University of Wisconsin-Stout Master of Science In. Clinical Mental Health Counseling. Student Handbook

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1 ` University of Wisconsin-Stout Master of Science In Clinical Mental Health Counseling Student Handbook 1

2 INTRODUCTION This handbook is designed to provide students in the UW-Stout M.S. Clinical Mental Health Counseling Program with information about the program. The handbook is meant as a guide to the entire program process from admission to graduation. It is not a replacement for the University of Wisconsin-Stout Graduate Bulletin (www.uwstout.edu/grbulletin/) or the university Student Handbook (www.uwstout.edu/shb/), which presents information about policies, procedures, resources, and services for students at UW-Stout. Students are responsible for the information in this handbook, as well as the Graduate Bulletin and university Student Handbook. 2

3 TABLE OF CONTENTS General Information....5 Historical Background Accreditation Program Structure within the University Mission, Goals, and Objectives of Program.. 6 Mission Statements Program Goals Program Objectives CACREP Standards Professional Identity Standards Program Specific Standards Degree Candidate Admission Policy.. 10 Introduction Admission Procedures Student Retention and Dismissal Policies.. 12 Semester Review Academic Review One-Year Review Unsatisfactory Progress Satisfactory Progress Concentration Change Re-Entry Procedure Non-Degree Seeking Students Transfer Credits Student Right to Appeal Program of Study...17 Program Description Curriculum Core Courses Program Requirements Concentrations Practicum and Internship Experiences Practicum Requirements Internship Requirements Liability Insurance Advisement Program Advisement Research Advisement 3

4 Support Services Student Services Accommodations for Students with Disabilities Financial Assistance Graduate Assistantships Student Involvement..24 Advisory Committees and Professional Organizations The Mental Health Alliance Program Faculty. 26 Graduation and Beyond. 27 Comprehensive Exam Master s Thesis Degree Candidacy Graduation Employment Opportunities Counseling Licensure Substance Abuse Counselor- In Training Licensure Program Plans and Sequencing Sheets.31 Alcohol and Drug Abuse Counseling Concentration Career Counseling Concentration Child and Adolescent Counseling Concentration Eating Disorders Concentration Gerontological Counseling Concentration No concentration Appendix..50 Student Retention and Dismissal Policies Signature Packet 4

5 GENERAL INFORMATION Historical Background: The Master of Science in Clinical Mental Health Counseling Program at the University of Wisconsin-Stout, as it is currently comprised, began in Before this time it was a concentration of UW-Stout s Guidance and Counseling Program. It was developed in 1979 as the Open Concentration and was meant for students in the program who wanted to work in settings other than schools, primarily in community mental health settings. In 1991, the Open Concentration expanded from 30 credits to 48 credits and became known as the Counseling Concentration. In 1993, a program revision was done to add a more clinical emphasis to the program. At the same time, the name was changed from the Counseling Concentration to the Mental Health Counseling Concentration. In 2002, the program separated from the Guidance and Counseling Program and became a stand alone program. At this time, the program was developed to include a 48-credit program option and a 60-credit program option. The 48-credit program option was inactivated in spring of The 60-credit program includes five concentrations a student can choose from if they desire; the Alcohol and Drug Abuse Counseling Concentration, the Career Counseling Concentration, the Child and Adolescent Counseling Concentration, the Eating Disorders Concentration, and the Gerontological Counseling Concentration. There are approximately 55 students in the Mental Health Counseling program at any one time. Each spring and fall approximately 12 students are admitted into the program. A majority of the classes for the program are housed in the Vocational Rehabilitation building on campus, where the faculty/staff offices are also located. There are three main faculty members in the Mental Health Counseling program who teach many of the main courses as well as elective courses for each respective concentration. Accreditation: The Mental Health Counseling Program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), an accrediting body which is recognized by the Council for Higher Education Accreditation (CHEA). Program Structure within the University: The University of Wisconsin-Stout consists of four colleges (College of Arts, Humanities, and Social Sciences; College of Management; College of Science, Technology, Engineering, and Mathematics; and College of Education, Health and Human Sciences) and two schools (School of Education and Graduate School). The Clinical Mental Health Counseling Program is one of twelve graduate programs residing within the College of Education, Health and Human Sciences. The College of Education, Health and Human Sciences includes five academic departments (Food and Nutrition, Human Development and Family Studies, Physical Education, Psychology, and Rehabilitation and Counseling). Most required coursework for the Clinical Mental Health Counseling Program is offered through the Department of Rehabilitation and Counseling. 5

