1 Master of Arts in Clinical Mental Health Counseling Program Student Handbook
2 SECTION ONE: INTRODUCTION Program Philosophy... 4 Department Objectives... 6 SECTION TWO: GENERAL INFORMATION Academic Advising Academic Calendar Registration Prerequisites Communication Within the Program Faculty Libraries APA Standards for Papers Additional Course Readings Class Attendance Leave of Absence Visitors in Classes Teaching Assistantships Conference Attendance and Travel Grants Volunteer Clinical Work Personal Growth and Development Counseling Licensing and Certification Job Opportunities After Graduation Committee Structure Graduate Psychology Student Association Graduate Chapel Committee SECTION THREE: OUTLINE OF REQUIREMENTS Standard Course Sequencing Academic Probation/Satisfactory Progress Time Limit for Degree Length of Program Filing for Candidacy Transferring Between Programs Graduation Withdrawal from Program or Courses Incomplete & In Progress Grades SECTION FOUR: CLINICAL TRAINING Clinical Training SECTION FIVE: EVALUATION Student Evaluation Program Evaluation Grievance Procedure SECTION SIX: ETHICAL STANDARDS Student Private Practice and Professional Standards Page 1
3 Page 2
4 Page 3 SECTION ONE: INTRODUCTION
5 Page 4 The purpose of this handbook is to be a practical resource of information for the faculty, staff, and students involved in the Master of Arts in Clinical Mental Health Counseling (CMHC) Program. The policies and procedures stated in the Catalog of Wheaton College apply to the entire school and take precedence over those stated in this handbook. There is also the Graduate Student Handbook that contains information essential for you to understand. The Masters student is responsible for being informed of those general policies and procedures from the catalog and Graduate Student Handbook as they are not necessarily repeated in this manual. Any discrepancies between these three resources should be discussed with the CMHC Program Director or the Graduate Psychology Program Administrator. There are many forms that are referred to throughout the handbook. A few are incorporated in the section that is relevant to them, but they are there only for information. Most of the departmental forms can be found on the Wheaton College M.A. Group found at you re my.wheaton.edu portal at my.wheaton.edu. See the last page of this handbook for a listing of the forms cited. Revisions to this handbook may be made periodically upon the consensus of the Psychology Department Faculty. Mission Statement PROGRAM PHILOSOPHY The Wheaton College Department of Psychology, through its M.A. program in Clinical Mental Health Counseling strives to: 1. educate its students in a manner grounded in, informed by, and shaped by the beliefs and practices of the Christian faith; 2. train highly competent mental health counselors and professional ministers from a responsibly eclectic clinical perspective for work with individuals, couples, families and groups, while instilling in them a vision for creative ministry informed by Christian tradition and by professional theory and research, and carried to the widest possible community throughout the world; 3. emphasize and model a commitment to professional practice and professional ministry as service, especially to the Body of Christ, the Church, and also to those persons who have been marginalized and wounded by our society on the basis of racial or ethnic identification, age, socioeconomic status, or gender; and 4. conduct training in the context of an intentional community of faith which will emphasize a balanced approach to spiritual, personal, professional, and interpersonal growth and development.
