DOCTOR OF PHILOSOPHY IN COUNSELOR EDUCATION AND SUPERVISION

Transcription

1 DOCTOR OF PHILOSOPHY IN COUNSELOR EDUCATION AND SUPERVISION DOCTORAL STUDENT HANDBOOK SCHOOL OF APPLIED PSYCHOLOGY AND COUNSELOR EDUCATION (APCE) COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES UNIVERSITY OF NORTHERN COLORADO GREELEY, COLORADO REVISED SPRING 2010

2 University of Northern Colorado School of Applied Psychology and Counselor Education McKee Hall 248; Campus Box 131 Greeley, CO Counselor Education and Supervision Faculty Dr. Jennifer Murdock CES Doctoral Program Coordinator Office: (970) Dr. Linda Black Office: (970) Dr. Betty Cardona Office: (970) Dr. Elysia Clemens Office: (970) Dr. Heather Helm Office: (970)

3 TABLE OF CONTENTS Welcome... 5 Mission Statement and Program Objectives... 5 Accreditation... 7 Professional Memberships... 7 Ethical and Legal Behavior... 8 Professional Conduct with Faculty... 8 Contact Advisor... 8 Program and Research Advisor... 8 Research Committee... 9 Faculty Representative... 9 Plan of Study... 9 Research Requirement... 9 Transfer Credit... 9 Program Continuation... 9 Written Comprehensive Examination Oral Comprehensive Examination Bi-Annual Student Review Registration Permission Courses Alternate List for Permission Courses Doctoral Minors Continuous Registration for Graduate Students Financial Aid Residency Requirements Supervised Practicum Meeting Times Internship Proposal Hours Qualitative Dissertations Dissertation Hours Admission to Candidacy Dissertation Proposal Defense Institutional Review Board Dissertation Dissertation Defense Application for Graduation Letters of Recommendation/Endorsement Policy Keeping Records for Your Protection Grievance Procedures Graduate Student Association Clinic Waiting Room, McKee Graduate Student Resource Room Graduation Ceremonies Career Services Licensure Counseling Services CES Advising Sheet Student Review and Retention CES Doctoral Handbook 3

4 APPENDIX A: CES Course Sequence APPENDIX B: Licensure & Internship Hours APPENDIX C: Bi-Annual Student Review CES Doctoral Handbook 4

5 COUNSELOR EDUCATION AND SUPERVISION DOCTORAL STUDENT HANDBOOK School of Applied Psychology and Counselor Education University of Northern Colorado Welcome Entrance into the doctoral program in Counselor Education and Supervision is an achievement. You have been selected to pursue this degree over many other qualified applicants. The students who have gone before you have forged a fine reputation for the Counselor Education and Supervision program at UNC. The faculty has full confidence in you and expects that you will maintain and enhance the reputation of our program throughout your doctoral program and your future performance in the field. This handbook provides information about policies and procedures for the management and completion of the CES doctoral program. The guidance provided here does not supplant that which is given in the UNC Bulletin, the Graduate School Thesis and Dissertation Manual, or the UNC Student Manual. Students are responsible for familiarizing themselves with all information in the UNC Bulletin that may have relevance to their program. Many of these handbooks and relevant forms are available online at or The faculty hopes this guide will serve you well in addressing frequently asked questions concerning the completion of a doctoral program in Counselor Education and Supervision. Mission Statement and Program Objectives The students and faculty of the doctoral program in Counselor Education and Supervision are a diverse community of learners who contribute to the betterment of society through active engagement in teaching, scholarship and service to our community, the counseling profession, and the global community. Collectively our goals are to prepare counselor educators and supervisors who excel in the education and supervision of culturally competent professional counselors in a variety of settings. We are committed to the enhancement and well-being of all individuals, couples, and families through meaningful advocacy, leadership, instruction, and scholarship. The Counselor Education and Supervision program at the doctoral level prepares an individual for employment as a counselor educator and supervisor for colleges and universities offering training in school counseling, community counseling, marriage and family counseling/therapy, gerontological counseling, and counseling with children and adolescents. Graduates are also qualified for licensure as professional counselors, and may be employed in such sites as community agencies, schools, counseling centers, employee assistance programs, and private practice. The Ph.D. program is built upon the standards provided by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). As such, the doctoral program requires skill development in accordance with the CACREP standards at both the master degree and doctoral degree levels. The Ph.D. program adheres to the following objectives: Supervision: Knowledge 1. Understands the purposes of clinical supervision. 2. Understands theoretical frameworks and models of clinical supervision. 3. Understands the roles and relationships related to clinical supervision. CES Doctoral Handbook 5