6 MISSION, GOALS, AND OBJECTIVES OF PROGRAM Mission Statement: The faculty s priority is to assure that graduates are competent and productive counseling professionals, committed to lifelong personal and professional growth, who respect the race, sex, age, religion, cultural heritage, and sexual orientation of all individuals. Differences are appreciated and students are accepted as fellow human beings possessing unique backgrounds. The purpose of the program is to provide students with the counseling skills necessary for helping with the behavioral and emotional difficulties of clients from diverse backgrounds. Our objective is to attract students who will make strong commitments to their academic achievement, professional development, and personal self-awareness and growth. Program Goals: The M.S. in Clinical Mental Health Counseling Program prepares students for careers as professional counselors, assisting with the mental health needs of clientele in a variety of settings including: Community mental health centers Residential treatment facilities Rehabilitation agencies EAHP programs Alcohol & drug abuse treatment centers College counseling centers In-home therapy Psychiatric hospitals Outpatient mental health clinics Social service agencies Correctional institutions Adolescent crisis centers Private practice Students in the program receive training and experience in assessment, diagnosis, treatment and prevention skills that are necessary to provide comprehensive counseling services. Graduates are prepared to conduct individual, group and family counseling to restore mental health and promote human development and growth. Respect and consideration of human diversity is infused throughout the program curriculum. Training in mental health counseling services includes the provision of principles and theories of counseling and psychotherapy, group dynamics, family systems theories, human and career development, and psychological assessment, as well as understanding and remediation of the causes of mental illness and dysfunctional behavior. Mental health counselors work with individuals, groups, couples, and families for the purpose of treating psychopathological conditions and optimizing human growth and development. This master s program also prepares students who are interested in pursuing their doctoral degree in Counselor Education and Supervision. In some cases, coursework from this program will transfer toward a PhD in Counseling Psychology. 6

7 Program Objectives: By completion of this program, students will: 1. develop and demonstrate identity as a professional counselor; 2. demonstrate an understanding of the roles and functions of professional counselors as leaders, advocates, collaborators, and consultants; 3. articulate and comply with the counseling profession s current code of ethics. 4. plan and implement counseling techniques, methods, and treatment approaches to assist the client in attaining optimal development; 5. apply dynamics of group formation and processes in a variety of counseling settings; 6. synthesize psychometric theory and concepts into the utilization and interpretation of appropriate assessment instruments; 7. demonstrate an understanding of the cultural context of relationships, issues, and trends in a multicultural society and how these constructs impact the counseling profession; 8. utilize the current diagnostic system to assess problems or symptom patterns, formulate clinical diagnoses, and plan and implement treatment; 9. demonstrate an understanding of the major approaches and interventions utilized with clients with substance abuse problems and addictions; 10. demonstrate an understanding of major theories and systems approaches used in couples, marriage and family therapy; 11. articulate human development and career theories as they apply to the counseling profession; 12. demonstrate an understanding of research practices, principles, data collection techniques and methodologies as they relate to the counseling profession; and 13. demonstrate an ability to use and access appropriate technology resources to enhance the counseling process. 3

8 CACREP Standards: The program objectives were based on the eight core counseling standards and clinical mental health counseling program specific standards found in the 2009 CACREP Standards. These both the core and the program specific standards service a foundation for what is taught within the program. Furthermore, students are evaluated on each of these standards throughout the course of the program. This evaluation process is outlined in the student retention and dismissal policies section of this handbook. A PDF of the specific standards can be found here: Professional Identity Standards: 1. Professional Identity and Ethical Practice- students will develop and demonstrate understanding of all the following aspects of professionalism: History and philosophy of the counseling profession; Professional roles, functions and relationships with other human service providers, including strategies for interagency/ inter-organization collaboration and communication; Counselors roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster, or other trauma-causing event; Self-care strategies appropriate to the counselor role; Counseling supervision models, practices, and processes; Professional organizations, including membership benefits, activities, services to members, and current issues; Professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues; The role and process of the professional counselor advocating on behalf of the profession; Advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and Ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling. 2. Social and Cultural Diversity- students develop and demonstrate understanding of the cultural context of relationships, issues, and trends in a multicultural society, including all of the following: Multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally; Attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students understanding of self and culturally diverse clients; Theories of multicultural counseling, identity development, and social justice; Individual, couple, family, group, and community strategies for working with and advocating for diverse populations, including multicultural competencies; Counselors roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body; and Counselors roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination. 3. Human Growth and Development- students develop and demonstrate understanding of the nature and needs of persons at all developmental levels and in multicultural contexts, including all of the following: Theories of individual and family development and transitions across the life span; Theories of learning and personality development, including current understandings about neurobiological behavior; 4