6 Page 5 Overview Students accepted into the Master s Program in Clinical Mental Health Counseling generally complete the 60 credit program in two academic years and the summer between those academic years. The academic first year consists primarily of courses introducing the various theoretical schools of clinical practice. During the summer between the first and second academic year, students complete a one semester practicum that gives them hands on experience in a counseling setting and continue in coursework. During the second academic year, students complete a two semester internship, which allows them to gain more experience in a counseling setting. Students also take the remaining requirements and any electives they choose during the academic year second year. It is important that applicants review the licensing requirements of the states or countries in which they hope to practice since mental health practice at the Masters level varies widely. For further information, see the section on Licensing and Certification. Illinois Masters professionals, for example, may currently be licensed as Clinical Professional Counselors or as Marriage and Family Therapists. Graduate program requirements differ for these two licenses and may differ from the requirements for licenses in other states. See the Licensing and Certification section for additional information. Faculty and students join together in actively exploring the integration of Christian faith and counseling practice. During the program, students and faculty participate together in a seminar entitled Social, Cultural, and Spiritual Foundations of Mental Health which explores the impact of a Christian worldview on the developing identity of the mental health counselor. During the Practicum and Internship courses, students and faculty participate in Practicum and Internship Seminars focused on putting the concepts and theories of integration into practice. Students are assisted in the search for both a practicum and an internship to fit their professional goals and interests. A wide variety of clinical settings welcome applicants from the Wheaton College Master s Clinical Mental Health Counseling Program including outpatient practices, church counseling centers, community mental health centers, inpatient treatment facilities and college counseling clinics. Many current and former faculty members and students in the program have a strong interest in the interface of ministry and mental health practice. Many alumni of our program serve with or assist mission agencies and missionaries around the world. Other graduates serve in nontraditional roles that bring the training and values of the counseling field into ministry roles within the church. Members of the Psychology Department are active in teaching and training professionals, clergy and lay people around the world.
7 Page 6 Community Context of Training The Psychology Department s masters programs seek to function as a community of learning that fosters professional and spiritual formation in students, faculty and staff alike. We seek to provide an atmosphere of trust and collegiality where we can challenge and encourage each other. For this reason, it is important that all members of the community be committed to this end. Mutual respect and support are valued above competition. The department is committed to diversity among all members of our community. This commitment goes far beyond philosophical positions and represents our firm belief that diversity of age, racial and ethnic background, gender, life experience, nationality, socio economic background, and denomination adds depth and richness to the learning environment for everyone involved. A homogeneous environment is often an inadequate setting for learning to carry out the department s mandate to minister to the widest possible community throughout the world. DEPARTMENT OBJECTIVES Desired Outcomes for Clinical Mental Health Counseling Student Development In order to carry out the Program Philosophy and to be able to evaluate the success of our efforts, we have set the following as the expected outcomes for the development of our Master of Arts graduate students. Knowledge that we hope to instill: Understanding of the four basic theories that are shaping the counseling field today, namely psychodynamic, humanistic, cognitive behavioral, and family systems approaches. Students should develop an eclectic understanding of these theories and of their relevance to the general discipline of mental health counseling. An understanding of basic Biblical and theological knowledge related to the Christian faith in general and the studentʹs personal faith in particular. This should include an ability to articulate the primary doctrines of the Church and the relation of their own faith to the major movements in the history of the Church and to contemporary theological debates. A knowledge of basic methods in the integration of Christian faith with the discipline of counseling, including a basic knowledge of contemporary philosophy of science, basic knowledge of the major ʺmodelsʺ for interrelating Christianity and counseling, and an understanding of the limited scope, respectively, of biblical revelation, theological declaration, and of psychological findings and theories.
8 Page 7 A basic understanding of and respect for the ethical standards of the profession (including the unique ethical dilemmas faced by Christian counselors), and the legal/economic issues that are shaping the field today. An understanding of basic options in research methodology and issues in their application in the applied clinical context. An understanding of the conceptual foundations of assessment in counseling and a basic familiarity with major assessment instruments and approaches suitable for masters level practitioners. Skills we hope to develop: Basic interpersonal skills, insightfulness, and self awareness that are necessary for the effective conduct of mental health interventions. Basic theory/paradigm based skills and techniques for developing and implementing change plans. (For instance, how reframing or family sculpting is done by a family counselor, how self management skills are taught by a behavioral counselor, or how a psychodynamically oriented counselor interprets transference and countertransference). Basic methodological analysis skills sufficient for the student to become a lifelong consumer of research who is able to think critically in the context of clinical practice. Skills at ethical analysis and decision making as needed in the professional world. Skills requisite to do assessment in counseling, including basic interviewing, observation and testing skills, decision making skills for the selection of psychological tests, and diagnostic skills. A commitment to and ability to benefit from supervision as well as the skills and confidence to work independently when appropriate. Values which we want to inculcate: Empathy and a profound understanding of the nature of human suffering. A respectful and nonjudgmental attitude toward all persons and valuing of that which brings them health and wholeness. A valuing of mental health work as an outreach of the individual Christian and of the church. A valuing of the work of the Holy Spirit through the church and the institutional ministry of the church. A commitment to oneʹs own personal growth toward spiritual and psychological maturity.