6 4. Understands legal, ethical, and multicultural issues associated with clinical supervision. Skill/Practices 1. Demonstrates the application of theory and skills of clinical supervision. 2. Develops and demonstrates a personal style of supervision. Teaching: Knowledge 1. Understands the major roles, responsibilities, and activities of counselor educators. 2. Knows instructional theory and methods relevant to counselor education. 3. Understands ethical, legal, and multicultural issues associated with counselor preparation training. Skill and Practices 1. Develops and demonstrates a personal philosophy of teaching and learning. 2. Demonstrates course design, delivery, and evaluation methods appropriate to course objectives. 3. Demonstrates the ability to assess the needs of counselors in training and develop techniques to help students develop into competent counselors. Research and Scholarship: Knowledge 1. Understands univariate and multivariate research designs and data analysis methods. 2. Understands qualitative designs and approaches to qualitative data analysis. 3. Knows models and methods of instrument design. 4. Knows models and methods of program evaluation. Skill/Practices 1. Demonstrates the ability to formulate research questions appropriate for professional research and publication. 2. Demonstrates the ability to create research designs appropriate to quantitative and qualitative research questions. 3. Demonstrates professional writing skills necessary for journal and newsletter publication. 4. Demonstrates the ability to develop and submit a program proposal for presentation at state, regional, or national counseling conferences. 5. Demonstrates the ability to write grant proposals appropriate for research, program enhancement, and/or program development. 6. Demonstrates the ability to create and implement a program evaluation design. Counseling: Knowledge 1. Knows the major counseling theories, including their strengths and weaknesses, theoretical bases for efficacy, applicability to multicultural populations, and ethical/legal considerations. 2. Understands various methods for evaluating counseling effectiveness. 3. Understands the research base for existing counseling theories. 4. Understands the effectiveness of models and treatment strategies of crises, disasters, and other trauma-causing events. Skills and Practices 1. Demonstrates a personal theoretical counseling orientation that is based on a critical review of existing counseling theories. 2. Demonstrates effective application of multiple counseling theories. 3. Demonstrates an understanding of case conceptualization and effective interventions across diverse populations and settings. CES Doctoral Handbook 6

7 Leadership and Advocacy: Knowledge 1. Understands theories and skills of leadership. 2. Understands advocacy models. 3. Identifies current multicultural issues as they relate to social change theories. 4. Understands models, leadership roles, and strategies for responding to community, national, and international crises and disasters. 5. Understands current topical and political issues in counseling and how those issues affect the daily work of counselors and the counseling profession. Skills and Practices 1. Demonstrates the ability to provide leadership or contribute to leadership efforts of professional organizations and/or counseling programs. 2. Demonstrates the ability to advocate for the profession and its clientele. Supervised Practica: 1. To provide counselor educators in training with supervised practice in individual and group counseling. 2. To assist counselor education students in utilizing the supervisory process as fully as possible. 3. To train counselor educators who are knowledgeable about the supervisory process and who can prepare for supervision sessions. 4. To train counselor educators who practice ethical behaviors in counseling and supervision and to be change agents for counselors and clients in a variety of settings. Specific program objectives include skill development in the following: Teaching counselor education courses at the university level. Supervising counselors providing services to individuals, families, and groups. Counseling children, adolescents, and adults both individually and in groups to maximize personal, social, and environmental experiences. Consulting with and assisting various schools, community agencies, and referral source in the development of counseling interventions. Analyzing, integrating and applying a conceptual framework for working with developmental, learning and personality difficulties of individuals, families, and groups. Initiating research relative to the profession of counselor education and supervision. Accreditation The Higher Learning Commission of the North Central Association accredits the University of Northern Colorado. In addition, the Counselor Education and Supervision degree is accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) and is recognized by licensing boards in every state offering licensure in the US. We encourage all students to view the accreditation standards at Professional Memberships Doctoral students in Counselor Education and Supervision are required to hold and maintain membership in the American Counseling Association (ACA) and the Association for Counselor Education and Supervision (ACES). Application forms for professional organizations are available in the graduate student resource room or online on the ACA website ( The CES Doctoral Handbook 7

