1 Counselor Education Programs M.S. in School Counseling M.S. in Mental Health Counseling STUDENT HANDBOOK Effective Fall 2014 TOURO COLLEGE GRADUATE SCHOOL OF PSYCHOLOGY 50 West 23rd Street New York, NY Ph: (212) Fax: (212)
2 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 2 INTRODUCTION The handbook is intended to be a guide to students, informing them of their rights and responsibilities as well as institutional policies and procedures. It does not constitute a contract and therefore the College reserves the right to make changes at any time without prior notice. This edition replaces and supersedes all prior editions. Students are responsible for knowing and observing all regulations which may affect their status at the College. For this reason, they are expected to acquaint themselves with the contents of this Handbook and to read regularly the notices posted on the Touro website. ABOUT TOURO COLLEGE Touro College is a Jewish-sponsored non-profit institution of higher and professional education. Touro College was chartered in 1970 primarily to enrich the Jewish heritage, and to serve the larger American community. Approximately 19,000 students are currently enrolled in its various schools and divisions. Touro College has branch campuses, locations and instructional sites in the New York area, as well as branch campuses and programs in Berlin, Jerusalem, Moscow, Paris, and Florida. Touro University California and its Nevada branch campus, as well as Touro College Los Angeles and Touro University Worldwide, are separately accredited institutions within the Touro College and University System. For further information on Touro College, please go to: ACCREDITATION Touro College was chartered by the Board of Regents of the State of New York in June Touro College is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, Pennsylvania (Tel: ). The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the United States Secretary of Education and the Council for Higher Education Accreditation. This accreditation status covers Touro College and its branch campuses, locations and instructional sites in the New York area, as well as branch campuses and programs in Berlin, Paris, Jerusalem, Moscow, and Florida. Touro University California and its Nevada branch campus, as well as Touro College Los Angeles and Touro University Worldwide, are separately accredited institutions within the Touro College and University System, accredited by the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges (WASC), 985 Atlantic Avenue, Alameda CA (Tel: ). RESERVATION OF RIGHTS CLAUSE This Handbook represents the most up to date information with regard to the Programs in Counselor Education (School Counseling; Mental Health Counseling) described. It will be considered to be in effect until the publication of the next Handbook. However, the board of Trustees and Faculty of Touro College reserve the right to institute changes in Touro s programs and policies. Since information is updated constantly the student is advised to seek further clarification from appropriate administrative offices.
3 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 3 Touro College reserves the right to change rules, policies, fees and curricula without advance notice. In the event of any inconsistency or incompatible terms or provisions, such inconsistency shall be resolved by giving precedence in the following order or importance: (a) any executed agreement between the parties, (b) the specific policy then existing, and (c) this handbook. POLICY OF NONDISCRIMINATION Touro College treats all employees, students, and applicants without unlawful consideration or discrimination as to race, creed, color, national origin, sex, age, disability, marital status, genetic predisposition, sexual orientation or citizen status in all decisions, including but not limited to recruitment, the administration of its educational programs and activities, hiring, compensation, training and apprenticeship, promotion, upgrading, downgrading, demotion, downgrading, transfer, layoff, suspension, expulsion and termination, and all other terms and conditions of admission, matriculation, and employment. IMPORTANT NOTICE This Catalog contains only general guidelines and information. It is not intended to be comprehensive or to address all the possible applications of, or exceptions to, the policies and procedures of Touro. Some of the subjects described in this Catalog are covered in detail in official policy and procedure documents found online and elsewhere. You should refer to these documents for specific information, since this Catalog only briefly summarizes those policies. For that reason, if you have any questions concerning a particular policy or procedure, you should address your specific questions to the Office of Institutional Compliance. Please note that the terms of the full official policies are controlling in the case of any inconsistency. This Catalog is neither written nor meant to confer any rights or privileges on students or impose any obligations on Touro. No individual or representative of Touro (except the President) has the authority to enter into any agreement or understanding contrary to the above. This Catalog is written for informational purposes only and may contain errors. The policies, procedures and practices described herein may be modified, supplemented or discontinued in whole or in part, at any time with or without notice. All changes will be posted on the Touro website. Although we will attempt to inform you of any changes as they occur via the Touro address assigned to you upon activating your mytouro portal account, it is nevertheless your responsibility to keep current on all College policies, procedures and practices. Your assigned Touro address is the official method of contact for all such notices and for all Touro communication. Students are required to investigate for themselves as to whether the program they enroll in meets their personal, educational and career needs. Different jurisdictions have different licensing requirements and standards. While students may expend significant sums associated with higher education, successful completion of a course, program, or degree is dependent on many factors. The payment of tuition permits a student to register and take the courses and programs available and offered by the Touro school or program in which the student is enrolled. Acceptance in a school or program does not form the basis of a contract. Indeed a student s acceptance may be revoked if it is later learned, among other things, that his or her qualifications have been misstated or overstated, or there is some other omission or misrepresentation. Except as noted in the paragraph below, no contract rights exist or are established in the student- educational institution setting by and between Touro and the student. To this end, you waive and Touro disclaims any contract or liability for promises, assurances, representations, warrantees, or other statements made in its marketing or promotional materials, and makes absolutely no promises,
4 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 4 assurances, representations, guarantees, warrantees or other statements concerning our courses and programs and a student's academic success in them. Thus, you waive and Touro further disclaims any liability in tort in connection with any of the foregoing. In order for a degree to be earned, the required grades and grade point averages must be achieved and maintained, and all other requirements of the school and program must be fulfilled. These disclaimers are, in effect, covenants not to sue binding on students, and are tacitly agreed to by a student s matriculation or continued matriculation in our programs. Registration and matriculation at Touro after the issuance of this Catalog is consideration for and constitutes a student's knowing acceptance of the binding Alternative Dispute Resolution ("ADR") mechanisms (including binding arbitration) contained herein. Thus, any dispute, claim or controversy arising out of or related to your application, registration, matriculation, graduation or other separation from Touro and/or this Handbook, which is not resolved through Touro's internal mechanism shall be exclusively resolved through final and binding expedited arbitration conducted solely before the American Arbitration Association ("AAA"), or any successor in interest, in accordance with the AAA Rules then in effect. The location of the arbitration shall be at a convenient office on a Touro campus where the student is (or was last) affiliated. See "Arbitration of Disputes" provision for a more elaborate treatment.
