSTADE, Ph.D.,PCC- S Nn- Tenure Track Assistant Prfessr Jeff Mstade is a cunselr, supervisr and trainer with 15 years f experience lcally, natinally and internatinally. An authr in the areas f diversity and grup- wrk, he received an MA frm Jhn Carrll University in After licensure and wrking in the field f cunseling as a geriatric case manager, grup cunselr, and cmmunity cunselr, he received his PhD in Cunseling & Human Develpment Services frm Kent State University in Subsequently, he has kept a limited private practice and prvided cnsultant and training services reginally and natinally. Dr. Mstade als wrked as the Elementary Schl Cunselr in Mumbai, India wrking with students and families frm 55 cultures. He has served the cunseling prfessin lcally and natinally thrugh Chi Sigma Ita Internatinal as well as chairing the Restructuring Taskfrce fr ACA in He identifies as a strng human develpmentalist and believes in intentinal change. CYNTHIA J. OSBORN, Ph.D., PCC- S, Prfessr Cynthia Osbrn earned her Ph.D. in Cunselr Educatin and Supervisin frm Ohi University in 1996 and jined the CHDS faculty at Kent State University in She is licensed in Ohi as a Prfessinal Clinical Cunselr (with supervisry endrsement; PCC- S) and a Chemical Dependency Cunselr (LCDC- III), and her clinical backgrund is with persns with c- ccurring disrders (mental illness and substance use). Research activity, publicatins, and presentatins are in the areas f substance abuse/chemical dependency (including cllege alchl misuse, and cunselrs perceptins f addictin), mtivatinal interviewing, slutin- fcused cunseling, leadership in cunseling, and cunseling supervisin. Page 4

5 BETSY J. PAGE, Ed.D., PCC- S, Assciate Prfessr, IRB Representative Betsy Page earned her dctral degree frm the University f Maine in Her teaching and research interests include grup wrk, clinical supervisin, assessment, and diagnsis. She has experience as a cunselr and supervisr in cmmunity and schl settings. Dr. Page is licensed in Ohi as a clinical cunselr and as a supervising cunselr. J. STEVE RAINEY, Ph.D., Assistant Prfessr, Master s Practicum & Internship Crdinatr Jhn S. (Steve) Rainey earned his Ph.D. in Cunseling frm Texas A&M University- Cmmerce, in Cmmerce, Texas in Fllwing six years as a schl cunselr in the Dallas, Texas area, he was an Assistant Prfessr (Ad Interim) at Texas A&M University- Cmmerce. He is nw an Assistant Prfessr in the CHDS prgram at Kent State University. His research interests are in the Schl Cunseling areas f ethics, supervisin, and prgram develpment and implementatin. Dr. Rainey als serves as the Master s Prgrams Practicum and Internship Crdinatr. CASSANDRA A. STORLIE, Ph.D., Assistant Prfessr & Chi Sigma Ita Advisr Cassie Strlie earned her Ph.D. in Cunselr Educatin and Supervisin frm the University f Iwa. Cassie has gained extensive clinical experience in inpatient mental health and substance abuse settings, cmmunity supprt prgrams fr individuals with severe and persistent mental illness, and als as emplyee assistance prgram cunselr. She has served in state and reginal leadership rles fr cunseling rganizatins thrughut the Midwest. Her research interests include best practices in career cunseling and scial justice fr marginalized ppulatins, specifically undcumented Latin students and individuals diagnsed with mental illness. JOHN D. WEST, Ed.D., PCC- S, Prfessr Jhn West earned his Ed.D. in cunseling and guidance frm Idah State University. Prir t jining the faculty at Kent State, he taught at Luisiana State University and at the West Virginia Cllege f Graduate Studies. His current schlarly interests include the study f scial cnstructin thery and its applicatin t practice. He als hlds an LPCC license in Ohi. (Captin f Dr. West and his dg Maggie) CONTRIBUTING CHDS FACULTY DONALD L. BUBENZER, Ph.D., PCC- S, Emeritus Prfessr Dnald Bubenzer earned his dctrate in cunselr educatin frm Ohi University in 1976 and jined the Kent faculty in Fr him the draw t being a faculty member was that he culd wrk with thers in a place that valued thught, reflectin, learning and service in relatin t the well- being f sciety and the wrld. Dn has fund Kent State t be a place where faculty, students, staff, and administratrs cme t make a cntributin, and nt just t further their careers. With these clleagues he came t believe that educatin is as much abut valuing as it is abut knwledge and skills; that building the capacity fr leadership is critical t ur future; and that there is a need t assume respnsibility fr hw we describe ur lives, i.e. the stries we tell urselves, each ther, and the wrld in which we live fr it is in these descriptins that we draw frth life s pssibilities. Currently much f his schlarly, instructinal, and administrative wrk is given t the explratin f the abve ideas. JASON L. MILLER, Ph.D., PCC- S, Directr f the Cunseling and Human Develpment Center (CHDC) Jasn Miller earned his Ph.D. in Cunselr Educatin frm the University f New Orleans. Befre becming Directr f the CHDC at Kent State, he taught at Mississippi State University. He has cunseling experience in varius mental health agencies, schls, and assisted living facilities as well as administrative and cunseling experience in university- based cunseling clinics. His current research interests include specialized accreditatin and prfessinal identity f cunselrs. MARK L. SAVICKAS, Ph.D., PCC, Adjunct Prfessr, Prfessr, Behaviral Sciences in Medicine, NEOUCOM Mark Savickas earned his Ph.D. in Cunseling and Persnnel Services frm Kent State University in He is Chairpersn f the Department f Behaviral Sciences at the Nrtheastern Ohi Universities Cllege f Medicine. He is a fellw f the American Cunseling Assciatin and since 1999 has served as editr fr the Jurnal f Vcatinal Behavir. He is an adjunct prfessr in the department and has been making a primary cntributin fr ver tw decades in the area f career develpment and career educatin. Page 5

6 CHDS SUPPORT STAFF MS. JANET CREAMER, CHDC Secretary Befre jining Kent State University, Ms. Creamer wrked as an executive secretary at Ernst & Yung, LLP and as the assistant t the directr f curriculum at the Cleveland Hts- University Hts. Bard f Educatin. She earned her assciate s degree in secretarial science frm Trumbull Business Cllege and has begun the trek f acquiring a bachelr s degree since arriving at Kent State University. Ms. Creamer began her emplyment with Kent State University in Nvember 1997 in the Cllege f Business. She jined the Cllege f Educatin, Health, and Human Services in January 2001 t assume the psitin f Senir Secretary in the Cunseling and Human Develpment Center (CHDC). MS. MARCIA KIBLER, CHDS Administrative Clerk Ms. Kibler wrked fr KSU fr almst 10 years. She wrked as a Wrd Prcessing Operatr fr 6 ½ years in the Department f Educatinal Fundatins and Special Services in the Cllege f Educatin. Ms. Kibler left KSU in 2001 t wrk at NEOUCOM where she jined the Office f Graduate Educatin fr 5 years. Upn her return t KSU in 2006, she was hired in the same department t primarily assist faculty and students with needs regarding scheduling and registratin. In the summer f 2013 she was hired t wrk specifically with the students, faculty, and staff in the CHDS prgram. RETENTION OF STUDENTS The prgram faculty reviews the academic prgress f all students each year. Accrding t University plicy, thse students wh fail t maintain a 3.00 GPA are subject t dismissal. The faculty desires t help students have a satisfactry academic and prfessinal experience. We may request that students whse GPA falls belw a 3.00 cnsult with their advisr abut hw t address prblem areas. Hwever, at times, it is necessary fr the faculty t discntinue students in the prgram fr academic reasns. A student receiving 7 r mre credit hurs f C grades is subject t dismissal frm the prgram. If students earn a B- r lwer in a class, it is recmmended that they discuss the