8 faculty highly recommends memberships in the Colorado division of ACA as well as Rocky Mountain ACES. Ethical and Legal Behavior Faculty and students are expected to demonstrate the highest level of ethical and legal professional behavior as set forth by the American Counseling Association Code of Ethics (available at Unethical and/or illegal behavior on the part of students will be considered by the Review and Retention Committee of the counseling faculty and may be cause for dismissal from the program at any time during the student s program. Unethical and/or illegal behavior on the part of a faculty member will be subject to the consideration of the counseling faculty, the School Director, and the administration of the University. Please also see the Student Review and Retention Policy, which is the School of Applied Psychology and Counselor Education s policy, attached to this handbook for further guidance. Professional Conduct with Faculty Please be aware that the faculty are busy. Faculty will have a minimum of five office hours available per week for student contact. These hours are set aside for your use. If you are unable to meet with a faculty member during these posted times, you will need to schedule an appointment at the convenience of the faculty member. Please plan ahead, as it may take 2 or more weeks before an appointment is scheduled. Faculty post sign-up sheets on their office doors to assist in providing order to the office hours. If you sign up, you should plan to use that time. Sign up for the amount of time needed. If you sign up for 15 minutes and need 30 minutes, you will likely have to reschedule for the additional 15 minutes. If you signed up and cannot attend due to an emergency, please contact the faculty member as soon as possible to allow for another student to use that time. Contact Advisor New doctoral students are assigned a Contact Advisor who will assist in selecting courses and advising in the design of the student s program of study. This faculty member will be available to answer any questions that the new student may have. The Contact Advisor is temporary and usually works as an advisor to the student only during the first term of study. It is important for new doctoral students to become acquainted with counselor education and supervision faculty so that a permanent program advisor may be selected and the course of study finalized. Program and Research Advisor After the student has had the opportunity to become acquainted with the faculty in counselor education and supervision (after one semester), the student is encouraged to select a permanent advisor for the program. A faculty member must be from the Counselor Education and Supervision faculty, must agree to serve as a student s program advisor, and have space available to accept new advisees. The program advisor is responsible for sending the proper forms to the School Director and the Graduate School for final appointment. Students obtain the form from the School of Applied Psychology and Counselor Education office. The duties of the program advisor include: (a) advising for course selection; (b) preparing of the course of study; (c) approving of transfer credit; (d) summarizing and presenting evaluation materials for the student s annual review; (e) approving members of the dissertation committee; (f) initial design of the student s internship plan, (g) approving requests for written and oral comprehensive examinations; and, (h) serving as the chair of the student s oral examination, dissertation proposal and defense committees. As the research advisor, the faculty member works closely with the student in the selection of a topic, preparation of the research proposal, administration of the proposal defense, preparation of the CES Doctoral Handbook 8

9 dissertation and the final dissertation defense. This faculty member s responsibilities end when the student has been hooded at the graduation ceremony. Research Committee The research committee consists of a minimum of four university faculty members approved to serve on dissertation committees. The committee consists of the research advisor and one other member from the counselor education and supervision faculty, a third member from the School of Applied Psychology and Counselor Education, and a faculty representative from a program outside of the school. Committee members are selected by the student under the guidance of the research advisor. All members of the committee must agree to serve. This committee is responsible for all phases of the student s dissertation and conducts the proposal defense and dissertation defense. This committee s responsibilities end when the student has successfully completed the dissertation defense. The Graduate School considers the Research Committee and the Program Committee to be the same. Notice must be sent to the Graduate School of changing committee membership. Faculty Representative This faculty member comes from a program outside of the School of Applied Psychology and Counselor Education. If a student so chooses, the Faculty Representative from the Program Committee may be asked to serve as the Faculty Representative for the Research Committee and may be appointed by the Graduate School. The responsibilities of the Faculty Representative are to insure that the committee observes the student s rights and that the standards of the Graduate School are upheld. Plan of Study By the end of the spring of his/her fist year in the program (i.e., within 24 months of enrollment), the student is required to file an approved plan of study with the CES program faculty and the Graduate School. This plan is typed following the Graduate School format that is available in the School s office or from the Graduate School. The plan of study lists all courses proposed for the doctoral program. The completed form is approved and signed by the program advisor before it is forwarded to the Graduate School. Research Requirement All doctoral students in Counselor Education and Supervision must submit a presentation proposal for a local, regional, national, or international conference. A copy of the presentation proposal must be placed on file within the School. For accepted proposals, a copy of the handouts from the presentation should also be placed on file. Doctoral students in Counselor Education and Supervision should also take part in grant writing. It is highly recommended that you will submit at least one grant proposal during your doctoral program. Transfer Credit A doctoral student may transfer a maximum of 9 semester hours of graduate credit, providing that A s and B s were recorded for the courses, that the courses were not used to obtain a previous degree, and that the courses were from an accredited institution that offers doctoral programs. No transfer credit will be accepted that was completed more than eight years before the student completes his or her degree. Please see the UNC Bulletin for further transfer credit requirements. Program Continuation The counselor education faculty is required by the Graduate School to review the progress of each doctoral student in the program and to make recommendations regarding the student s continuation in CES Doctoral Handbook 9