5 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 5 TABLE OF CONTENTS HISTORY AND INTRODUCTION... 6 MISSION STATEMENT... 6 DESCRIPTION, PHILOSOPHY AND GOALS... 6 PROGRAMMATIC GOALS... 7 GOALS FOR THE MENTAL HEALTH COUNSELING PROGRAM PROFESSIONAL CERTIFICATION/LICENSURE TUITION AND FEES ACADEMIC YEAR WITHDRAWAL POLICY FINANCIAL AID REQUIREMENTS FOR COMPLETION OF THE COUNSELOR EDUCATION PROGRAMS INTERNSHIP/S General Guidelines Internship Eligibility General Requirements PLANS OF STUDY ATTENDANCE AND EXAMINATIONS GRADING Grade Definitions: Additional Grade Definitions Grade Point Average (GPA) Specific Grading Policies Grade Disputes SATISFACTORY ACADEMIC PROGRESS POLICY PROGRAM POLICIES Dress Code Academic Probation Academic Dismissal Appeal of Academic Dismissal REQUEST FOR STUDENT ACCOMMODATIONS FACULTY, ADMINISTRATION AND SUPPORT STAFF FOR PROGRAMS IN COUNSELOR EDUCATION 31 Administrative Faculty Full-Time Faculty Support Staff Field Experience Coordinators... 31
6 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 6 Graduate Programs in Counselor Education HISTORY AND INTRODUCTION The Graduate School of Psychology at Touro College was established in The Graduate School of Psychology currently offers programs leading to Master of Science degrees in School Psychology, Mental Health Counseling, School Counseling and Industrial/Organizational Psychology. MISSION STATEMENT M.S. in Mental Health Counseling The mission of the Master of Science in Mental Health Counseling Program of Touro College s Graduate School of Psychology is to help students develop into ethical and competent mental health counselors. Within the opportunities available to provide mental health services, students are encouraged to give back to underserved communities of need. As such, students will be prepared to provide a wide range of services like: assessment, individual, group, and family counseling, consulting, and advocacy within a variety of settings. M.S. in School Counseling The mission of the Master of Science in School Counseling Program of Touro College s Graduate School of Psychology is to help students develop into ethical and competent school counselors in K-12 settings. Within the opportunities available to provide school counseling services, students are encouraged to give back to underserved communities of need. As such, students will be prepared to provide a wide range of services like: life skills training, career and academic guidance, advocacy, consultation, and become leaders in their respective settings. DESCRIPTION, PHILOSOPHY AND GOALS The Counselor Education Department and its programs are rooted in community-based counselor training with a focus on research-based clinical strategies for helping clients in underserved schools and communities. Additionally, these concepts and skills are further developed through supervised fieldwork experiences (internships) in order to promote positive educational and behavioral environments for clients of all ages in underserved and underrepresented schools and communities. The primary goal of our counselor education program is to provide students with classroom and field-based experiences that will make them ready and able to meet the challenges of achieving state-mandated standards while recognizing that people of all ages learn and develop in differing ways. Each of our counselor education programs, Mental Health Counseling and School Counseling, consists of 60 semester hours of required coursework in the areas of assessment, diagnosis, research, prevention, intervention, report writing, counseling and consultation and multicultural issues. As part of their training, students in the counselor education programs are required to participate in fieldwork and related assignments. The programs may be completed in three years of full-time study. Some summer session coursework may be required.
7 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 7 The curriculum is sequenced with all of the knowledge-based coursework and knowledge-based examination to be completed prior to the internship stages and the skill-based learning to be completed through practice in the internship stages. While our Counselor Education programs are not accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), programmatic goals are aligned with the guidelines established by CACREP and the Office of the Professions of the New York State Department of Education. For more information on these guidelines please visit the following links: and The programs provide classroom and field-based experiences that prepare future counselors to be ready and able to meet the challenges of achieving state-mandated standards. Classes are scheduled in the evenings and some classes are offered online, making outside employment possible for students. In the internship experiences the student must be supervised by a certified school counselor (who is preferably also a licensed Mental Health Counselor) for the School Counseling program, or supervised by a licensed Mental Health Counselor (LMHC) for the Mental Health Counseling program (a licensed Clinical Social Worker or a licensed psychologist are also acceptable). Students must secure an internship site that meets the program requirements. All sites must be approved in advance by the field experience faculty coordinator. Additionally, each student must complete and submit a field placement contract and/or affiliation agreement, which are provided in the field experience handbooks. These documents must be signed by the student, site supervisor and field experience faculty coordinator. PROGRAMMATIC GOALS GOALS FOR THE SCHOOL COUNSELING PROGRAM Upon completion of the School Counseling program: Goal 1 - The graduate of the School Counseling program will demonstrate competency in the area of Counseling, Prevention, and Intervention a. The graduate will demonstrate self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. b. The graduate will demonstrate the ability to provide individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students. c. The graduate will design and implement prevention and intervention plans related to the effects of (i) atypical growth and development, (ii) health and wellness, (iii) language, (iv) ability level, (v) multicultural issues, and (vi) factors of resiliency on student learning and development. d. The graduate will demonstrates the ability to use procedures for assessing and managing suicide risk. e. The graduate will demonstrate the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate.
8 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 8 Goal 2 - The graduate of the School Counseling program will demonstrate competency in the area of Diversity and Advocacy a. The graduate will demonstrate multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. b. The graduate will advocate for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. c. The graduate will advocate for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. d. The graduate will engage parents, guardians, and families to promote the academic, career, and personal/social development of students. Goal 3 - The graduate of the School Counseling program will demonstrate competency in the area of Assessment a. The graduate will assess and interpret students strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. b. The graduate will select appropriate assessment strategies that can be used to evaluate a student s academic, career, and personal/social development. c. The graduate will analyze assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. d. The graduate will make appropriate referrals to school and/or community resources. e. The graduate will assess barriers that impede students academic, career, and personal/social development. Goal 4 - The graduate of the School Counseling program will demonstrate competency in the area of Research and Evaluation a. The graduate will apply relevant research findings to inform the practice of school counseling. b. The graduate will develop measurable outcomes for school counseling programs, activities, interventions, and experiences. c. The graduate will analyze and use data to enhance school counseling programs. Goal 5 - The graduate of the School Counseling program will demonstrate competency in the area of Academic Development a. The graduate will conduct programs designed to enhance student academic development. b. The graduate will implement strategies and activities to prepare students for a full range of postsecondary options and opportunities. c. The graduate will implement differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement.