9 Page 8 Professional outcomes we hope to promote: Competent Practice as Mental Health Counseling Professionals as evidenced by: Obtaining Masters level licensure. Obtaining employment in relevant counseling and/or ministry position Modeling professional practice as service to the Church Providing mental health counseling service to the underserved (i.e. racial/ethnic minorities, elderly, children, poor) Engaging in clinical practice and ministry to the widest possible community throughout the world
10 Page 9 SECTION TWO: GENERAL INFORMATION
11 Page 10 ACADEMIC ADVISING A faculty adviser is assigned to each incoming master s student at orientation. Faculty advisers provide academic and career counseling, approve the student s semester registrations, and provide the opportunity for the student to develop a mentor relationship to guide her/him through the program. The student is strongly encouraged to meet with the adviser at least once each semester prior to the advance registration time. While the adviser is available to assist with planning, it is the student s responsibility to meet the requirements for the degree under the catalog of the year entered or a later edition. The student should be knowledgeable of the certification or licensure requirements of the state in which the student is likely to practice (see Licensing and Certification in this section). The Graduate Records Analyst of the Registrar s Office is the official auditor for the completion of all degree and graduation requirements. ACADEMIC CALENDAR The year s academic calendar is found online here: Calendar. A campus events calendar is also available online here: of Events. REGISTRATION Except for new incoming fall students, registration for each semester is completed during an advance registration period prior to the next semester: for fall the previous spring, for spring the previous fall. For the fall and spring advance registrations the Registrar s Office sends forms through the CPO system to each student. Failure to register during the advance time may result in a fee and/or the student being dropped from the program. For the summer registration that takes place also in the spring semester, the student must pick up the forms and schedule information from the Registrar s Office. Drop/Add Procedure Graduate students do not need faculty adviser signatures to drop, add, or drop and add courses. Consult the academic calendar in the catalog or current course schedule for deadlines. These indicate whether you can change your curriculum without tuition or grade penalties. It is the student s responsibility to be aware of these deadlines. There is a form for each of the three options mentioned above. The forms may be obtained from the Registrar s Office.
12 Page 11 Independent Study, Tutorials, and Seminars CMHC 695 Independent Study (1 4) is a course that, through the agreement of a faculty member, can be taken to: 1) complete credit deficiencies from transfers for required courses, 2) specialize in topics not offered in the curriculum, or 3) do advanced work not listed in the curriculum. The student discusses the request with the faculty member who would monitor the Independent Study. If the faculty member agrees to the study, the student completes an Application for Independent Study with the faculty s signature and a title for the course. This form allows the student to register for the Independent Study. It is a graded course. Meeting times, class attendance (if any), and requirements are established with the faculty member. Please note that some states may not allow for independent studies to fulfill required categories. If the student is trying to fulfill a licensure requirement through an independent study, it is the student s responsibility to check with the particular state to obtain information about meeting licensure requirements in this manner. The same form, Independent Study, is used to register for a Tutorial. The tutorial is for a regularly scheduled course that is taken on an individual basis. This is allowed under extraordinary circumstances that keep a student from taking the course at the regularly scheduled time. The curriculum also offers several sections of Psyc 893: Seminars in Advanced Topics, usually in the summer semester. Each section of Psyc 893 is a different topic and the courses offered may vary from summer to summer. Open to both M.A. and Psy.D. students, the Seminar is a one credit intensive two day workshop that requires advance preparation, complete attendance, and active participation in the workshop activities. It is a pass/fail course. No IP or INC grades may be given for these seminars. Cross Enrollment Course Policy Although the Masters Program in Clinical Mental Health Counseling has separate courses from the Marriage and Family Therapy (MFT) program and the Doctoral Program in Clinical Psychology (Psy.D.), courses in those programs may be of personal or professional interest to students. The policy for allowing students from either program to substitute or add courses from the other program is as follows: Students in the CMHC program may enroll for an elective course in the Psy.D. program or MFT program with permission of the instructor. This course will count as an elective for the program in which they are enrolled, and will not otherwise affect the degree requirements.