9 Effects of crises, disasters, and other trauma-causing events on persons of all ages; Theories and models of individual, cultural, couple, family, and community resilience; A general framework for understanding exceptional abilities and strategies for differentiated interventions; Human behavior, including an understanding of developmental crises, disability, psychopathology, and situational and environmental factors that affects both normal and abnormal behavior; Theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment; and Theories for facilitating optimal development and wellness over the lifespan. 4. Career Development- students will develop and demonstrate an understanding of career development and related life factors, including all of the following: Career development theories and decision-making models; Career, vocational, educational, occupational, and labor market information resources, and career information systems; Career development program planning, organization, implementation, administration, and evaluation; Interrelationships among and between work, family, and other life roles and factors, including the role of multicultural issues in career development; Career and educational planning, placement, follow-up, and evaluation; Assessment instruments and techniques relevant to career planning and decision making; and Career counseling processes, techniques, and resources, including those applicable to specific populations in a global economy. 5. Helping Relationships- students will develop and demonstrate an understanding of the counseling process in a multicultural society, including all of the following: An orientation to wellness and prevention as desired counseling goals; Counselor characteristics and behaviors that influence helping processes; Essential interviewing and counseling skills; Counseling theories that provide the student with models to conceptualize clients presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling; A systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions; A general framework for understanding and practicing consultation; and Crisis intervention and suicide prevention models, including the use of psychological first aid strategies. 6. Group Work- students will develop and demonstrate both theoretical and experiential understandings of group purpose, development, dynamics, theories, methods, skills, and other approaches in a multicultural society, including all of the following: Principles of group dynamics, including group process components, developmental stage theories, group members roles and behaviors, and therapeutic factors of group work; Group leadership or facilitation styles and approaches, including characteristics of various types of group leaders and leadership styles; Theories of group counseling, including commonalities, distinguishing characteristics, and pertinent research and literature; Group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness; and 5

10 Direct experiences in which students participate as group members in a small group activity, approved by the program, for a minimum of 10 clock hours, over the course of one academic term. 7. Assessment- students will develop and demonstrate an understanding of individual and group approaches to assessment and evaluation in a multicultural society, including all of the following: Historical perspectives concerning the nature and meaning of assessment; Basic concepts of standardized and non-standardized testing and other assessment techniques, including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, psychological testing, and behavioral observations; Statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations; Reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information); Validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity); Social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations; and Ethical strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling. 8. Research and Program Evaluation- students will develop and demonstrate an understanding of research methods, statistical analysis, needs assessment, and program evaluation, including all of the following: The importance of research in advancing the counseling profession; Research methods such as qualitative, quantitative, single-case designs, action research, and outcomebased research; Statistical methods used in conducting research and program evaluation; Principals, models, and applications of needs assessment, program valuation, and the use of findings to effect program modifications; The use of research to inform evidence-based practice; and Ethical and culturally relevant strategies for interpreting and reporting the results of research and/or program evaluation studies. Program Specific Standards: Clinical Mental Health Counseling FOUNDATIONS A. Knowledge 1. Understands the history, philosophy, and trends in clinical mental health counseling 2. Understands ethical and legal considerations specifically related to the practice of clinical mental health counseling. 3. Understands the roles and functions of clinical mental health counselors in various practice settings and the importance of relationships between counselors and other professionals, including interdisciplinary treatment teams. 4. Knows the professional organizations, preparation standards, and credentials relevant to the practice of clinical mental health counseling. 5. Understands a variety of models and theories related to clinical mental health counseling, including the methods, models, and principles of clinical supervision. 6