9 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 9 Goal 6 - The graduate of the School Counseling program will demonstrate competency in the area of Collaboration and Consultation a. The graduate will have the ability to work with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school. b. The graduate will be able to locate resources in the community that can be used in the school to improve student achievement and success. c. The graduate will consult with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development. d. The graduate will use peer helping strategies in the school counseling program. e. The graduate will use referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families. Goal 7 - The graduate of the School Counseling program will demonstrate competency in the area of Leadership a. The graduate will participate in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. b. The graduate will have the ability to plan and present school counseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers). Goal 8 - The graduate of the School Counseling program will demonstrate competency in the area of Professional Development a. The graduate will know history, philosophy, and trends in school counseling and educational systems. b. The graduate will know roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school. c. The graduate will know professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling. d. The graduate will understand current models of school counseling programs (e.g., American School Counselor Association [ASCA] National Model) and their integral relationship to the total educational program. e. The graduate will understand the operation of the school emergency management plan and the roles and responsibilities of the school counselor during crises, disasters, and other traumacausing events. Goal 9 - The graduate of the School Counseling program will demonstrate competency in the area of Ethics The graduate will demonstrate the ability to apply and adhere to ethical and legal standards in School Counseling.
10 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 10 GOALS FOR THE MENTAL HEALTH COUNSELING PROGRAM Upon completion of the Mental Health Counseling program: Goal 1 - The graduate of the Mental Health Counseling program will demonstrate competency in the area of Counseling, Prevention and Intervention a. The graduate will be able to describe 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. b. The graduate will know the etiology, diagnostic process and nomenclature, treatment, referral, and prevention of mental and emotional disorders. c. The graduate will know the models, methods, and principles of program development and service delivery (e.g., support groups, peer facilitation training, parent education, self-help). d. The graduate will know the disease concept and etiology of addiction and co-occurring disorders. e. The graduate will understand the range of mental health service delivery such as inpatient, outpatient, partial treatment and aftercare and the clinical mental health counseling services network. f. The graduate will understand the principles of crisis intervention for people during crises, disasters, and other trauma-causing events. g. The graduate will know the principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning. h. The graduate will recognize the importance of family, social networks, and community systems in the treatment of mental and emotional disorders. i. The graduate will understand professional issues relevant to the practice of clinical mental health counseling. Goal 2 - The graduate of the Mental Health Counseling program will demonstrate competency in the area of Diversity and Advocacy a. The graduate will understand how living in a multicultural society affects clients who are seeking clinical mental health counseling services. b. The graduate will understand the effects of racism, discrimination, sexism, power, privilege, and oppression on one s own life and career and those of the client. c. The graduate will understand 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. d. The graduate will understand 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. e. The graduate will understand 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. f. The graduate will know public policies on the local, state, and national levels that affect the quality and accessibility of mental health services.
11 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 11 Goal 3 - The graduate of the Mental Health Counseling program will demonstrate competency in the area of Assessment a. The graduate will know 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. b. The graduate will understand various models and approaches to clinical evaluation and their appropriate uses, including diagnostic interviews, mental status examinations, symptom inventories, and psychoeducational and personality assessments. c. The graduate will understand 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. d. The graduate will be able to identify standard screening and assessment instruments for substance use disorders and process addictions. Goal 4 - The graduate of the Mental Health Counseling program will demonstrate competency in the area of Research and Evaluation a. The graduate will understand how to critically evaluate research relevant to the practice of clinical mental health counseling. b. The graduate will know models of program evaluation for clinical mental health programs. c. The graduate will know evidence-based treatments and basic strategies for evaluating counseling outcomes in clinical mental health counseling. Goal 5 - The graduate of the Mental Health Counseling program will demonstrate competency in the area of Diagnosis a. The graduate will know 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). b. The graduate will understand the established diagnostic criteria for mental and emotional disorders, and describe treatment modalities and placement criteria within the continuum of care. c. The graduate will know the impact of co-occurring substance use disorders on medical and psychological disorders. d. The graduate will understand the relevance and potential biases of commonly used diagnostic tools with multicultural populations. e. The graduate will understand appropriate use of diagnosis during a crisis, disaster, or other trauma causing events.