issue and cnsequences with their advisr. Because cunseling is a prfessin, the faculty believes it is imprtant t acculturate students t high standards f prfessinal behavir. As a part f this effrt we review students each semester t evaluate their academic perfrmance, prfessinal develpment, and persnal develpment. We believe success as a cunselr depends upn factrs in additin t thse measured by typical evaluatins in cursewrk. Thus we reserve the right as a faculty t separate frm the prgram a student, wh, in the pinin f the faculty, is nt likely t succeed prfessinally despite earning acceptable grades. Students are evaluated alng the fllwing dimensins: ptential success in frming effective and culturally relevant interpersnal relatinships in individual and grup cntexts; aptitude fr graduate- level study; career gals in relatinship t the prgram; penness t self- examinatin; and penness t persnal and prfessinal develpment. If the faculty believes a student is experiencing difficulty n any f these dimensins, a meeting will be scheduled with the student and advisr t discuss ways f respnding t the cncern(s) r t cnsider the apprpriateness f the cunseling prfessin fr the student. CHDS PROGRAM POLICY REGARDING STUDENT CONCERNS, PERFORMANCE, AND/OR FUNCTIONING Graduate prgrams that prepare prfessinal cunselrs have an bligatin t prtect the public and the prfessin. This bligatin requires the CHDS Prgram t (a) establish criteria and methds thrugh which aspects f cmpetence ther than, and in additin t, a student- trainee s knwledge r skills may be assessed (including, but nt limited t, emtinal stability and well being, interpersnal skills, prfessinal develpment, and persnal fitness fr practice; and (b) ensure insfar as pssible that the student- trainees wh cmplete their prgrams are cmpetent t manage future relatinships (e.g., client, prfessinal, public, schlarly, supervisry, teaching) in an effective manner. Because f this cmmitment, the CHDS Prgram strives nt t advance, recmmend, r graduate students r trainees with demnstrable prblems (e.g., cgnitive, emtinal, interpersnal, technical, and ethical) that may interfere with prfessinal cmpetence t ther prgrams, the prfessin, emplyers, r the public at large. This cmmitment bligates the CHDS Prgram faculty t cntinually assess the prgress f each graduate student in a variety f academic and applied settings. The primary purpse f this assessment is t facilitate prfessinal grwth. It is imprtant that there are regular cntacts and clse wrking relatinships between graduate students and prgram faculty s that these guidelines can be implemented in a way that maximizes student grwth and develpment. The CHDS Prgram als recgnizes that stressrs are inherent bth in the transitin frm undergraduate t graduate schl, wrk t graduate schl, as well as during the curse f the training Prgram. During graduate schl, higher academic expectatin is frequently encuntered. In additin, when clinical wrk begins (in any cunseling setting) there is stress inherent in being a member f a helping prfessin. Further, supervisin is mre intensive, cncentrated, and frequent during the graduate prgram, which may increase the student s sense f persnal and prfessinal vulnerability. Because graduate students make significant transitins during their graduate training and may need special assistance during this time, it is the respnsibility f the CHDS Prgram t prvide recmmendatins and pprtunities that may facilitate grwth and minimize stress. Such measures include, but are nt limited t: rientatin meetings, advising, clear and realistic expectatins, clear and timely evaluatins that may result in suggestins fr psitive change, and cntact with supprtive individuals (e.g., supervisrs). Page 6

7 Retentin Standards. The CHDS Prgram requires the fllwing fr students t maintain gd academic standing in the prgram: 1. Because licensure as a cunselr requires a backgrund check and dcumented absence f ptentially relevant legal difficulties, retentin in the prgram requires that students have n recrd f such difficulties. 2. Students must maintain a minimum f 3.0 average in all academic wrk cmpleted. 3. Students wh earn a grade f "C+" (r lwer) r a grade f U" in any curse listed n their prspectus will be required t meet with their advisr t evaluate the impact f that perfrmance n the verall curse f study and t identify an apprpriate respnse, which may include a faculty- apprved remedial plan t develp and demnstrate mastery f essential cmpetencies. Cursewrk includes bth academic and skill- related training. In additin t traditinal academic and skill related grwth in graduate prfessinal training, prfessinal grwth is critical fr future effective functining as a cunselr. The fllwing exemplars illustrate prfessinal dispsitins that are cnsidered critical fr adequate prgress and perfrmance in the prgram. Prfessinally related interpersnal/prfessinal skills included the fllwing: Ethics Demnstratin f knwledge/applicatin f ACA r ASCA Ethical Guidelines. Demnstratin f knwledge/applicatin f ther statutes regulating prfessinal practice (e.g., licensure and legal regulatins). Demnstratin f cncern fr client welfare. Demnstratin f apprpriate client- cunselr relatinships. Prfessinal Deprtment Apprpriate manifestatin f prfessinal identity, as demnstrated by attire and behavir judged by practica, internship, and ther field- based partners t be apprpriate fr educatinal settings. Apprpriate invlvement in prfessinal develpment activities (e.g., prfessinal assciatins) Apprpriate interactin with peers, clleagues, staff, trainees, etc. Awareness f impact n clleagues (faculty and students). Cmpletin f assigned tasks in a timely fashin and in an acceptable frmat. Sensitivity t Client Issues. Acknwledgment and effective interactins with: Clients f any age Parents r family members f clients Prfessinals in the field and at the wrk site Sensitivity t the needs, resurces and pririties fr individuals frm different cultural backgrunds (including differences in SES, gender, disability, sexual rientatin, race, etc.) Use f Supervisin Apprpriate preparatin. Accepts respnsibility fr learning. Openness t feedback/suggestins. Applicatin f learning t practice. Willingness t self- disclse and/r explre a persnal issue which affects prfessinal functining. Apprpriately self- reliant. Apprpriately self- critical. Other Training Issues Effective management f persnal stress. Lack f prfessinal interference because f wn adjustment prblems and/r emtinal respnses, as reflected by ability t maintain apprpriate level f cncentratin, fcus, and cmmitment t graduate study and prfessinal demeanr in academic, scial, and field- based settings. Frmulatin f realistic prfessinal gals fr self. Apprpriate self- initiated prfessinal develpment (e.g., self- initiated study). Definitin f Impairment. Fr purpses f this dcument, impairment is defined bradly as an interference in prfessinal functining which is reflected in ne r mre f the fllwing ways: An inability and/r unwillingness... t acquire and integrate prfessinal standards int ne s repertire f prfessinal behavir, t acquire prfessinal skills in rder t reach an acceptance level f cmpetency, and/r t cntrl persnal stress, and/r cgnitive, behaviral, and/r emtinal reactins which interfere with prfessinal functining. It is a prfessinal judgment as t when a graduate student s behavir becmes severe enugh t be cnsidered impaired rather than just prblematic. Fr purpses f this dcument a prblem refers t a trainee s behavir, which, while f cncern and requiring redemptin, is perceived nt t be unexpected nr excessive fr prfessinals in training. Prblems becme identified as impairments when they include ne r mre f the fllwing characteristics: the student des nt acknwledge, understand, r address the prblem when it is identified, the prblem is nt merely a reflectin f a skill- deficit which can be reflected by academic r didactic training, the quality f services delivered by the student is sufficiently negatively affected, a disprprtinate amunt f attentin by training persnnel is required, and/r, the trainee s behavir des nt change as a functin f feedback, remediatin effrts, and/r time. Due Prcess. Due prcess ensures that decisins made by prgram faculty abut graduate students are nt arbitrary r persnally biased, requires that prgrams identify specific evaluative prcedures which are applied t all trainees, and have apprpriate appeal prcedures available t the student s he/she may challenge the prgram s actin. General due prcess guidelines include: presenting graduate students, in writing, with the prgram s expectatins related t prfessinal functining; stipulating the prcedures fr evaluatin, including when and hw evaluatins will be cnducted (such evaluatins shuld ccur at meaningful intervals); Page 7