11 6. Recognizes the potential for substance use disorders to mimic and coexist with a variety of medical and psychological disorders. 7. Is aware of professional issues that affect clinical mental health counselors (e.g., core provider status, expert witness status, access to and practice privileges within managed care systems). 8. Understands the management of mental health services and programs, including areas such as administration, finance, and accountability. 9. Understands the impact of crises, disasters, and other trauma-causing events on people. 10. Understands the operation of an emergency management system within clinical mental health agencies and in the community. B. Skills and Practices 1. Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health counseling. 2. Applies knowledge of public mental health policy, financing, and regulatory processes to improve service delivery opportunities in clinical mental health counseling. COUNSELING, PREVENTION, AND INTERVENTION C. Knowledge 1. Describes the principles of mental health, including prevention, intervention, consultation, education, and advocacy, as well as the operation of programs and networks that promote mental health in a multicultural society. 2. Knows the etiology, the diagnostic process and nomenclature, treatment, referral, and prevention of mental and emotional disorders. 3. Knows the models, methods, and principles of program development and service delivery (e.g., support groups, peer facilitation training, parent education, selfhelp). 4. Knows the disease concept and etiology of addiction and co-occurring disorders. 5. Understands the range of mental health service delivery such as inpatient, outpatient, partial treatment and aftercare and the clinical mental health counseling services network. 6. Understands the principles of crisis intervention for people during crises, disasters, and other trauma-causing events. 7. Knows the principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning. 8. Recognizes the importance of family, social networks, and community systems in the treatment of mental and emotional disorders. 9. Understands professional issues relevant to the practice of clinical mental health counseling. D. Skills and Practices 1. Uses the principles and practices of diagnosis, treatment, referral, and prevention of mental and emotional disorders to initiate, maintain, and terminate counseling. 2. Applies multicultural competencies to clinical mental health counseling involving case conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional disorders. 3. Promotes optimal human development, wellness, and mental health through prevention, education, and advocacy activities. 4. Applies effective strategies to promote client understanding of and access to a variety of community resources. 5. Demonstrates appropriate use of culturally responsive individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling. 6. Demonstrates the ability to use procedures for assessing and managing suicide risk. 7. Applies current record-keeping standards related to clinical mental health counseling. 7

12 8. Provides appropriate counseling strategies when working with clients with addiction and cooccurring disorders. 9. Demonstrates the ability to recognize his or her own limitations as a clinical mental health counselor and to seek supervision or refer clients when appropriate. DIVERSITY AND ADVOCACY E. Knowledge 1. Understands how living in a multicultural society affects clients who are seeking clinical mental health counseling services. 2. Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on one s own life and career and those of the client. 3. Understands current literature that outlines theories, approaches, strategies, and techniques shown to be effective when working with specific populations of clients with mental and emotional disorders. 4. Understands effective strategies to support client advocacy and influence public policy and government relations on local, state, and national levels to enhance equity, increase funding, and promote programs that affect the practice of clinical mental health counseling. 5. Understands the implications of concepts such as internalized oppression and institutional racism, as well as the historical and current political climate regarding immigration, poverty, and welfare. 6. Knows public policies on the local, state, and national levels that affect the quality and accessibility of mental health services. F. Skills and Practices 1. Maintains information regarding community resources to make appropriate referrals. 2. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of clients. 3. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations. ASSESSMENT G. Knowledge 1. Knows the principles and models of assessment, case conceptualization, theories of human development, and concepts of normalcy and psychopathology leading to diagnoses and appropriate counseling treatment plans. 2. Understands various models and approaches to clinical evaluation and their appropriate uses, including diagnostic interviews, mental status examinations, symptom inventories, and psychoeducational and personality assessments. 3. Understands basic classifications, indications, and contraindications of commonly prescribed psychopharmacological medications so that appropriate referrals can be made for medication evaluations and so that the side effects of such medications can be identified. 4. Identifies standard screening and assessment instruments for substance use disorders and process addictions. H. Skills and Practices 1. Selects appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning, with an awareness of cultural bias in the implementation and interpretation of assessment protocols. 8