12 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 12 Goal 6 - The graduate of the Mental Health Counseling program will demonstrate competency in the area of Professional Development a. The graduate will understand the history, philosophy, and trends in clinical mental health counseling. b. The graduate will understand 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. c. The graduate will know the professional organizations, preparation standards, and credentials relevant to the practice of clinical mental health counseling. d. The graduate will understand a variety of models and theories related to clinical mental health counseling, including the methods, models, and principles of clinical supervision. e. The graduate will recognize the potential for substance use disorders to mimic and coexist with a variety of medical and psychological disorders. f. The graduate will become 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. g. The graduate will understand the management of mental health services and programs, including areas such as administration, finance, and accountability. h. The graduate will understand the impact of crises, disasters, and other trauma-causing events on people. i. The graduate will understand the operation of an emergency management system within clinical mental health agencies and in the community. Goal 7 - The graduate of the Mental Health Counseling program will demonstrate competency in the area of Ethics The graduate will demonstrate the ability to apply and adhere to ethical and legal standards in Mental Health Counseling as well as understand ethical and legal considerations specifically related to the practice of Clinical Mental Health Counseling. PROFESSIONAL CERTIFICATION/LICENSURE M.S. Program in School Counseling: Upon successful completion of the 60-credit program, students will be eligible to apply for a provisional School Counseling certificate in New York State. (Permanent certification usually requires two years of post-master s experience in a school setting). M.S. Program in Mental Health Counseling: Upon successful completion of the 60-credit program, students who wish to apply for licensure as Mental Health Counselors in New York State must secure placement for 3,000 post- Master s hours of training and, upon completion of these post-master s hours, must pass the National Clinical Mental Health Counseling Examination (NCMHCE). Students who wish to engage in the practice of School Counseling or Mental Health Counseling outside of New York State should familiarize themselves with the requirements of those venues. Some states may require additional coursework and may impose alternative or additional requirements. Please also
13 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 13 visit the National Board of Certified Counselors (www.nbcc.org) for information on different national counselor education certification options. TUITION AND FEES ACADEMIC YEAR Tuition $1,750 per course (M.S. in School Counseling) $1,750 per course (M.S. in Mental Health Counseling) Application Fee Administrative Fee Late Registration Fee Transcript Fee Technology Fee $50 (non-refundable) $100 per semester (non-refundable) $50 per semester $10 per transcript $50 Fall & Spring Graduation Fee $200 Returned Check Fee $40 Tuition and fees are set annually by the Board of Trustees and are subject to review and change without further notice. Students should anticipate expenses of up to $800 for preparation materials for certification and/or licensure, examination fees, and certification or licensure application fees. WITHDRAWAL POLICY In the event you wish to drop any or all classes, please be sure to speak to your Bursar representative before doing so. In accordance with the withdrawal policy, dropping classes or nonattendance may result in a tuition liability and all or partial loss of Financial Aid. Please contact Mr. Nelson Diaz (Ph: x 5751) TUITION REFUND SCHEDULE Students wishing to withdraw from the college must contact the Office of the Registrar. When withdrawing from ALL classes, the following tuition refund schedule will apply: Before the beginning of the classes: 100% of tuition During the first week of classes: 90% of tuition During the second week of classes: 75% of tuition During the third week of classes: 50% of tuition During the fourth week of classes: 25% of tuition After the fourth week of classes: No refund
14 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 14 Please contact the Bursar Office if you have any Bursar related questions. BURSAR S OFFICE Please contact Nelson Diaz concerning Bursar issues. By Phone (212) x 5751 By FINANCIAL AID Matriculated students may also apply for a subsidized or unsubsidized loan. The loan may be subsidized or unsubsidized or a combination of both. A free Application for Financial Aid (FAFSA) is required before applying for a Stafford Loan. Transcripts are also required from all postsecondary institutions that a student attended. This transcript is mandatory regardless of whether financial aid was received at the institution(s) attended or not. For more information, please contact Naomie Ganthier (Ph: x 5322) through the Office of Financial Aid.
15 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 15 REQUIREMENTS FOR COMPLETION OF THE COUNSELOR EDUCATION PROGRAMS A. Program: The program may be completed on a full-time, 3 year schedule. Students requesting to complete the program in more than 3 years must obtain written permission from the Program Director. The program must be completed in the sequences outlined on the respective plans of study (on the next pages). B. Grade Point Average: Students must maintain a B (3.0) grade point average in order to remain matriculated in the program as well as to continue receiving financial aid. C. Seminars: In accordance with New York State law, all Mental Health Counseling graduates are mandated to provide documentation that they have completed seminars in Child Abuse Identification and Reporting. Before receiving certification, School Counseling graduates must provide documentation that they have completed the following seminars: (a) Training in Harassment, Bullying and Discrimination Prevention and Intervention: The Dignity for All Students Act (DASA), (b) Child Abuse Identification and Reporting (c) School Safety/Violence before receiving certification. For further information and/or to register for these required seminars please contact Jessica Flores at x D. Culminating Experience-Professional Performance-Based Portfolio: All students in their internship year will be required to prepare a Professional Performance-Based Portfolio for submission to the faculty. The requirements of the portfolio include: a) Table of Contents, indicating which standard(s) each work sample and reflection corresponds (see Programmatic Goals). b) Personal Statement, including description of current professional accomplishments, explanation of how they correspond to programmatic Goals, and statement of long term professional goals. c) The student s current resume or CV. d) A summary page at the beginning and end of each section. E. Student Professional Behavior: Students must demonstrate professional academic and work characteristics including ethical and professional conduct. All students must follow the ACA Ethical Code found at: The Touro College and University System Academic Integrity Policy can be found at: F. Requirements to Advance to Internship(s): Students must successfully complete all coursework prior to starting the internship. All courses require a minimum grade of B. The cumulative GPA of 3.0 must be maintained to remain in good academic standing. Please refer to the grading policies section for more specific details. G. Continuity of Study: Students wishing to return to the program after a leave of absence or other break in continuity must first obtain the written approval of the Program Director. The student may be required to repeat outdated coursework or meet additional requirements to ensure that the student s competencies are maintained.