8 instituting a remediatin plan fr identified inadequacies, including a time frame fr expected remediatin and cnsequences f nt rectifying the inadequacies (see Evaluatin Prcedures and Timelines Regarding Due Prcess); prviding written prcedures t the graduate student which describes hw the graduate student may appeal the prgram s actin; ensuring that the graduate student has sufficient time t respnd t any actin taken by the prgram; cnsidering pssible input frm multiple prfessinal surces when making decisins r recmmendatins regarding the graduate student s perfrmance, and; dcumenting, in writing and t all relevant parties, the actin taken by the prgram and its ratinale. Evaluatin Prcedures and Time Lines Regarding Due Prcess. In additin t the grades and in- curse evaluatins students receive as part f all curses, all students in the CHDS Prgram are evaluated each semester by the CHDS faculty. These evaluatins invlve all members f the CHSD faculty. If a significant cncern abut a student s perfrmance r functining is identified, the fllwing prcedures will be implemented: The student will be frmally ntified f the specific prblem areas nted by the faculty. Unless the prblems are severe enugh t warrant a frced withdrawal, a plan t remedy the prblem will be develped by the CHDS faculty. This plan will, as much as pssible, define the student s prblem(s), identify the expected behavir r attitude, specify pssible methds that culd be used t reach thse gals, and designate a date fr gal attainment and/r re- evaluatin. During this remedial perid, the student is n prgrammatic- prbatin. If the student chses nt t accept the remedial plan, he/she will be autmatically dismissed frm the prgram. At the time f re- evaluatin, fur ptins exist fr the CHDS faculty: 1. a decisin that the specified cncerns n lnger present a significant prblem, and the student is allwed t cntinue in the prgram. 2. cntinued prbatin and remediatin, an updated remedial plan, and a date set fr anther re- evaluatin. 3. recmmending t the student that he/she leave the prgram. 4. recmmendatin f frmal dismissal frm the prgram t the Assciate Dean f Administrative Affairs and Graduate Educatin Typically, nn- academic cncerns arise during practica and internship. Therefre, specific guidelines have been established fr such times in a student s prgram. Frequent feedback is prvided n a case- by- case basis t students enrlled in practica and internship by n- site and faculty supervisrs. Additinal prcedures have been develped fr cntinued evaluatin/feedback during the practica and internship. These include: Written internship lgs, prepared by the intern, signed by the intern supervisr, and frwarded t the university supervisr every week during internship Visits and / r telephne cntact with the internship site at least nce each semester by the curse instructr r CHDS faculty member. These visits include cnsultatin with the internship supervisr and with the intern A written mid- term evaluatin and final semester evaluatin frm the student s supervisr t the curse instructr (in sme situatins this may be the same persn) during practica and internship. Pssible peridic telephne cnferences between the supervisrs and curse instructr interspersed between site visits. In the final evaluatin in practica, the practica supervisr makes a recmmendatin regarding the endrsement f the student fr internship. In the final evaluatin in internship, the intern supervisr makes a recmmendatin regarding the endrsement f the intern fr certificatin/licensure. If there is t be cnditinal endrsement r n endrsement, the student and instructr wuld generally be aware f these cncerns at least ne mnth prir t the submissin f the final reprt, unless in circumstances where this is nt pssible due t vilatins f ethical and prfessinal cnduct ccurring late in practica r internship. If the curse instructr and CHDS faculty cncur with the supervisr s recmmendatin t deny mving t internship r ptential licensure, and the student is in disagreement, appeal prcedures as specified in this dcument and ther university regulatins may be initiated by the student. Remediatin Cnsideratins. It is imprtant t have meaningful ways t address impairment nce it has been identified. Several pssible, and perhaps cncurrent, curses f actin designed t remedy impairments include, but are nt limited t: increasing supervisin, either with the same r ther supervisrs, increasing field wrk experience, changing the frmat and/r emphasis f supervisin, recmmending and/r requiring persnal cunseling in a way that all parties invlved have clarified the manner in which cunseling cntacts will be used in the graduate student s prgress, reducing the graduate trainee s clinical r ther wrklad and/r requiring a specific academic cursewrk, and/r recmmending, when apprpriate, a leave f absence and/r repeating a particular experience (e.g., practicum). When a cmbinatin f the abve interventins d nt, after a reasnable time perid, rectify the impairment, r when the trainee seems unable r unwilling t alter his/her behavir, the training prgram may take mre frmal actin, including recmmending dismissal frm the prgram. Prcedures fr Dismissal frm the Prgram. If at any time during the curse f the graduate prgram, cncerns abut perfrmance and functining are judged t be severe enugh t warrant dismissal frm the prgram, the Prgram Crdinatr will ntify the student f this decisin in writing. The student will be given 14 days t prepare a respnse t the ntificatin f dismissal and have the pprtunity t request a frmal review f the recmmendatin fr dismissal frm the Schl Directr in which the prgram is hused. The fllwing prcedure will be fllwed in carrying ut this review: Upn ntificatin f a request fr frmal review, the Schl Directr will charge a Review Panel, cmprised f three faculty members frm utside the prgram area. One f the three faculty members will be designated by the Schl Directr as the cnvener f the Review Panel. The Review Panel will review evidence prvided by the prgram and the student related t the prgram s recmmendatin fr dismissal and frward a written recmmendatin fr dispsitin t the Schl Directr, the Prgram Crdinatr, and the student within five days f their deliberatins. As part f their review, the Review Panel may request clarificatin r further infrmatin frm either the student r the Prgram Crdinatr. The student and/r Prgram Crdinatr may request t meet with the Review Panel as part f this prcess. The student may submit a written respnse t the Review Panel s recmmendatin t the Schl Directr within 5 days f receipt f their determinatin. The Schl Directr will cnsider the Review Panel s recmmendatin and any respnse by the student and make a determinatin fr dispsitin within 10 days f their determinatin. This dispsitin may uphld r reverse the prgram s recmmendatin fr dismissal. The Schl Directr will ntify the student and the Prgram Crdinatr f the dispsitin. Page 8