13 Page 12 PREREQUISITES The student is notified of any deficiencies in fulfilling undergraduate requirements upon acceptance into the M.A. Program. This is done via the Notification of Acceptance form that accompanies the acceptance letter. It is strongly recommended that once accepted into the program, incoming students complete as many of the program prerequisites as possible prior to matriculation. However, all prerequisites are to be made up by the end of the A quad fall semester. Failing to do so may impede the student from registering for additional classes until requirements are met. In addition, late registration may result in a financial penalty. An official transcript of those prerequisites completed outside of Wheaton College must be sent to the Registrar. The Graduate Records Analyst of the Registrarʹs Office maintains records of all completed graduate degree requirements, including the prerequisites. Students with little or no biblical or theological background may be asked to complete a biblical foundations course prior to or during the Fall semester of the first year of the program, as biblical/theological proficiency is an essential foundation for integrative thinking and practice. The student can explore various course options with Graduate Admissions, the MA Program Director, the Program Administrator, or their Advisor. Distance learning courses in Old Testament, New Testament, and Christian Theology are available for purchase at the college bookstore. COMMUNICATION WITHIN THE PROGRAM Being able to effectively connect with one another is very important, especially since there are five different programs within the psychology department undergraduate, three masters programs, and doctoral. Faculty Mailboxes and Student CPO Faculty and staff have a department mailbox just inside the departmental office (M230). Forms for their signature can be left in the mailbox and faculty will place it in the Grad Student Pick up box in M230 or pin it to their own bulletin boards. Response items for the Graduate Program Administrator should be placed in the appropriate mailbox in room M230. The Office Coordinator for Clinical Training has an in box in the office, M245, for response items that need to filed. Students are assigned a CPO mailbox upon entering the program. Students need to empty their CPO boxes frequently. Those not emptied within two weeks are automatically closed. Faculty Appointments Students are responsible for making their own appointments by signing up on the office hours posted outside the faculty member s office door, or by contacting the faculty by
14 Page 13 , phone, or in person. If you cannot make your appointment please leave a message as soon as you can. Please do not knock on faculty doors if closed unless otherwise instructed. Each student, faculty, and staff member has a Wheaton College address. It is the student s responsibility to check regularly as this is the primary means of daily department communication. If a student wants forwarded to an outside address, go to Computing at Wheaton for instructions on how to do this. The department uses only the Wheaton address for sending notices via . Voice Mail For Wheaton College extensions, the phone system allows one to leave voice messages. The Voice Mail System responds if there is no answer. Address and Home Phone Information It is very important to keep the college and the department informed of your current address and telephone information. To notify the college of an address change, please submit your student number, name and new address and phone number via to Please copy this to This effectively notifies the Psychology Department of your changes. Bulletin Boards There are three bulletin boards specifically for graduate psychology students. Program information, notices, and announcements are posted on the board in the east lounge area on the mezzanine. Copies of general memos sent to graduate students are usually posted on this lounge area board. Job information and conference information are posted on the board across from M245. The Graduate Psychology Student Association board is between M251 and M252. FACULTY LIBRARIES Faculty members do not routinely loan books from their personal libraries. Exceptions are sometimes made to this when a book is not otherwise available. Also, faculty members are usually willing to allow you to consult books in their library and use them either in their office or in the building. APA STANDARDS FOR PAPERS With specific regard to papers, please submit all written work in American Psychological Association (APA) format. This means that, unless otherwise instructed all papers should contain references that are to be presented in standard APA format. The APA manual, Publication Manual of the American Psychological Association (6th ed.), is