16 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 16 INTERNSHIP/S General Guidelines All internship sites must be approved by the program chair prior to the start of a student s formal internship experience. Touro College will assist students in finding placements but is not responsible for securing a placement for any individual student. Internship Eligibility Students are encouraged to begin applying for internships beginning approximately one year before the experience will commence. Interns must maintain logs documenting the days and hours spent at the internship site and summarizing the student s responsibilities at the internship site. These logs must be signed by the student s supervisors and submitted to the Internship course instructor every month. Electronic logs are acceptable provided they are sent from the supervisor s address. Students will receive credit for the internship placement only if signed logs are submitted on time. Students interview for internships during the academic year prior to the internship. Application requirements and deadlines vary from site to site. There are a limited number of highly competitive internships available with the New York City Department of Education and in facilities approved by the New York State Office of Mental Health. Additional details on internships and the application process are available through the Program Director. During the internship experience, students continue to receive college-based supervision and be introduced to new materials. General Requirements 1. Regular attendance at internship meetings on campus. 2. Case presentation (40% of the course grade). Information about the case presentation is available under course documents in the online shell (Blackbaord). Students are expected to present their case to the class and include a PowerPoint presentation. Case Grading Rubric Analysis of key areas Grammar and use of language PowerPoint presentation and handouts to students Poor = points Good = points Excellent = points The case assignment did The case assignment The case assignment not fully address all the included responses for all included responses to all key key areas of the key areas but these were areas and fully addressed all assignment not sufficiently developed assignment questions Poor = 6 points Good = 8 points Excellent = 10 points The paper included The paper included a few grammatical and spelling grammatical errors and errors and was not clear was generally clear The paper was clearly written with no grammatical errors Poor = 3 points Good = 5 points Excellent = 7 points The student did not The PowerPoint include either a presentation and handouts PowerPoint presentation to students were not or handouts to students sufficiently developed The PowerPoint presentation and handouts to students were excellent
17 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS Conference Call During the semester a conference call will be scheduled between the internship instructor, the student, and the site supervisor. The call will last about 15 minutes and will have the following agenda: Review the goals of the internship course and the student s progress in meeting these goals. Work to resolve any difficulties experienced at the internship site. Encourage a close working relationship between the student, site supervisor, and Touro internship instructor. Clarify Touro College s expectations of the internship experience. 4. Completion of all internship forms including the supervisor evaluation of student performance, counseling completion form, student site evaluation form, student evaluation of supervisor form, and logged hours form. Submission of these forms is required for successful completion of the internship course. Supervisor evaluation of student performance form, the form is an evaluation by the site supervisor of the student s performance during the internship, signed by both the supervisor and the student. Counseling completion form, signed by the supervisor, documenting the number of hours the student completed at the site. Student site evaluation form, on which the student evaluates the site. Student evaluation of supervisor form, on which the student evaluates the supervisor s performance. Logged hours form (10% of the grade), documenting the student s activities at the internship site, by day and hours worked, and type of activity: for example, direct client hours, supervision hours, time spent completing paperwork, and other assigned activities. 5. Site Supervisor Evaluation (50% of the course grade). PLANS OF STUDY The following are the courses of study required for completion of the M.S. in School Counseling or the M.S. in Mental Health Counseling at Touro College. These programs are offered full-time (3 year). Completion of 20 courses (60 credits) and required seminars leads to the M.S. degree. All Mental Health Counseling graduates must provide documentation that they have completed seminars in Child Abuse Identification and Reporting. Graduates of the M.S. in School Counseling must provide documentation that they have completed seminars in: (a) Training in Harassment, Bullying and Discrimination Prevention and Intervention: The Dignity for All Students Act (DASA), (b) Child Abuse Identification and Reporting (c) School Safety/Violence. Full course descriptions are located at the end of this handbook.
18 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 18 M.S. IN SCHOOL COUNSELING THREE-YEAR FULL-TIME PLAN OF STUDY SPRING (YEAR 1) PSY 631: Counseling Families of Exceptional Children FALL (YEAR 1) EdPs 620: Child Development EdSE 640: Assessment of Individual Differences in General Education and Special Education: A Socio- Cultural Perspective SC 641: Academic Functioning: Educational Intervention PSY 636: Appraisal in Child and Adolescent Counseling I PSY 678: Life Style and Career Development SC 682: Contemporary Issues in School Counseling I SUMMER (YEAR 1) PSY 688: Perspectives in Risky Behavior in School Aged Children: Violence, Sex and Sexually Transmitted Diseases SC 676: School and Community Relations SC 683: Contemporary Issues in School Counseling II FALL (YEAR 2) PSY 637: Appraisal in Child and Adolescent Counseling II SC 658: Legal and Ethical Issues in School Counseling PSY 632: Multicultural Counseling FALL (YEAR 3) SC 656: Organization & Administration of School Counseling Services SC 652: Advanced Issues in Vocational Counseling SPRING (YEAR 2) SC 648: Classroom Management: Students as Change Agents PSY 670: Best Practices in Crisis Intervention SC 654: Topics in Educational Psychology PSY 680: Group Dynamics SPRING (YEAR 3) *Exit Examination SC 687: Internship * The Exit Examination must be taken prior to starting the internship. M.S. IN MENTAL HEALTH COUNSELING THREE YEAR FULL-TIME PLAN OF STUDY SPRING (YEAR 1) EdPs 620: Child Development MNH 640: Legal and Ethical Issues in Counseling MNH 681: Psychopathology PSY 688: Perspectives in Risky Behavior in School Aged Children: Violence, Drugs and Sexually Transmitted Diseases *(Comprehensive Written Examination) FALL (YEAR 1) MNH 600: Foundation of Mental Health and Counseling and Consultation MNH 611: Essentials of Measurement, Evaluation and Research Analysis MNH 630: Individual and Group Counseling FALL (YEAR 2) MNH 662: Adult Life and Aging MNH 683: Assessment and Appraisal of Individual, Couples, Families and Groups MNH 702: Integrating Evaluation and Report-Writing Skills for Mental Health Counselors MNH 707: Professional Orientation FALL (YEAR 3) **(Exit Examination) MNH 770: Internship I SUMMER (YEAR 1) PSY 678: Life Style and Career Development MNH 638: Assessment and Clinical Evaluation in Addiction Counseling PSY 636: Appraisal in Child and Adolescent Counseling I SPRING (YEAR 2) MNH 691: Counseling the Culturally Diverse, Theory and Practice MNH 692: Group Psychotherapy and Counseling NMH 693: Trauma and Crisis Intervention NMH 694 Contemporary Issues in Family Therapy SPRING (YEAR 3) MNH 771: Internship II *The Comprehensive Written Examination I will be given halfway through the program and will be administered onsite at The Graduate School of Psychology. ** The Exit Examination must be taken prior to starting the internship.
19 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 19 ATTENDANCE AND EXAMINATIONS Students are expected to attend each lecture and laboratory session on a regular basis and to complete assignments in a timely fashion. Excessive absence or failure to complete assignments may lead to a grade of F and loss of financial aid. Each class meets for 12 weekly sessions. If the class includes a final examination, there will be a 13 th weekly session for the examination. The examination will be given at the usual day and time of the class meeting and in the same room in which the class normally meets, unless otherwise specified by the instructor. Students must take comprehensive examinations: a Comprehensive Written Examination administered at The Graduate School of Psychology midway through the program (only for the students enrolled in the M.S. in Mental Health Counseling program) and an Exit Examination administered at The Graduate School of Psychology (for students enrolled in both programs) taken after completing all coursework and prior to starting the internship. GRADING Grade Definitions: A A A B B B C C C D F 0-64 Additional Grade Definitions P = Pass INC - Student did not complete all coursework and received the instructor s permission to complete course requirements (see below for details) within a specified time period. W - After the second week, and through the eighth week, students may officially drop a course with the notation of W on the transcript. To drop a course, the student must complete an add-drop form in person and submit it to the Registrar. Because dropping courses can affect financial aid, students are urged to consult with a Financial Aid officer prior to dropping a course.