9 The student may appeal the decisin fr dismissal frm the Directr t the Assciate Dean f Administrative Affair and Graduate Educatin within 5 days f receipt f ntificatin f the decisin. This represents the final step in the appeal prcess. Taken in part frm the KSU Schl Psychlgy Prgram. Established Nvember 2009 int the CHDS Prgram STUDENT GRIEVANCES AND ACADEMIC COMPLAINTS The University s plicies and prcedures which gvern student grievances and student academic cmplaints are included in the University Plicy Register. Please see the University Plicy Register Plicies: , and This site has changed ver the years s please type University Plicy Register in the Search bx n the KSU hmepage. IMPORTANT INFORMATION REGARDING GRADES In the Schl Cunseling prgram and Clinical Mental Health Cunseling prgram, students must earn grades f a B Minus r better in all cursewrk. The Ohi Cunselr, Scial Wrker, and Marriage & Family Therapist Bard, will nt accept grades lwer than a B Minus. Therefre, if students earn a C+ r lwer in a class, they wuld have t repeat this class. The CHDS faculty als adpted this standard fr the schl cunseling prgram. Any curse that is required fr clinical mental health cunseling r schl cunseling licensure must have an earned grade f B minus r higher. It is als imprtant t nte that pass/fail (r S / U ) curses fllw the plicy that a grade f S r Pass is cmparable t a B Minus r better. Please cnsult individual curse syllabi fr further grading plicies. DEFINING AND AVOIDING CHEATING / PLAGIARISM (Mdified fr all CHDS Students frm the Department f Cunselr Educatin and Schl Psychlgy; The University f Tled) This dcument was develped t help students understand what cnstitutes cheating and plagiarism and als t help students avid such actins. In yur cursewrk, yu will frequently be asked t write papers r give presentatins in which yu will be drawing upn the literature in ur prfessin; understanding and discussing the ideas f thers is vital t prfessinal academic wrk. Prfessinal behavir must als reflect the knwledge f when and hw t give credit t thers, and this dcument will give yu sme guidelines fr ding s. The CHDS faculty wants t hear yur ideas and evaluate yur knwledge in an ethical and apprpriate manner. Defining Cheating and Plagiarism This dcument is an expansin f the infrmatin fund in the APA Manual (APA, 2009) and The Kent State University Official Plicy Register (Kent State University, n.d.). In this dcument, plagiarism r cheating are given as examples f academic dishnesty that require sanctin. The KSU Official Plicy Register defines cheating as the fllwing: "Cheat" means intentinally t misrepresent the surce, nature, r ther cnditins f academic wrk s as t accrue undeserved credit, r t cperate with smene else in such misrepresentatin. Such misrepresentatins may, but need nt necessarily, invlve the wrk f thers. As defined, cheating includes, but is nt limited t: (a) Obtaining r retaining partial r whle cpies f examinatin, tests r quizzes befre these are distributed fr student use; (b) Using ntes, textbks r ther infrmatin in examinatins, tests and quizzes, except as expressly permitted; (c) Obtaining cnfidential infrmatin abut examinatins, tests r quizzes ther than that released by the instructr; (d) Securing, giving r exchanging infrmatin during examinatins; (e) Presenting data r ther material gathered by anther persn r grup as ne's wn; (f) Falsifying experimental data r infrmatin; (g) Having anther persn take ne's place fr any academic perfrmance withut the specific knwledge and permissin f the instructr; (h) Cperating with anther t d ne r mre f the abve; (i) Using a substantial prtin f a piece f wrk previusly submitted fr anther curse r prgram t meet the requirements f the present curse r prgram withut ntifying the instructr t whm the wrk is presented, and (j) Presenting falsified infrmatin in rder t pstpne r avid examinatins, tests, quizzes, r ther academic wrk. (plicy ) Cheating is cnsidered t be unethical by Kent State University. Hwever, vertly cheating (e.g., lking ff anther students test) is what is f cnsequence t the university. Cheating neself frm an educatinal experience (e.g., nly skimming a chapter rather than thrughly reading it) is als f cncern t the CHDS prgram and the cunseling prfessin at large. The KSU Official Plicy Register defines plagiarism as the fllwing: "Plagiarize" means t take and present as ne's wn a material prtin f the ideas r wrds f anther r t present as ne's wn an idea r wrk derived frm an existing surce withut full and prper credit t the surce f the ideas, wrds, r wrks. As defined, plagiarize includes, but is nt limited t: (a) The cpying f wrds, sentences and paragraphs directly frm the wrk f anther withut prper credit; (b) The cpying f illustratins, figures, phtgraphs, drawings, mdels, r ther visual and nnverbal materials, including recrdings, f anther withut prper credit; and (c) The presentatin f wrk prepared by anther in final r draft frm as ne's wn withut citing the surce, such as the use f purchased research papers. (plicy ) Plagiarism is unethical behavir; The American Cunseling Assciatin Cde f Ethics states in Sectin G.5.b. that Cunselrs d nt plagiarize; that is, they d nt present anther persn s wrk as their wn wrk (ACA, 2005, p. 18). Plagiarism can be very bvius, such as when a student cpies smene else s paper fr a class assignment r cpies infrmatin frm a website withut apprpriate citatin. It can als be subtler, such as paraphrasing smene s wrds r ideas withut prperly citing the surce. The examples cntained in this dcument are intended t help students understand bth the bvius and the mre subtle frms f plagiarism, and t give students infrmatin abut hw t avid cmmitting plagiarism. Page 9

10 Aviding Cheating Cheating can bviusly be avided by just nt ding it. Hwever, the temptatin fr cheating arises when grades can be imprved r failure can be avided. Cheating, if nt caught, can have benefits in grades. Hwever, students cheat themselves ut f available resurces and ultimately cheat their clients ut f the best services. Thrugh preparatin f assignments and readings alng with utilizing instructrs and the KSU writing center may help in aviding the need t cheat. Aviding Plagiarism If yu are using anther s wrds r ideas in a paper, manuscript, presentatin, and s frth, yu must acknwledge the surce f the wrds/ideas. If yu want t incrprate anther persn's ideas in yur wn writing yu must either put the idea in yur wn wrds r use direct qutes. And, n matter whether yu use qutes r paraphrasing, yu must acknwledge the riginal surce by prperly citing the riginal authr. (Western Washingtn University, n.d., p. 2). T avid plagiarism, yu must give credit whenever yu use [1] anther persn s ideas, pinin, r thery; [2] any facts, statistics, graphs, drawings any pieces f infrmatin that are nt cmmn knwledge; [3] qutatins f anther persn s actual spken r written wrds; r [4] paraphrase f anther persn s spken r written wrd. (Indiana University, n.d., 2) Examples f Plagiarism and Apprpriate Citatins The fllwing examples demnstrate prper and imprper citatins; fr mre infrmatin n apprpriate citatins and the use f qutatins, refer t the APA Manual (APA, 2009). Here are tw direct qutes frm a recent article that we will use t illustrate examples f plagiarism and prper paraphrasing. Nte the first is a blck qute because it is ver 40 wrds. On the basis f the current study and similar studies, it is clear that the need fr systematic, cmprehensive cverage f substance abuse issues in cunselr preparatin has been well established. The mst apprpriate methd fr prviding this training has yet t be determined. Future research culd address the feasibility f the three methds presented in this article fr including substance abuse training in CACREP standards. (Salyers, Ritchie, Luellen, & Rseman, 2005, p. 41). The majrity f respndents rated the inclusin f substance abuse training in cunselr educatin as imprtant, and a majrity (84.5%) reprted that they ffered substance abuse curses (Salyers, Ritchie, Luellen, & Rseman, 2005, p. 37). Fr any citatin that yu