13 2. Demonstrates skill in 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. 3. Screens for addiction, aggression, and danger to self and/or others, as well as co-occurring mental disorders. 4. Applies the assessment of a client s stage of dependence, change, or recovery to determine the appropriate treatment modality and placement criteria within the continuum of care. RESEARCH AND EVALUATION I. Knowledge 1. Understands how to critically evaluate research relevant to the practice of clinical mental health counseling. 2. Knows models of program evaluation for clinical mental health programs. 3. Knows evidence-based treatments and basic strategies for evaluating counseling outcomes in clinical mental health counseling. J. Skills and Practices 1. Applies relevant research findings to inform the practice of clinical mental health counseling. 2. Develops measurable outcomes for clinical mental health counseling programs, interventions, and treatments. 3. Analyzes and uses data to increase the effectiveness of clinical mental health counseling interventions and programs. DIAGNOSIS K. Knowledge 1. Knows the principles of the diagnostic process, including differential diagnosis, and the use of current diagnostic tools, such as the current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM). 2. Understands the established diagnostic criteria for mental and emotional disorders, and describes treatment modalities and placement criteria within the continuum of care. 3. Knows the impact of co-occurring substance use disorders on medical and psychological disorders. 4. Understands the relevance and potential biases of commonly used diagnostic tools with multicultural populations. 5. Understands appropriate use of diagnosis during a crisis, disaster, or other trauma causing event. L. Skills and Practices 1. Demonstrates appropriate use of diagnostic tools, including the current edition of the DSM, to describe the symptoms and clinical presentation of clients with mental and emotional impairments. 2. Is able to conceptualize an accurate multi-axial diagnosis of disorders presented by a client and discuss the differential diagnosis with collaborating professionals. 3. Differentiates between diagnosis and developmentally appropriate reactions during crises, disasters, and other trauma-causing events. 9

14 DEGREE CANDIDATE ADMISSION POLICY Introduction: The M.S. in Clinical Mental Health Counseling has unique professional degree requirements governed in part by professional accreditation standards and State of Wisconsin licensure requirements. The admission, retention, and dismissal policies reflect sensitivity to these standards and faculty determination of the graduate student or degree candidate s capability to meet the rigors of professional practice. The procedures that follow apply to the Master of Science Clinical Mental Health Counseling Program. These policies are in addition to, and in no way supersede or mitigate, the policies contained in the Graduate Bulletin, or Graduate School policy. Admission Procedures The Clinical Mental Health Counseling Program primarily services students from the west central area of Wisconsin, although people from other regions of Wisconsin and other states are welcome to apply. While the majority of students have had undergraduate majors in human services related programs, no particular undergraduate degree is required. However, students are expected to develop a professional identity consistent with the counseling profession. The M.S. in Clinical Mental Health Counseling Program exists within the UW-Stout Graduate School and abides by all admission policies and procedures required by the Graduate School for admission to graduate study and degree candidacy. Consistent with the Graduate School s policy, candidates seeking admission to this degree program must hold a bachelor s degree from an accredited college or university and have an overall grade point average of at least Applicants may be considered for probationary status if their overall undergraduate grade point average is at least 2.50 but less than Graduate level credits and GPA earned by candidates will be evaluated by program faculty as well as the Graduate School as part of the overall candidate review process. The M.S. in Clinical Mental Health Counseling graduate student admission procedures follow in sequence: 1. The prospective candidate makes application to the Graduate School for admission into a graduate level program. ( ) 2. The prospective candidate simultaneously completes and submits to the program the specific program application forms by the published application deadlines of October 1 for admission in the Spring term and February 1 for the Fall term. The program application form requests demographic information and responses to a series of questions about the candidate s qualifications for admission consideration in the candidate s designated program. The form also requires that the candidate forward a minimum of two written references from persons of the candidate s choice to best represent their candidacy for program admission. 10

15 3. Once admissions paperwork is received, the faculty evaluates each candidate s admissions portfolio and generates a priority selection list based on faculty determination of each candidate s ability to meet the rigors of the graduate degree program as well as their ability to meet the professional standards and licensure requirements for professional practice. The program director and faculty assigned with primary instructional responsibility in the Clinical Mental Health Counseling Program make the final determination for acceptance into the program. 4. Students whose applications are reviewed and accepted by faculty will then be invited to attend the group interview process. Here, applicants are divided up into groups and will be asked to evaluate and answer various counseling-related questions asked by the Mental Health Counseling faculty and staff. Interview dates are offered in the month following the application deadlines. Approximately 7-10 days after the interviews are over, applicants will be contacted with regard to their admission status by the Program Director. 5. The Program Director will forward candidate selections to the Graduate School for candidate notification approximately 30 days after the admission/selection process is complete. 6. A candidate who is denied admission may request a reconsideration of that decision only once in the same academic year and only because he or she contends (1) that the decision was based on erroneous factual information or (2) because he or she has new or additional information related to the admissions evaluation that he or she did not have or was not available at the time of the original admissions application and evaluation. No person may apply to the same program more than two times without special review and permission by and from a committee of the faculty convened for review of admissions exceptions. 11