20 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 20 WU A students who stops attending a course during the first eight weeks of the semester but does not follow official withdrawal procedures will receive a grade of WU for the course. A students who stops attending after the first eight weeks will receive a letter grade for the course; in many cases, this will be an F. WNA - Student never attended class. Not included in calculating the student s GPA. Grade Point Average (GPA) The GPA is obtained by dividing the total number of quality points earned by the total number of course credits attempted. Specific Grading Policies The following grading policies are in effect as of the Fall 2014 Semester: 1) Grades of B and above are considered to meet generally accepted standards of successful graduate work. Students are required to maintain a cumulative GPA of B (3.0) or better in order to remain in good academic standing. 2) Students MUST complete all coursework in their respective counselor education programs before being allowed to take the internship. 3) Students must retake any course for which they earn a grade of B- or lower. Students who earn less than a Bin the retaken course may be dismissed from the program. 4) Students may repeat NO MORE than two (2) courses in the full program, and no course may be repeated more than once. 5) When passed courses (i.e., courses with grades other than F) are repeated, only the second (repeat) grade is calculated into the student s GPA. The original grade remains on the student s transcript, but the credit value for the earlier course is reduced to 0. 6) The grade of Incomplete (INC) may be given only in unavoidable circumstances, and only when the student s whose work in the course is otherwise satisfactory. a) A grade of INC must be requested from the instructor prior to the last class session of the course or the due date of the final assignment, whichever comes first. After that point, any such request requires the approval of the Program Director and the Dean of the Graduate School of Psychology. b) In order to receive a grade of INC, the student must make a written agreement with the instructor specifying the work that is to be completed and the date by which it must be completed, and file a copy of that agreement with the Program Director. Students are allowed a maximum of three weeks to complete the coursework related to grades of INC. After two semesters, a grade of INC is automatically converted into an F c) Students may not begin Internship until all INC grades are resolved. d) A student may carry no more than one grade of INC on his or her academic record at any time. Students with two or more such grades may not register for subsequent semesters until at least one of the INC grades has been satisfactorily resolved.
M.S. in Industrial-Organizational Psychology Program STUDENT HANDBOOK Effective March 2015 TOURO COLLEGE GRADUATE SCHOOL OF PSYCHOLOGY 65 BROADWAY NEW YORK, NY 10006 Ph: (212) 742-8770 X 2457 TOURO COLLEGE
STANDARDS FOR CLINICAL MENTAL HEALTH PROGRAMS Courses are designated that meet each of the standards. The course objectives found within each of the syllabi indicate standards being met. CORE AREAS CURRICULAR
Graduate Counseling Programs 2013-14 Student Handbook Department of Psychology Table of Contents 2 4 Mission Statement & Objectives 4 CACREP Standards 4 Common Core Curricular Areas 7 Clinical Mental Health
CLINICAL REHABILITATION COUNSELING Students who are preparing to work as rehabilitation counselors will demonstrate the professional knowledge, skills, and practices necessary to address a wide variety
MS Program In School Psychology STUDENT HANDBOOK Effective Spring 2015 TOURO COLLEGE GRADUATE SCHOOL OF PSYCHOLOGY gsp.touro.edu email@example.com TOURO COLLEGE SCHOOL PSYCHOLOGY MASTERS HANDBOOK
INTRODUCTION When a program applies for CACREP accreditation, it is evidence of an attitude and philosophy that program excellence is a fundamental goal. Accreditation entails assessing a program s quality
STANDARDS FOR SCHOOL COUNSELING PROGRAMS Courses are designated that meet each of the standards. The course objectives found within each of the syllabi indicate standards being met. CURRICULAR STANDARDS
Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate
STANDARDS FOR ADDICTIONS PROGRAMS Courses are designated that meet each of the standards. The course objectives found within each of the syllabi indicate standards being met. CORE AREAS CURRICULAR ACTIVITIES
UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs
THE ACADEMIC UNIT SECTION I THE LEARNING ENVIRONMENT: STRUCTURE AND EVALUATION M. For any calendar year, the number of credit hours delivered by noncore faculty must not exceed the number of credit hours
Master of Science Interdisciplinary Studies in Biological and Physical Sciences Harlem Campus STUDENT HANDBOOK Effective July 1, 2015 1 Mission Statement The Touro College of Osteopathic Medicine is committed
Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling
Advanced Certificate in Mental Health Counseling Program Overview The program at St. John Fisher College educates students to provide therapeutic mental health interventions in the community. This program
1 Site Supervisor Handbook For Practicum and Internship Master of Science in Education With a Major in Clinical Mental Health Counseling Counselor Education Program University of Tennessee at Martin Department
Counselor Education Program Mission and Objectives Our Mission The LSU Counselor Education program prepares students to function as professional counselors in a variety of human service settings such as
M.A. Clinical Mental Health Counseling 2014-2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version.