include in yur text, als include a full reference in yur reference list at the end f the paper. Fr example: Salyers, K.M., Ritchie, M.H., Luellen, W.S., & Rseman, C.P. (2005). Inclusin f substance abuse training in CACREP- accredited prgrams. Cunselr Educatin and Supervisin, 45, Direct Cpying Directly cpying anther persn s wrds withut citatin is an bvius example f plagiarism. It is imprper t directly qute a paragraph, a sentence, r even a key phrase withut citing the surce. Plagiarism: It is clear that the need fr systematic, cmprehensive cverage f substance abuse issues in cunselr preparatin has been well established. Yu may use anther persn s wrds allwing that yu prperly cite them. Fr example, a prper citatin fr the abve wuld be:... it is clear that the need fr systematic, cmprehensive cverage f substance abuse issues in cunselr preparatin has been well established (Salyers, Ritchie, Luellen, & Rseman, 2005, p. 41). Imprperly Paraphrasing Instead f directly quting a passage yu may wish t paraphrase an idea r passage using yur wn wrds. If yu use exact wrds r phrases frm the riginal surce it is still plagiarism. Yu cannt simply replace a few wrds in a passage. It is plagiarism t cut and paste sentences r paragraphs frm articles and change a few wrds. Plagiarism: On the basis f several studies, clearly there is a need fr systematic, cmprehensive cverage f substance abuse issues in cunselr preparatin. In the abve example, the riginal sentence was used almst in its entirety with nly the beginning clause changed and the ending changed. This cnstitutes plagiarism, as des the lack f citatin f the surce. Page 10

11 Plagiarism: Accrding t current studies, there is a need fr systematic, cmprehensive cverage f substance abuse issues in cunselr training, but the best methd fr prviding this training has yet t be fund (Salyers, Ritchie, Luellen, & Rseman, 2005). In this example, the paraphrased passage is attributed t the surce, but it still uses riginal passages and mere substitutin f wrds and, thus, is still plagiarism. It shuld either be cmpletely restated in yur wn wrds, r quted directly frm the riginal and prperly cited. Plagiarism: The inclusin f training fr addictins cunseling is vital within cunselr educatin curricula accrding t current research. This example apprpriately paraphrases (puts the riginal in ther wrds), but neglects t cite the surce. Prperly cited: The inclusin f training fr addictins cunseling is vital within cunselr educatin curricula accrding t current research (Salyers et al., 2005). Prperly cited: The inclusin f systematic, cmprehensive cverage f addictins cunseling is vital within cunselr educatin curricula accrding t current research (Salyers et al., 2005, p. 41). It is prper t include exact passages if they are identified by qutatin marks and prperly cited which includes citing the page fr the direct qute. What needs t be cited? Any fact, idea, r research finding that is nt cmmn knwledge needs t be prperly cited. Facts that are readily available fr verificatin (e.g., the capital f Canada is Ottawa) d nt need a citatin. If yu are unsure f whether smething is cmmn knwledge it is a gd idea t g ahead and cite the surce where yu fund it. Plagiarism: Mst cunselr educatin prgrams ffer substance abuse curses. This is nt cmmn knwledge, but is the finding f a recently published survey f cunselr educatin prgrams. The prper way t cite this is: Prperly cited: Mst cunselr educatin prgrams ffer substance abuse curses (Salyers, Ritchie, Luellen, & Rseman, 2005, p. 37). Des nt require a citatin: The Kent State University, Cunseling and Human Develpment Services Prgram ffers CACREP- accredited prgrams in Clinical Mental Health Cunseling, Schl Cunseling and dctral- level Cunselr Educatin. Patricia Arrednd was president f ACA in The Kent State University s Schl Cunseling prgram is apprved by the Ohi Department f Educatin. These facts may nt be knwn by everyne, but in all three cases the infrmatin is generally accessible t the public and nt the result f a specific study r publicatin. Cnsequences f Plagiarism Students are expected t behave in a respnsible and prfessinal manner while functining in classes. Failure t cnfrm ne s behavir t acceptable standards f practice (e.g., avidance f plagiarism) shall be cnsidered cause fr dismissal frm the department and pssibly frm the university. Acknwledgements and References The frmat/structure f this dcument was adapted in part frm statements abut plagiarism n the websites f Indiana University, Western Washingtn University Department f Scilgy, and the University f Tled s Department f Cunselr Educatin and Schl Psychlgy. Mst f the examples and much f the wrding was taken frm the University f Tled s CESP website, with their permissin. Page 11

12 References American Cunseling Assciatin. (2005). ACA cde f ethics. Alexandria, VA: Authr. American Psychlgical Assciatin. (2009). Publicatin manual f the American Psychlgical Assciatin (5th ed.). Washingtn, DC: Authr. Indiana University. (n.d.). Plagiarism: What it is and hw t recgnize and avid it. Retrieved June 15, 2008, frm Kent State University. (2007). Official plicy register. Retrieved June 15, 2008, frm The Department f Cunselr Educatin and Schl Psychlgy (n.d.). Defining and aviding plagiarism. Retrieved June 15, 2008, frm Western Washingtn University, Department f Scilgy. (n.d.). The student's guide t aviding plagiarism. Retrieved June 15, 2008, frm FINANCIAL AID AND STUDENT EMPLOYMENT OPPORTUNITIES Sme applicants t the prgram lk fr financial supprt during their studies. The Career Services website at Kent State University typically lists Graduate Assistantship pprtunities as well as the University s Financial Aid ffice maintains listings f jbs and graduate assistantships that are available n campus. Feel free t cntact the CHDS Master's Prgrams Crdinatr with questins pertaining t assistantships and fellwships. PROFESSIONAL ORGANIZATIONS The Cunseling and Human Develpment Services (CHDS) Prgram is mst clsely identified with the American Cunseling Assciatin (ACA) and ACA divisins. The address fr the ACA is: American Cunseling Assciatin, 5999 Stevensn Avenue, Alexandria, VA (website: Nineteen divisins f the ACA are as fllws: Assciatin fr Assessment in Cunseling and Educatin Assciatin fr Cunselr Educatin & Supervisin Assciatin fr Creativity in Cunseling Cunseling Assciatin fr Humanistic Educatin & Develpment Natinal Career Develpment Assciatin American Schl Cunselr Assciatin American Rehabilitatin Cunseling Assciatin Natinal Emplyment Cunseling Assciatin Assciatin fr Multicultural Cunseling & Develpment Internatinal Assciatin f Addictins & Offender Cunselrs Assciatin fr Specialists in Grup Wrk Assciatin fr Spiritual, Ethical, & Religius Values in Cunseling American Mental Health Cunselrs Assciatin Cunselrs fr Scial Justice Assciatin fr Cunselrs & Educatrs in Gvernment Assciatin fr Adult Develpment and Aging Assciatin fr Gay, Lesbian, Bisexual, & Transgender Issues in Cunseling Internatinal Assciatin f Marriage & Family Cunselrs American Cllege Cunseling Assciatin Students are urged t jin ACA as well as the state branch (OCA). Membership in these rganizatins is fr the purpse f helping t establish the identity f a cunselr. Membership will help students gain knwledge thrugh prfessinal jurnals, newsletters fcusing n current trends, and annuncements pertaining t upcming events. Invlvement in cmmittee wrk in these rganizatins, submissins f manuscripts t jurnals, and participatin at cnventins are encuraged. Faculty members are pleased t talk with students abut the pssibility f becming active in these rganizatins. Chi Sigma Ita, Cunseling Academic and Prfessinal Hnr Sciety Internatinal, has a chapter, Kappa Sigma Upsiln, at Kent State University. The chapter spnsrs cntinuing educatin and scial activities. The chapter is pen t students wh have cmpleted 18 hurs f curse wrk and wh maintain a 3.5 GPA. See Dr. Strlie fr further details. ACADEMIC AND PERSONAL RESOURCES The University, the City f Kent, and nrtheastern Ohi ffer many academic, persnal and cultural resurces t students. Fllwing is a descriptin f sme f the academic and persnal resurces. Prgram. Cunseling and Human Develpment Services ccupies multiple classrms, study rms, practicum facilities, ffices, and service areas, all hused tgether as ne unit n the Kent campus. We are als assciated with the Cunseling and Human Develpment Center (CHDC Rm 325), an n campus practicum facility fr cunseling. Eight grup, family and individual rms are maintained. The CHDC has facilities fr live bservatin, digital recrding and playback, and state f the art recrd keeping. The University. Kent State University is a publicly supprted center f undergraduate and graduate educatin lcated in nrtheastern Ohi in the large urban triangle that includes Cleveland, Akrn, Cantn, and Yungstwn. The University has been designated a Dctral Research University- Extensive by the Carnegie Fundatin fr the Advancement f Teaching. There are ver 40,000 students enrlled frm all 50 states and ver 100 cuntries. Page 12