16 STUDENT RETENTION AND DISMISSAL POLICIES The M.S. in Clinical Mental Health Counseling retention and dismissal policy is designed: 1) to provide students and degree candidates with information related to their progress in acquiring skills and competencies essential to professional practice; and, 2) to provide program faculty with the necessary information to evaluate student and degree candidate progress toward achieving the skills and competencies required for professional practice in the specified program. Semester Reviews: At the beginning of the fall and spring semester the core faculty in the Clinical Mental Health Counseling program will meet and evaluate each student s progress toward meeting the CACREP professional identify and program specific standards. These standards are listed on pages four through nine of this handbook and are tied to specific course objectives found in the syllabus in each core course. This evaluation is completed in addition to the normal grading aspects of your courses. This evaluation serves as a more specific measure of the developing knowledge and skills needed to be an effective and ethical counselor. For each course taken the preceding semester you will be rated on a 4 point Likert scale (1 = unsatisfactory, 2 = need improvement, 3 = satisfactory, 4 =exceeds) for each CACREP standard meet in those courses. In most cases students have a number of courses in which to meet each standard. Students who fail to achieve a 3 on any specific standard will be required to meet with the program director to determine the next course of action. In some cases students may be asked to retake the course or complete additional outside assignments to indicate competency in that specific area. In some cases a student s progress in the program may be considered unsatisfactory and a remediation plan will be developed by the program faculty. Academic Review: Students in the Clinical Mental Health Counseling program are required to achieve a B or better all courses. Student earning a grade of a B- or less will be required to retake the course. One-Year Review: Student progress is formally evaluated upon completion of one academic year of coursework. Conducted by the Clinical Mental Health Counseling faculty, the one-year review process evaluates student s progress in the following areas: Full successful academic standing, which includes cumulative grade point average at or above 3.0 on a 4.0 scale. Demonstrated personal and social maturity necessary to work with vulnerable populations (e.g. patience, empathy, compassion, as well as demonstrated appropriate interactions with peers, faculty and staff) Effective written and oral communication skills 12

17 Professional and ethical conduct consistent with the American Counseling Association (ACA) Code of Ethics Adherence to UW-Stout s policies on academic conduct (see Student Handbook) Comprehensive Exam: Completion of the Clinical Mental Health Counseling Program includes a comprehensive examination which covers the program's core courses. The comprehensive exam is offered every spring and fall semester and is usually completed near the end of the student's program. Students are allowed to retake the comprehensive exam a maximum of two times. Students who fall below minimum competency level (70%) the first time the exam is taken will be required to meet with their program director to discuss the areas where further study is required. A student who fails to achieve a passing score the second time will again be required to meet with the program director. At this time the student will be required to achieve a passing grade on the National Counselor Examination or complete a thesis (COUN-735 Problems in Counseling or COUN-770 Thesis). Unsatisfactory Progress: 1. Any faculty member, program committee member, or professional field supervisor, at any time, can request faculty review of a student s or degree candidate s progress toward meeting degree requirements, and acquiring and exhibiting competencies necessary for professional practice. Such requests will be forwarded through the respective program director and will be reviewed by the faculty in a formal faculty meeting. Students will be notified in writing by their program director if progress toward completion of their program is unsatisfactory. 2. Students receiving notice of unsatisfactory progress will consult with the program director regarding their deficiencies and establish specific written and/or behavioral objectives to remediate such deficiencies (Remediation Plan). The written objectives become a personal record in the student s file. Failure to remediate deficiencies by the next faculty review period, or otherwise agreed upon time frame, will result in consideration for dismissal from the program. 3. If during the semester review, or by other faculty request, the faculty deems that the student s progress is unsatisfactory or his or her conduct constitutes a serious violation of professional practice or ethics, as determined by the faculty, the program director will appoint a faculty committee consisting of three program faculty members to investigate. The committee s findings are presented in a timely fashion to the faculty in closed session for recommended action. 4. Any action by the faculty is conveyed to the student in writing by the Program Director with specific recommendations for remediation or notice of dismissal. 5. The program faculty reserves the right to suspend or terminate a degree candidate s enrollment in a program at any time for academic or performance-related reasons as determined by the faculty in the program. If a student s enrollment is suspended or 13