` University of Wisconsin-Stout Master of Science In Clinical Mental Health Counseling Student Handbook 1 INTRODUCTION This handbook is designed to provide students in the UW-Stout M.S. Clinical Mental
II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process
CHAPTER 91 GRADUATE PROFESSIONAL COUNSELOR 9100 GENERAL PROVISIONS 9100.1 This chapter shall apply to applicants for and holders of a license to practice as a graduate professional counselor. 9100.2 Chapters
Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Dr. Peggy Whiting, Coordinator Counselor Education Program Program Telephone: (919) 530-6182 Fax: (919) 530-5328
Wisconsin Department of Safety and Professional Services Division of Policy Development 1400 E. Washington Ave PO Box 8366 Madison WI 53708-8366 Phone: 608-266-2112 Web: http://dsps.wi.gov Email: firstname.lastname@example.org
Course offerings and Descriptions CED Counseling and Educational Development Courses 506 Institutes in Education (1-3) Practicum or workshop experiences to focus on issues, problems, or approaches in the
The Counselor Education and School Psychology Department regularly and systematically evaluates its programs for the purposes of ensuring student success, alignment with licensure and certification standards,
MASTER S DEGREE IN PROFESSIONAL COUNSELING 2009-2010 http://pc.ed.utah.edu/ UPDATED: JUNE 1, 2009 Professional mental health counselors facilitate the growth and development of individuals, families, and
Master of Arts in Psychology Introduction This handbook describes the major milestones, program regulations and requirements that students will encounter as they complete the Master s program in Psychology
Master of Science in Mental Health Counseling Comprehensive Assessment Plan Updated Spring 2014 VU MSMHC Assessment Plan Table of Contents Viterbo University and the Clinical Mental Health Counseling Program...
ADMISSION REQUIREMENTS BY PROGRAM MASTER OF ARTS IN COUNSELING Candidates for admission to the Master of Arts in Counseling program must meet the following criteria: 1. Have earned an undergraduate degree
University of North Georgia Site Supervisor Practicum & Internship Handbook Clinical Mental Health Counseling 82 College Circle 221 Barnes Hall Dahlonega, GA 30597 (706) 864-1444 Northgeorgia.edu/counseling
Draft #1 of the 2016 CACREP Standards Posted September 1, 2012 Public Comment period ends January 15, 2013 1 SECTION I: THE LEARNING ENVIRONMENT The following Standards apply to all entry-level and doctoral
TOURO COLLEGE LOS ANGELES ISRAEL OPTION The Touro College Los Angeles Israel Option Touro College Los Angeles (TCLA) recognizes the centrality of Israel in the historical and contemporary Jewish experience.
Brooklyn College of the City University of New York Department of School Psychology, Counseling and Leadership School Psychologist Graduate Program Room 1107 James Hall 2900 Bedford Avenue Brooklyn, New
Stephen F. Austin State University Department of Human Services School Counselor Education Program Information Packet Revised January 2016 1 THE DEPARTMENT OF HUMAN SERVICES Stephen F. Austin State University,
Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised
Draft #2 of the 2016 CACREP Standards 1 SECTION I: THE LEARNING ENVIRONMENT The following Standards apply to all entry-level and doctoral level programs for which accreditation is being sought unless otherwise
STUDENT HANDBOOK Valdosta State University School Counseling Program M.Ed/Ed.S www.valdosta.edu/schc 2012-2013 Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 The Official
School Counseling Internship Manual 1 Internship Manual Master s Degree in School Counseling Professional Counseling Program Revised August, 2012 School Counseling Internship Manual 2 GRADUATE INTERNSHIP
SPECIALIST-LEVEL PROGRAM IN SCHOOL PSYCHOLOGY INFORMATION PACKET FOR PROSPECTIVE STUDENTS Updated: October 2013 College of Social Justice and Human Service Department of School Psychology, Higher Education
M.A. Counseling Psychology 2015 2016 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version. 2) Policies
Counseling Student Handbook Auburn Montgomery School of Education Department of Counselor, Leadership and Special Education September 16, 2014 TABLE OF CONTENTS Area Description... 3 Master of Education
Counseling Psychology, M.Ed. 1 Counseling Psychology, M.Ed. COLLEGE OF EDUCATION (http://www.temple.edu/education) About the Program The Counseling Psychology program offers a 60-credit master's degree
MATRIX: CURRICULAR EXPERIENCES FOR MARRIAGE, COUPLE, AND FAMILY COUNSELING PROGRAM All marriage, couple, and family counseling program students are required to take courses within this matrix and therefore
MASTER OF SCHOOL OF Program Delivery The MSW Program accepts students as full-time or part-time students to begin in fall or spring semesters. Students entering with a degree other than the BSW must complete
2014-15 Spring 2015 Master of Arts in counseling degree programs Handbook And Certificates of Graduate Study School of Psychology & Counseling 1000 Regent University Drive Virginia Beach, VA 23464 regent.edu/acad/schcou
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: FROM: Higher Education Committee P-12 Education Committee John L. D Agati Charles A. Szuberla, Jr. SUBJECT:
PROGRAM OBJECTIVES The Counseling and Educational Psychology Department (CEPY) offers Masters Degrees in School Counseling (SC), Mental Health Counseling (MHC), and Human Services with an emphasis in Student
"One of America s Great Metropolitan Research Universities" DEPARTMENT OF COUNSELING, EDUCATIONAL PSYCHOLOGY AND RESEARCH The College of Education The University of Memphis Memphis, TN 38152 (901) 678-2841
Stephen F. Austin State University Department of Human Services Clinical Mental Health Counselor Education Program Information Packet Revised January 2016 THE DEPARTMENT OF HUMAN SERVICES Stephen F. Austin
Counselor Education Courses (COUNSED) COUNSED 690 Workshop 1-3 u COUNSED 691 Travel Study 1-3 u COUNSED 696 Special Studies 1-3 u COUNSED 712 Foundations of Clinical Mental Health Counseling 3 u This course
This program offered by College of Arts & Sciences Program Description The mission of the Webster University graduate professional counseling degree program is to provide high-quality learning experiences
CPSY 585 School Psychology Practicum, 1 COURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling Course Name Practicum in School Psychology Course Number CPSY 585 Term
University of Connecticut Educational Psychology Department Policy Handbook for Students and Advisors GRADUATE PROGRAM IN COUNSELING Revised 2012 MISSION STATEMENT The mission of the University of Connecticut