13 The Kent Campus f KSU includes 2,466 acres. The fcal pint f the 112- building campus is the University Center with its plaza, 12 stry pen- stack library, and Student Center. The University library is a member f the Assciatin f Research Libraries, it has cntinuing subscriptins t many f the jurnals directly related t cunseling, and it is a member f Ohi LINK which prvides cperative resurce sharing thrugh nline circulatin f materials. The University is well knwn fr its student perated Campus Bus Service. Special transprtatin services and accessible facilities pen the campus t individuals with disabilities. In additin, Student Accessibility Services prvides assistance t students with varying degrees and types f disabilities in rder t maximize educatinal pprtunity and academic ptential. A wellness prgram exists fr the benefit f the Kent State cmmunity, and many recreatinal and athletic pprtunities are available t students. A full range f cultural activities is als available t students. The University maintains a graduate level residence hall with single rms and ne and tw bedrm apartments fr married students and students with families. Students in need f persnal cunseling are encuraged t use the University Psychlgical Services (UPS). UPS is lcated in the DeWeese Health Center n campus. T make further inquiries call There are ther cmmunity based mental health agencies in Kent, Ohi. University Psychlgical Services (r a CHDS faculty member) culd help with referrals. Instructinal Resurce Center (IRC): IRC services are nw available in rm 221 White Hall. If yu need t make equipment reservatins, put items n reserve, purchase supplies, get state and/r federal fingerprints, make clr cpies and transparencies, r any ther IRC services, please call , r cme t rm 221. Cmputer Labs: There are three cmputer labs in the Cllege fr classes and individual use. Each lab has 20 student cmputers, a teacher statin, and prjectin equipment. Internet access and Micrsft Office are available in all labs. The labs are pen fr individual use during the hurs nt scheduled fr classes. Class times are psted near each lab and can change weekly. Typical hurs f peratin are 8:30am - 8:00pm Mnday - Thursday and 8:30-5:00pm n Friday. Fur cmputer labratries and tw mbile labs are maintained fr student use: Mac & Windws Lab, lcated in rm 203 (22 cmputers + teacher statin + SmartBard) Windws Lab, lcated in rm 205 (24 cmputers + teacher statin + SmartBard) Windws Lab, lcated in rm 211 (29 cmputers + teacher statin) Windws Lab, lcated in back f IRC / 221B (24 laptp cmputers + teacher statin + SmartBard + Digital Presenter) Mbile Labs: The Dell Card has 20 laptps (with printing capabilities) and the Mbile Netbk Cart has 20 netbks available fr faculty use. Curriculum Materials: Over 10,000 cmputer, CD- Rm, print, and media titles cvering all levels f educatin and related areas are included in the cllectin. Assessment materials are available t student in specific classes. Faculty may place materials n reserve fr students t access. Students with a valid KSU ID may brrw mst materials free f charge fr a ne- week perid. Fines are charged fr materials returned late. Printing: Printing may be dne in any lab in the IRC thrugh the UniPrint system with a flash card. Clr printing is available thrugh the 221 service desk and can be accessed frm any cmputer in White Hall. Cpies can als be made frm print materials. Flex Lab: Windws and Macintsh cmputers are available fr special prjects in this lab. The rm can als be used fr shrt term cmputer classes with additin f a wireless cmputer lab. Scanning, vide digitizing, CD- Rm and DVD burning, and printing are available. Student access t this lab is cntrlled. Tech Services Grup: Tech Services prvides cmputing resurces t departments, faculty, staff, and students. These resurces include access t the fllwing: e- mail; netwrked printers; wrd prcessing; databases; spreadsheets; presentatin sftware; and the Internet. Supprt als includes installatin f new sftware, trubleshting hardware and sftware prblems, and updating virus signatures. Prductin Facilities: Materials may be purchased r brrwed fr creating psters, bulletin bards, and ther materials. Bth Windws and Macintsh cmputers with scanners are available fr desktp publishing activities. Sftware such as Micrsft Office, OmniPage, PwerPint, and PhtEditr are prvided. Facilities als include a rll laminating machine, desktp publishing, lettering aids, a GBC binder fr binding reprts, a clr cpier/printer, and verhead transparency prductin. In additin, cmputer diskettes, zip disks, recrdable CD s and VHS videtapes and ther supplies fr creating instructinal materials can be purchased. Bureau f Research Training and Services (BRTS): Graduate students invlved in research may use the services f the BRTS. The fllwing services are prvided: tape transcriptin and cding, cmputer data entry and analysis, and cmputer netwrk services and cnsultatin fr prgramming and data analysis. The Bureau is lcated n the 5 th flr f White Hall, rm 507. (Accessible n the east side f the building.) Fr mre infrmatin call Graduate Student Senate: The Cllege f Educatin, Health, and Human Services has a Graduate Student Assciatin in Educatin which cnsiders the cncerns f the student bdy and transmits them t varius faculty and administrative grups n campus as apprpriate. Each prgram area has its wn representative. The University als has a Graduate Student Senate, which perfrms a similar functin at the campus- wide level. The CHDS Prgram has had a representative t the Graduate Student Senate. PROGRAM COORDINATOR CONTACT INFORMATION Please cntact Dr. Jasn McGlthlin at the belw address if yu have any cmments, questins, r cncerns abut the Clinical Mental Health Cunseling prgram r the Schl Cunseling prgram. 310 White Hall, Kent State University, Kent, Ohi (330) r Fax # (330) Page 13