15 Page 14 available in the library or bookstore. Many of your texts are written in APA form and can serve as models. Please put a cover sheet and a title page on each paper. Do not include an abstract or table of contents for a coursework paper. If the length of the paper is over 3 pages, it is usually a good idea to use headings and subheadings. Also, please do not attach plastic covers to your paper as it invariably breaks open when the paper is being marked. All papers should be stapled at the top left corner. ADDITIONAL COURSE READINGS Faculty frequently assign readings from journal articles and/or book chapters that are not part of the textbooks used in class. Faculty may use Blackboard in order to give students access to this information. Each faculty member will give information about accessing Blackboard for their class. You may access Blackboard at CLASS ATTENDANCE Clinical Mental Health Counseling (CMHC) students are expected to attend all scheduled classes and labs. We understand that illness or family emergency may result in periodic missed classes, and students are responsible for securing class notes and handouts when they are unable to attend a given class. Inconsistent attendance or frequent absences can significantly impact grades. Consistent attendance of the Group Counseling Lab, Spring semester of the first year, is essential given the nature of this course. Students are expected to attend all group counseling sessions. More than two absences from Group Counseling will result in a grade of F. Students may petition the course instructor(s) and the CMHC Program Director in the case of absences extenuating from extreme circumstances. LEAVE OF ABSENCE Master s Degree Students are expected to complete all program requirements within the allotted time limits of their degree 5 years; however, they are not necessarily expected to maintain continuous enrollment throughout their course of study at Wheaton College. There is therefore no protocol for an approved leave of absence for students enrolled full or part time in a Master s degree program. Degree students who fail to register for one term (or two semesters and a summer session, consecutively, for modular students) must submit a Re enrollment Application. The Graduate Admissions Director and/or graduate program faculty will decide whether to approve, defer or deny re enrollment.
16 Page 15 VISITORS IN CLASSES Visitors may be welcome in some of our classes but only with prior permission of the instructor. Please do us the courtesy of coming to discuss the situation with us at least one day before the class and not surprising us by bringing a guest with you at the beginning of class. Also please try to understand when we indicate that some classes are not appropriate for guests. The presence of visitors may sometimes be inappropriate due to the experiential nature of some classes as well as the nature of the material under discussion in others. TEACHING ASSISTANTSHIPS A limited number of teaching assistantships are available to MA graduate students, usually second year, who desire to work in the Psychology Department. The duties include assistance in all phases of faculty preparation, assistance and collaboration with faculty research projects, and other work as needed. The positions are for a maximum of 10 hours of work per week for a 9 month period. If you are interested in applying for a position, complete an Application for Teaching Assistantships and submit it to the Program Administrator by May 1 st of the student s first year in the program. The Program Administrator coordinates the selection process performed by faculty. Students will be notified of selection before fall of the second year. CONFERENCE ATTENDENCE AND TRAVEL GRANTS Attending professional conferences such as the Mental Health and Missions Conference, American Counseling Association Conference, American Association for Christian Counselors Conference, or Christian Association for Psychological Studies Conference are great opportunities for the student to develop professionally. From time to time an opportunity may arise to make a presentation with faculty at a conference. Once annually, a M.A. student may receive up to $500 in expense advances from Wheaton College to cover expenses related to the conference (e.g. registration fees, travel, lodging) if the student is working with a faculty member on the project being presented and helps make the presentation. Additionally, the student may be required to staff a conference booth or pass out program materials as a condition of receiving an advance. The process to apply for the expense advance is to the Program Administrator with a request documenting the conference, conference dates, conference location, presentation title and faculty member name. Once approved, the request is forwarded to the Office Manager who submits the request for payment at the appropriate time. The Office Manager will contact the student when the advance arrives. The student will sign a release at the time the advance is given to the student.