The University of Alabama Rehabilitation Counselor Education Information for Prospective Students Thank you for your interest in the Rehabilitation Counselor Education (RCE) program at The University of
1 Western Kentucky University Department of Counseling and Student Affairs P-12 School Counseling Program Practicum and Internship Manual Introduction Practicum and Internship provide for the application
PLYMOUTH STATE UNIVERSITY Addictions & Related Disorders (CRN: 30044) CO-5720.01 Instructor: Robert A. Ulman, LCMHC, MLADC Work Site: The Plymouth State University Counseling & Human Relations Center Office
MASTER S IN PROFESSIONAL COUNSELING 2007-2008 THE COUNSELING PROFESSION Professional mental health counselors facilitate the growth and development of individuals, families, and groups. The helping relationship
Georgia Regents University M.Ed. Counselor Education Program Information for Prospective Students The Counselor Education Master of Education (M.Ed.) degree graduate program at Georgia Regents University
Certificate Program in Family and Relationship Therapy Guidebook Revised 08/12/14 Program Objectives: Certificate Program in Family and Relationship Therapy The Certificate Program in Family and Relationship
Counselor Education Courses (COUNSED) COUNSED 690 Workshop 1-3 u COUNSED 691 COUNSED 696 Special Studies 1-3 u COUNSED 718 Principles Of Counseling 3 u Principles of the roles and functions of professional
Alcohol and Drug Counseling Certificate Program ALCOHOL AND DRUG COUNSELING CERTIFICATE PROGRAM The Program The Alcohol and Drug Counseling Certificate Program is designed to help individuals acquire the
West Virginia University 1 Special Education Degrees Offered Master of Arts in Special Education Doctor of Education with a major in Special Education MASTER OF ARTS IN SPECIAL EDUCATION OVERVIEW The graduate
PreK 12 Practicum and Internship School Counseling Overview Counseling and Development Program Mission Statement The Counseling and Development program is committed to prepare counselors who promote the
MASTER OF SCIENCE IN PASTORAL CARE AND COUNSELING Recognizing that the field of pastoral care and counseling requires both general common course work, as well as a concentration in one s particular area
MASTER OF SCIENCE (MS) IN COUNSELING AND PSYCHOLOGICAL SERVICES I: Steps to becoming a licensed mental health counselor Apply to the program. Admissions information can be found at salemstate.edu/graduate.
SCHOOL COUNSELING PROGRAM Counseling and Human Services Department University of Scranton Julie A. Cerrito, Ph.D., NCC, NCSC Kevin Wilkerson, Ph.D., NCC, ACS Co-Director, School Counseling Program Co-Director,
Masters of Science in Clinical Psychology: MFT & LPCC Program Information Packet Department of Psychology One Washington Square San Jose CA 95192-0120 psych.sjsu.edu/grad/clinical Dear Prospective Student,
JACKSON STATE UNIVERSITY DEPARTMENT OF SCHOOL, COMMUNITY AND REHABILITATION REHABILITATION COUNSELING PROGRAM NATURE AND SCOPE Jackson State University in cooperation with the U.S. Department of Education,
Requirements for Grandparented Licensure as Licensed Professional Clinical Counselors (LPCCs) by Mary Riemersma, Former Executive Director The Therapist November/December 2009 Revised August 2011 The following
Course Catalog 2011-2012 Lewis & Clark Graduate School of Education and Counseling http://docs.lclark.edu/graduate/ Catalog 2011-12 Disclaimer Lewis & Clark College reserves the right to withdraw courses
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: FROM: Higher Education Committee P-12 Education Committee John L. D Agati Charles A. Szuberla, Jr. SUBJECT:
College of Education M.Ed. COUNSELING AND GUIDANCE School Counseling and Community Counseling The Counseling and Guidance Program prepares qualified counselors who can work with diverse populations and
CED 766 Psychopathology & Wellness Models in Counseling Counselor Education Program University of Nevada, Las Vegas FALL 2014 Instructor Dr. Randy Astramovich, Ph.D., NCC, NCSC Associate Professor National
SOUTHEAST MISSOURI STATE UNIVERSITY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND COUNSELING Title of Course: Addictions Counseling (3 cr) Course No. CP 661 Revised Spring 2012 Semester: Instructor: Office:
Augusta University Counselor Education Program Information for Prospective Student (M.Ed.) The Counselor Education Master of Education (M.Ed.) degree graduate program at Augusta University prepares students
HAWAII PACIFIC UNIVERSITY PROGRAM OVERVIEW DEPARTMENT OF PSYCHOLOGY MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING The Clinical Mental Health Counseling Master s Degree Program (CMHC-MA) is a post-baccalaureate
136 / Graduate Catalog 2015-2016 Chapter 2 Counselor Education http://epse.ehs.siu.edu/ COLLEGE OF EDUCATION AND HUMAN SERVICES Graduate Faculty: Asner-Self, Kimberly K., Associate Professor, Ed.D., George
MASTER S STUDENT HANDBOOK CLINICAL MENTAL HEALTH COUNSELING CLINICAL MENTAL HEALTH COUNSELING WITH COUPLES AND FAMILY THERAPY (LMFT) LICENSURE ONLY OPTION SCHOOL COUNSELING (K-12) PROFESSIONAL COUNSELING
12-11-2013 1 Graduate Programs in Educational Leadership Overview and Frequently Asked Questions (FAQs) Department of Counseling, Leadership, Literacy and Special Education Lehman College of the City University
St. Catherine University 1 Master of Library and Information Science (MLIS) Mission The Master of Library and Information Science (MLIS) program at St. Catherine educates students in the principles, practices
Adler Graduate School 1550 East 78th Street Richfield, MN 55423 Course Syllabus AGS Course 521.1 Values, Ethics & Legalities in School Counseling 1. Course Designation and Identifier 1.1 Adler Graduate
Education Standards For Education Programs Providing Post Master s Art Therapy Master s Degrees Effective Date: January 1, 2008 MISSION STATEMENT The, Inc. (AATA) is an organization of professionals dedicated
graduate academic policies and procedures These pages contain information on policies, procedures, and regulations that are specific to graduate study at Columbia College Chicago. Students should check
VCU 1 SOCIAL WORK, MASTER OF (M.S.W.) WITH A CONCENTRATION IN ADMINISTRATION, PLANNING AND POLICY PRACTICE Program accreditation Council on Social Work Education Program goal The VCU School of Social Work
Doctoral Program in Educational Leadership Application Packet Southwest Baptist University College of Education and Social Sciences Department of Graduate Studies in Education Page 1 Overview of Program