14 PRE- PRACTICUM AND COMPREHENSIVE EXAMINATIONS POLICY IN THE CHDS PROGRAM Beginning Fall 2010, all students will take prgrammatic examinatins. There are tw frmal prgrammatic examinatins in the CHDS Clinical Mental Health Cunseling prgram and Schl Cunseling prgram: 1) the Pre- Practicum Examinatin and 2) the Cmprehensive Examinatin. Bth examinatins t be taken electrnically, at KSU, in a supervised setting, and are in a multiple- chice frmat. The intent f these examinatins is t 1) prvide a mre cmprehensive evaluatin f student s knwledge than can be cmpleted in an individual curse, 2) ensure retentin f student knwledge / learning utcmes, 3) systematically evaluate student knwledge, 4) prvide insight n curricular and prgrammatic fferings, and 5) prvide students with pprtunities t prepare fr the licensure examinatin. Study Tips: the fllwing tips were develped by the CHDS faculty t help students prepare fr the Pre- Practicum and Cmprehensive Examinatins: Dn t cram! Thrugh studying is much mre effective fr such an exam then starting t study a week r tw befre the exam. Review all syllabi fr the curses that the exam cvers (see belw). Specifically review the CACREP standards in each curse. The exams were develped ff f the CACREP standards. Review all reading materials (e.g., bks, handuts, lecture ntes, etc.) fr the curses that the exam cvers (see belw). Study the Encyclpedia f Cunseling by Rsenthal. It is recmmended t read this and study this bk multiple times prir t taking the exam. Passing / Failing / Remediatin: The utcme f the examinatins is based n the verall scre, nt specific cntent areas. Fr example, students can still pass the examinatin even if they d nt d well n a certain cntent area. Student will pass the examinatin if they scres 80% r higher n the examinatin. A 70% - 79% will result in students having a discussin with the CHDS Master s Prgrams Crdinatr t see hw they can imprve their learning. A scre f 69% r belw will result cnstitute a failure. Registratin fr Examinatins: A registratin sign- up sheet will be lcated n the bulletin bard utside f 310 While Hall. Students will be made aware f when registratin sign- up will begin thrugh their kent.edu e- mail address and the CHDS student listserv. This registratin is n a first cme, first serve basis. Pre- Practica Examinatins: There are tw Pre- Practicum Examinatins in the CHDS Prgram. The Clinical Mental Health Cunseling Pre- Practicum Examinatin (CMHCPPE) t be taken by students enrlled in the Clinical Mental Health Cunseling prgram prir t beginning CHDS 6/77636 Practicum I Clinical Mental Health Cunseling. The CMHCPPE cvers curriculum reflective f CACREP standards cvered in the fllwing pre- requisite curses t CHSD 6/77636 Practicum I Clinical Mental Health Cunseling: CHDS 6/77530: Intrductin t Cunseling CHDS 6/77531: Individual Cunseling Prcedures CHDS 6/77663: Orientatin t Clinical Mental Health Cunseling CHDS 6/77820: Grup Wrk: Thery & Techniques CHDS 6/78126: Principles f Measurement & Appraisal CHDS 6/78182: Career Develpment & Guidance The Schl Cunseling Pre- Practicum Examinatin (SCPPE) t be taken by students enrlled in the Schl Cunseling prgram prir t beginning CHDS 6/78036 Schl Cunseling Practicum. The SCPPE cvers curriculum reflective f CACREP standards cvered in the fllwing pre- requisite curses t CHSD 6/78036 Schl Cunseling Practicum: CHDS 6/77530: Intrductin t Cunseling CHDS 6/77531: Individual Cunseling Prcedures CHDS 6/78069: Orientatin t Schl Cunseling CHDS 6/77820: Grup Wrk: Thery & Techniques Pre- Practica Examinatin Plicy: Once students have met the academic prerequisite cursewrk fr a practicum, all students must register fr a practicum (e.g., Practicum I: Clinical Mental Health Cunseling OR Schl Cunseling Practicum). Once registered fr a practicum, the CHDS faculty will determine eligibility fr the Pre- Practicum Examinatin. During the finals week f the semester directly befre starting practicum, students will take their Pre- Practicum Examinatin (e.g., if yu are starting Practicum in the Spring, yu wuld take the Pre- Practicum Examinatin during the Fall semester finals week [i.e., in December]). Students will have a maximum f tw hurs t cmplete the Pre- Practicum Examinatin. There will be tw pprtunities during this week t take the Pre- Practicum Examinatin: Thursday starting at 1pm r Friday starting at 3:00pm. If students d nt take the Pre- Practicum Examinatin during ne f these tw times, they will be de- enrlled frm their practicum and therefre cannt start their practicum the next semester. If students successfully pass their Pre- Practicum Examinatin, they can begin their practicum experience and mve frward in the prgram. Students will be infrmed whether r nt they passed their Pre- Practicum Examinatin; specific scres will nt be given t students wh pass their Pre- Practicum Examinatin. Hwever, if students fail the Pre- Practicum Examinatin they will be de- enrlled frm their practicum and will be prhibited frm taking their practicum until they successfully pass the Pre- Practicum Examinatin. Students wh fail the Pre- Practicum Examinatin the first time will be prvided with written feedback regarding their scre in each area f the Pre- Practicum Examinatin but are prhibited frm beginning practicum. Students wh fail the Pre- Practicum Examinatin the secnd time, will be prvided with written feedback regarding their scre in each area f the Pre- Practicum Examinatin and will be prhibited frm beginning the practicum. In additin, a remediatin plan may be required by faculty that wuld need t be successfully cmpleted befre taking the Pre- Practicum Examinatin again. Hwever, if they pass the Pre- Practica Examinatin after the secnd time, they will be allwed t begin practicum. Students wh fail the Pre- Practicum Examinatin the third time will be dismissed frm the prgram. Cmprehensive Examinatins: There are tw Cmprehensive Examinatins in the CHDS Prgram. The Clinical Mental Health Cunseling Cmprehensive Examinatin (CMHCCE) t be taken by students enrlled in CHDS Internship II: Clinical Mental Health Cunseling. The CMHCCE cvers curriculum reflective f CACREP standards cvered in all f the fllwing required curses in the prgram: Page 14

15 CHDS 6/77530: Intrductin t Cunseling CHDS 6/77531: Individual Cunseling Prcedures CHDS 6/77663: Orientatin t Clinical Mental Health Cunseling CHDS 6/77820: Grup Wrk: Thery & Techniques CHDS 6/78126: Principles f Measurement & Appraisal CHDS 6/78182: Career Develpment & Guidance CHDS 6/77628: Diagnsis in Cunseling CHDS 6/78130: Psychpathlgy fr Cunselrs CHDS 6/77580: Multicultural Cunseling EPSY 65523: Life Span Develpment (r apprved equivalent) EVAL 65511: Research in Educatinal Services CHDS 6/77636: Practicum I: Clinical Mental Health Cunseling CHDS 6/77637: Practicum II: Clinical Mental Health Cunseling CHDS 6/78128: Individual Appraisal in Cunseling CHDS 88167: Advanced Cunseling Prcedures CHDS 77792: Internship I: Clinical Mental Health Cunseling The Schl Cunseling Cmprehensive Examinatin (SCCE) t be taken by students enrlled in CHDS Internship II: Schl Cunseling. The SCCE cvers curriculum reflective f CACREP standards cvered in all f the fllwing required curses in the prgram: CHDS 6/77530: Intrductin t Cunseling CHDS 6/77531: Individual Cunseling Prcedures CHDS 6/78069: Orientatin t Schl Cunseling CHDS 6/77820: Grup Wrk: Thery & Techniques CHDS 6/77580: Multicultural Cunseling EPSY 65523: Life Span Develpment (r apprved equivalent) EVAL 65511: Research in Educatinal Services CHDS 6/78126: Principles f Measurement & Appraisal CHDS 6/78182: Career Develpment & Guidance CHDS 6/78011: Fundatins f Schl Cunseling CHDS 6/78066: Cunseling Adlescents CHDS 6/78067: Cunseling Children CHDS 6/78068: Schl Cunseling Prgram Management and Leadership CHDS 6/78036: Schl Cunseling Practicum CHDS 78192: Internship I: Schl Cunseling Cmprehensive Examinatin Plicy: During finals week f the first semester f Internship, students will take Cmprehensive Examinatins. Students will have a maximum f three hurs t cmplete the Cmprehensive Examinatin. There will be tw pprtunities during this week t take the Cmprehensive Examinatin: Thursday starting at 4pm r Friday starting at 10:00am. If students d nt take the Cmprehensive Examinatin during ne f these tw times, they will nt have the pprtunity t take the Cmprehensive Examinatin again until the end f the next semester. Hwever, if students fail the Cmprehensive Examinatin remediatin will ccur. Students wh fail the Cmprehensive Examinatin the first time will be prvided with written feedback regarding their scre in each area f the Cmprehensive Examinatin. Students wh fail their Cmprehensive Examinatin the first time can begin their secnd semester f internship t ensure cntinuity f client care. Hwever, they will need t take the Cmprehensive Examinatin again at the next