17 Page 16 The student is responsible for keeping all original receipts related to the conference. Any receipts for food must be itemized. The Office Manager will orient the student to the expense reimbursement report which should be submitted within two weeks of the student s return from the conference. The student must return advances that exceed expenses. In the event that advances exceed expenses, the student must submit a check for that amount with the expense reimbursement report. The student is responsible for any expenses that exceed the advance. VOLUNTEER CLINICAL WORK If you are beginning the clinical mental health counseling program without prior counseling experience, we would urge you to consider doing a volunteer field placement or get work experience during the first year of your course of study. This exposure to clinical work will upgrade your qualifications when you apply for a practicum and/or internship since many of our practicum and internship settings prefer, or in some cases require, students who have had previous clinical experience. Our Director of Clinical Training may be able to provide you with some suggestions, but because the field placement is voluntary, you are responsible for procuring your own experience setting. PERSONAL GROWTH AND DEVELOPMENT COUNSELING All students are required to engage in individual personal growth and development counseling for a minimum of 8 hours while enrolled in the program prior to starting an internship. The faculty strongly believe that this is an essential part of the personal and professional development of anyone who desires to be a counselor. To avoid conflict of interest and role complications, faculty members do not work with current students for the type of in depth individual personal growth and development counseling which is required prior to internship. They will, however, provide brief personal counseling as well as academic advising. Your faculty advisor is available to assist you in finding a suitable counselor, or you may choose on one your own. If you need additional assistance in locating a counselor, the Psychology Department Office Manager (located in BGC #M230) can provide you with a list of counselors who are willing to provide 8 one hour sessions at the cost of $60 per session. To assist the cost of the required counseling sessions a course fee of $480 is applied to CMHC 624, Issues and Ethics in Professional Practice. These resources are paid directly to whatever counselor you choose at $60 per session. If you choose to work with a counselor that is not on the Psychology Department s counselor list you will need to
18 Page 17 provide the Psychology Department Office Manager with cost information in order for your counselor to be reimbursed. Disclaimer: Wheaton College does not have access to the privileged communication between you and your counselor, and assumes no responsibility for the quality of services you receive during your counseling experience. It is incumbent upon you, not Wheaton College, to verify the qualifications and integrity of the provider(s) you choose. Any agreements or contracts made for services are between you and these individuals, and NOT with Wheaton College. The College is NOT responsible for any content, outcome or advice related to your counseling sessions, and is NOT responsible for any loss or injury (psychological or physical), or breach of privacy sustained by your visits with these independent counselors. Overview LICENSING AND CERTIFICATION Students come to our program with many diverse plans and goals for their professional futures. Many desire to become licensed and practice as a professional counselor. The faculty and staff of the Wheaton College Master s Program in Clinical Mental Health Counseling are committed to providing the appropriate coursework and clinical requirements to enable students to obtain licensure and certification as mental health counselors. All students must understand from the beginning of their training, however, that becoming informed about, applying for, and obtaining a professional license or certificate is solely the responsibility of the student with the assistance of faculty and staff. NOTE: It is very important to keep copies of all your syllabi and clinical training records as they may be needed to verify the content of the curriculum or the internship experience to various licensing agencies. In the event that a syllabus or syllabi are lost, you may contact Judy Rostis, Office Manager, who will coordinate the reproduction of syllabi from the department s archive. This service will cost $.50/page plus the cost of postage. Counseling practice at the master s level is extremely diverse across the United States. Each state defines its own license and the requirements for those licenses. There is no reciprocity from state to state. It is important that students attempt to anticipate their future licensing needs. If you know of a state or several states where you are likely to want to move after completion of the program, your research into the licensure requirements in those states must begin in your first semester of the program (if not before). On several occasions students have discovered that a state s licensure requirements may differ from the department s graduation requirements in such areas as courses, practicum and internship hours, type of supervisor, etc. It is difficult to correct such problems after graduation.