18 terminated, he/she may request a review of the decision by the Dean of the College of Education, Health and Human Sciences or his/her designee. The purposes of a review are to permit a master s degree student or degree candidate to challenge (1) the factual information that formed the basis of the decision and/or (2) to challenge the sanction: suspension or termination. Such a request must be made in writing to the Dean, College of Education, Health and Human Sciences or designee within 14 working days of notification of suspension or termination and must identify the basis or bases for the review or challenge to the factual basis and/or sanction. A review is not an adversarial proceeding. The student may appear before the Dean or designee personally. A review shall be held within 10 working days of the date the Dean or designee receives the request, except that it may be held at a later date upon mutual agreement or upon order of the Dean or designee. Following the conclusion of the review, the Dean or designee shall normally advise the student and the Graduate School of his/her decision, in writing, within 5 working days. Students wishing to appeal the decision of the Dean may follow the procedure for Positive Action. In the meantime, the student is considered dismissed from the program. Satisfactory Progress: The following criteria are used as evidence of satisfactory progress toward a Master of Science in Clinical Mental Health Counseling: 1. Meeting all of the UW-Stout Graduate School requirements including grade point average and residency. 2. Maintaining progress toward degree completion as agreed upon in the student s or degree candidate s program plan. 3. Achieve a 3 score or better on all CACREP core and program standards. 4. Maintaining an overall minimum 3.00 GPA (on a 4.00 scale) in all graduate courses taken as part of a program completion plan. 5. Achievement of B or better all courses in the Counseling Department (those with the acronym COUN). 6. Achieve a passing score (70%) on the Clinical Mental Health Comprehensive Exam. 7. Exhibiting adherence to professional ethical standards as defined by the American Counseling Association and other professional accreditation and licensing bodies. 8. Demonstrating professional behaviors consistent with benchmarks established by professional counseling organizations. 9. Program faculty meet for the purpose of professional review to determine the degree candidate s capability to successfully perform the professional duties and responsibilities as required in professional practice. Satisfactory student performance at the one-year review must be supported by two-thirds of the Mental Health Counseling faculty for program continuation. If a student receives an unsatisfactory review, the student will be notified in writing within ten working days of the decision. The graduate faculty can terminate, suspend or allow one semester probationary continuation in the program. If 14

19 probationary continuation is allowed, the Mental Health Counseling faculty will provide specific written and/or behavioral objectives (with timelines if appropriate) that must be met and/or demonstrated by the end of the probationary period. At that time, the student s progress will be reevaluated. At least two thirds of the Mental Health Counseling faculty must rate the student s probationary performance and completion of assigned objectives to be acceptable. After the one semester probationary period, students who do not receive a satisfactory rating from two-thirds of the faculty will be terminated from the Mental Health Counseling Program. Concentration Change: Any student in the program seeking to change their concentration must with the Program Director to discuss the concentration change and fill out a new program plan sheet. Re-Entry Procedure: Any student who took a semester or longer break from Graduate School must fill out the Student Records Update Form: (http://www3.uwstout.edu/grad/upload/graduate-students-update-form.pdf ) Non-Degree Seeking Students: A student may apply to take courses for graduate credit as a Non-Program Student. To be eligible, that individual must hold a bachelor s degree from an accredited institution. Students granted Non- Program Enrollment are subject to all Graduate School policies. Individuals who have been dropped from a program are not eligible for Non-Program Enrollment. Students in good standing in a program may request Non-Program Enrollment, in which case they would become a Non-Program Student. While there shall be no limit on the number of total credits that can be taken as a nonprogram special student, the number of such credits that can be applied to a degree program shall be limited to one-third of the minimum number of credits required for graduation in that program. Transfer Credits: Graduate credits earned at another graduate school may be considered toward the fulfillment of program requirements, provided that: The credit meets the Seven Year Limit Policy. (see graduate school policy manual online) The institution is accredited at the graduate level. The course is acceptable for graduate credit toward a graduate degree at the offering institution. The credit appears as a graduate course on the student s graduate transcript from the offering institution. The grade received was a B (3.0) or higher. To be applied to program requirements, transfer credits must be approved by the Program Director, using the Request for Transfer Credit form. 15

20 Student Right to Appeal: Upon receipt of a decision letter, a student will have ten (10) calendar days from the date the letter is received in which to submit an appeal. The student may choose to have the appeal heard by either a Hearing Examiner or a Hearing Committee. The hearing for the appeal will be conducted within 45 days of receipt of the request, and a decision rendered within 10 days of the hearing. The decision becomes final unless it is taken further under UWS Ch

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