scheduled time Cmprehensive Examinatins are ffered in the Prgram. Students wh fail the Cmprehensive Examinatin the secnd time, will be prvided with written feedback regarding their scre in each area f the Cmprehensive Examinatin but will receive an In Prgress (IP) grade fr their secnd semester f internship. In additin, a remediatin plan may be required by faculty that wuld need t be successfully cmpleted. Students wh fail the Cmprehensive Examinatin a secnd time will be prhibited frm graduatin. Hwever, if they pass the Cmprehensive Examinatin n the third attempt, they will be allwed graduate. Students wh fail the Cmprehensive Examinatin the third time will be dismissed frm the prgram. Imprtant Nte n Wh Takes Examinatins: Everyne in the Clinical Mental Health Cunseling (CMHC) prgram, Cmmunity Cunseling (CCON) prgram, r the Schl Cunseling (SCON) prgram are required t take the exams. Students admitted fr the Fall 2010 term r after are held t all f the abve plicies. Hwever, students admitted t the CMHC, CCON, r SCON prir t the Fall 2010 term will nt be dismissed frm their prgram based n their perfrmance n either the pre- practicum r cmprehensive examinatin. TIMES TO REMEMBER THROUGHOUT YOUR PROGRAM Meet regularly with yur advisr and meet with yur advisr the first semester f yur prgram and sign yur prspectus Register fr classes as sn as pssible Obtain a parking permit (Michael Schwartz Center) and KSU Flash Card (Campus Center) each year Obtain prfessinal liability insurance cverage prir t practicum and internship Hand in applicatins at the fllwing deadlines: Clinical Mental Health Cunseling Internship: Starting Internship in the Fall (June 15 th ), Spring (Nvember 15 th ), r Summer (April 15 th ) Schl Cunseling Practicum r Internship: Starting Practicum in the Fall (June 1 st ) r Spring (Nvember 1 st ) Apply fr graduatin the first week f yur last semester. Page 15

16 CLINICAL MENTAL HEALTH COUNSELING (M.Ed.) The Clinical Mental Health Cunseling Prgram Missin Statement: MISSION AND OBJECTIVES Building n a lng traditin f academic excellence, the missin f the Clinical Mental Health Cunseling prgram at Kent State University is t prepare research- infrmed and ethically sund students fr lifelng learning and emplyment as Licensed Prfessinal Cunselrs wh diagnse and treat mental and emtinal disrders in a diverse and ever changing sciety. The Clinical Mental Health Cunseling Prgram Objectives: The bjectives f the Clinical Mental Health Cunseling prgram at Kent State University are t deliver the high quality educatin required by the Cuncil fr Accreditatin f Cunseling and Related Educatinal Prgrams (CACREP); t prepare students t meet the requirements f the State f Ohi Cunselr, Scial Wrker, and Marriage and Family Therapist Bard (CSW&MFTB) t becme licensed as Prfessinal Cunselrs; t prvide students with extensive practica experiences in an n- site, state- f- the- art facility that utilizes multiple levels f supervisin; and t prvide students with a minimum f fur semesters f supervised clinical experiences designed t effectively wrk with clients frm a multicultural and pluralistic sciety. CLINICAL MENTAL HEALTH COUNSELING CURRICULUM The Clinical Mental Health Cunseling curriculum prepares individuals fr beginning emplyment in institutins f higher educatin and cmmunity- based human service agencies. The Master's f Educatin (M.Ed.) degree may be earned with a minimum f 60 semester hurs f successful graduate wrk in specified curses. CHARACTERISTICS OF STUDENTS ADMITTED IN CLINICAL MENTAL HEALTH COUNSELING Number Admitted Male Female EMPLOYMENT OF GRADUATES Graduates f the Clinical Mental Health Cunseling master s degree prgram have held a number f psitins, and an illustratin f emplyment sites f graduates fllws: Akrn Children s Hspital, Akrn, Ohi Akrn Drug Bard, Akrn, Ohi Cantn Family Services, Cantn, Ohi Center fr Psychlgical Health, Kent, Ohi Child Guidance and Family Slutins - Ohi Children s Advantage Ravenna, Ohi Cleman Prfessinal Services, Kent, Ohi Cunseling fr Wellness, Kent, Ohi Crssrads - Lake Cunty Child and Adlescent Cunseling Center Cuyahga Cunty Bard f MRDD & Recvery Services, Cleveland, Ohi Department f Human Services, Ravenna, Ohi Family and Cmmunity Slutins, Kent, Ohi Family Services, Daytn, Ohi Family Service Center, Chicag, Illinis Family Slutins, Cuyahga Falls, Ohi Granby Jr. / Sr. High Schl, Granby, MA Hastings Yuth Academy, St. Augistine, FL Kent State University, Kent, Ohi Nrtheast Cmmunity Mental Health Center, Cleveland, Ohi Parmadale Residential Services, Parma, Ohi Prtage Path Mental Health Center, Akrn, Ohi Ravenswd Mental Health Center, Geauga Cunty, Ohi Rbinsn Memrial Hspital, Ravenna, Ohi Safer Futures, Kent, Ohi Summit Psychlgical Assciates, Inc., Akrn, Ohi Tdd Children s Hspital, Warren, Ohi Twnhall II, Kent, Ohi Results f evaluatins f the Clinical Mental Health Cunseling prgram are cntained in the Cuncil fr Accreditatin f Cunseling and Related Educatinal Prgrams (CACREP) Self Study. A cpy f this Self Study is available thrugh the secretary in rm 310 f White Hall fr review. Page 16

17 SCHOOL COUNSELING (M.Ed.) MISSION AND OBJECTIVES The Schl Cunseling Prgram Missin Statement: Building n a lng traditin f academic excellence, the missin f the Schl Cunseling prgram at Kent State University is t prepare research- infrmed and ethically sund students fr lifelng learning and emplyment as licensed prfessinal schl cunselrs in K- 12 institutins wh are respnsible fr implementing cmprehensive schl cunseling prgramming, and delivering individual and grup cunseling within a diverse schl system. The Schl Cunseling Prgram Objectives: The bjectives f the Schl Cunseling prgram at Kent State University are t deliver the high quality educatin required by the Cuncil fr Accreditatin f Cunseling and Related Educatinal Prgrams (CACREP); t prepare students t meet the requirements f the Ohi Department f Educatin (ODE) t becme Licensed Schl Cunselrs in K- 12 settings; t prvide students with mre than ne- third f their graduate prgram s curriculum fcusing specifically n schl cunseling; t prepare students in current schl cunseling mdels that aid them in becming leaders, advcates, cllabratrs, and change agents in the schls; and t prvide students with an abundance f supervised experiences designed t aid them in wrking effectively with students frm a multicultural and pluralistic sciety. SCHOOL COUNSELING CURRICULUM The Schl Cunseling curriculum prepares individuals fr beginning emplyment in K- 12 settings as a Schl Cunselr. The Master's f Educatin (M.Ed.) degree may be earned with a minimum f 49 semester hurs f successful graduate wrk in specified curses. CHARACTERISTICS OF STUDENTS ADMITTED IN SCHOOL COUNSELING Number Admitted Male Female EMPLOYMENT OF GRADUATES Graduates frm the Schl Cunseling prgram have held psitins as schl cunselrs in a number f schl systems. An illustratin f emplyment sites fllws: Akrn City Schls Akrn, Ohi Aurra City Schl Aurra, Ohi Barbertn City Schls Barbertn, Ohi Barea City Schls Barea, Ohi Bedfrd City Schls Nrthfield, Ohi Bradview Heights Schls Bradview Heights, Ohi Cantn City Schls Cantn, Ohi Cleveland Heights City Schls Cleveland Heights, Ohi Cleveland Municipal Schl District Cleveland, Ohi Crestwd Lcal Schls Mantua, Ohi Cuyahga Falls City Schls Cuyahga Falls, Ohi Cuyahga Valley Career Center Cuyahga Falls, Ohi Kent City Schls, Kent, Ohi Lakewd City Schls Lakewd, Ohi Mentr City Schls Mentr, Ohi Nrdnia Schls Macednia, Ohi Orrville City Schls Orrville, Ohi Panesville Schl District, Tampa Bay, Flrida Ravenna City Schls, Ravenna, Ohi Rtstwn Lcal Schls Rtstwn, Ohi Rsman High Schl Rsman, Nrth Carlina Sln City Schls Sln, Ohi Springfield Lcal Schl District Springfield, Ohi Stw Mnre Falls Schl System Stw, Ohi Strngsville City Schls, Strngsville, Ohi Twinsburg City Schls Twinsburg, Ohi Winner City Schls Winner, Suth Dakta Page 17

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