19 Page 18 Resources Since the licenses in all of the states (and other countries) are always changing it is not possible for faculty to monitor the situation in states other than Illinois. Websites that are helpful in locating the various boards and licensing information are: American Counseling Association IL Department of Professional Regulations IL Mental health Counselors Assoc. IL Counseling Association National Board for Certified Counselors A copy of the current edition of Licensure Requirements for Professional Counselors: A state by state report, which outlines the counseling licensure requirements in all fifty states, is available in the Psychology Department office. Students may wish to photocopy the pages pertaining to the state or states where they intend to pursue licensure. We can also provide names of alumni of our program who live in a particular state and they can often be helpful in answering your questions about license and practice in that state. (We hope you will do the same someday.) We do monitor the requirements of the Licensed Clinical Professional Counselor (LCPC) license in Illinois and provide students with information that is as current as possible on obtaining licensure as a Clinical Professional Counselor. However, the State Licensing Boards ultimately determine eligibility, thus taking the recommended curriculum at Wheaton is not a guarantee of licensure. Licensure Information Books and study materials for the NCE exam are kept in the Clinical Training Office, M245, but they may not contain the most current information as licensure requirements change regularly from state to state. These may not be taken outside the premises. The most current licensure information should be found on the state web site under the department of professional regulation. Students should refer to the Student Clinical Training Handbook for more information on licensing. JOB OPPORTUNITIES AFTER GRADUATION It may seem a long way off, but very quickly you are going to find yourself beginning to wonder how you will be able to use your degree subsequent to graduation. M.A. in Clinical Mental Health Counseling Experiences of past graduates suggest that there are a great number of job possibilities open to M.A.ʹs in counseling. Graduates of our program have obtained professional counselor positions in community mental health centers, psychiatric hospitals, group
20 Page 19 homes, church based counseling centers, as well as a variety of other settings. A number have also been able to join the private practices of other mental health professionals or have pursued student development positions in Christian and public higher education. Note of caution: We would like to express some special concerns about graduates of the M.A. programs going into the private practice of counseling before they are licensed for independent practice. We believe that our graduates are well prepared to conduct counseling. The major asset they lack upon graduation is supervised clinical experience that can serve to really consolidate oneʹs skills and serve as a capstone to oneʹs training. We do not want a graduate of the program to be discouraged from seeking employment in a private clinic. What we are discouraging is the rapid establishment of independent practices. In the state of Illinois, graduates who have obtained an initial LPC license are not permitted to practice independently until they have completed 3360 hours of supervised clinical experience and obtained an LCPC license. Please recognize that the major issue under question is related to the independence of the provision of services rather than the private versus public nature of the services. COMMITTEE STRUCTURE The following committees have been established to carry out necessary administrative, supervisory, and evaluative functions within the Psychology Department. Some committees include student representatives determined jointly by the clinical faculty and the GPSA. Department Faculty Meetings Meetings of the entire department faculty are for colloquia, hiring, planning, and generally to facilitate group identity and communication matters that concern the department as a whole. Periodically, colloquia to which students are invited are scheduled throughout the year. Clinical Faculty Meetings Meetings of the core M.A. Clinical Mental Health Counseling faculty are scheduled to review graduate student progress at the end of each semester and to discuss concerns regarding clinical suitability as needed. Clinical Training Committee (CTC) Committee membership consists of two clinical Psy.D. faculty members, one CMHC faculty member, one MFT faculty member plus the Director of Clinical Training (DCT), who is chair of the committee. The Graduate Psychology Program Administrator is an ex officio member. One Psy.D. student who is at least Level III status may be elected by the doctoral student body to serve in an ex officio capacity as an advocate and representative of the student perspective. Faculty (except the DCT) serve on a rotating
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