10 the program. Effective fall 1998, each doctoral student will be evaluated annually. The first review takes place during the second semester of study. Each faculty member with whom the student has had a course is requested to complete an evaluation form regarding the student s performance and continuation in the program. Evaluations are based upon academic performance, clinical performance, ethical and legal behavior, and interpersonal skills such as giving and receiving feedback in classes. Additionally, the student completes an Annual Student Review Form and answers several personal/professional development questions. After becoming a doctoral candidate, the student must submit an updated copy of his/her curriculum vita and a statement outlining his/her goals for completing the doctoral program instead of the Annual Student Review Form. These documents and the evaluations are summarized, and the results are presented to the counseling faculty by the advisor. The program faculty review the student s performance and determines if the student s progress is satisfactory or unsatisfactory; the progress report is forwarded to the Graduate School. The student will receive feedback from his or her advisor. Written Comprehensive Examination Each doctoral student must pass a written comprehensive examination that may not be taken until the student: (a) has a program and research committee; (b) has filed an approved plan of study; (c) has completed approximately 45 semester hours applicable toward the degree; (d) has maintained a grade average of at least 3.00; (e) has received satisfactory annual evaluations; and, (f) has filed the appropriate request forms to the School of Applied Psychology and Counselor Education. Students must file these forms one semester before he/she intends to take the examination. Further, it is suggested that the examination be taken the first semester of the third year. Doctoral Written Comprehensive Examinations will be administered once a year in counselor education and supervision. This examination will be given annually on the first Monday and Tuesday following Labor Day. The examination will be eight hours in length, four hours each day for two mornings. Two questions per day will be given from the four areas listed below: Area I: Area II: Area III: Area IV: Counseling Process and Theoretical Foundations Supervision Professional Issues Research and Statistical Methodology Evaluation: Two counselor education faculty members will evaluate all questions independently. Two passes constitute a pass on any single question. Two fails constitute a fail on any single question, and one pass and one fail leads to a third evaluator. Three of four questions must be a pass in order for the examination to be successful. Less than three pass questions constitute a failure and the examination must be retaken during the next scheduled administration. In some cases, specific questions will be retaken and in other cases the entire examination will be retaken. Students who have English as a second language or who have specific learning needs (documented by the Disability Support Services Office) may request in writing additional examination time to address their needs. CES Doctoral Handbook 10

11 Oral Comprehensive Examination After passing the written comprehensive examination, each doctoral student must pass an oral comprehensive examination. The student must arrange the date, time, and place of the oral examination after consultation with his or her committee. The program advisor will notify the Graduate School by forwarding a completed Request to Schedule Doctoral Examination form at least two weeks prior to the oral examination date. The oral examination will not be authorized until the written examination report is filed with the Graduate School indicating that the student has passed. The student s performance on the oral examination will be evaluated as: (a) pass; (b) will pass if meets stated conditions; (c) unsatisfactory, retake permitted; or, (d) fail, retake not permitted, program terminated. At least three-fourths of the committee must agree on the final evaluation. Bi-Annual Student Review Each student is required to complete a bi-annual review in order for Counselor Education and Supervision faculty to assess student outcomes related to CACREP standards. The documents required for the bi-annual review are developed throughout the student s academic program, beginning her/his first semester enrolled in the program and ending at graduation. Specific requirements and required forms for the bi-annual review process are outlined in Appendix C as well as on the Counselor Education and Supervision program website. Registration Registration for all classes is completed on line through the URSA system. Students will need to use their Bear number and follow the procedures on the URSA website. Permission Courses Some courses in the School of Applied Psychology and Counselor Education are restricted in terms of the number of persons who can be enrolled or by prerequisite requirements. Enrollment in these courses is controlled by requiring students to pre-register with either a particular instructor or by a sign-up procedure prior to actual registration. If a class is labeled permission of instructor, then the student should contact that individual instructor. If the class is labeled permission of the practicum coordinator, then there will be a sign-up week approximately one month after the beginning of the Fall and Spring semesters. In the Fall, the sign-up is for classes in the Spring semester. In Spring, the sign-up is for the Summer and Fall classes. Look for announcements posted on the School list serv. NOTE: If you have been assigned space in a permission class and decide not to enroll, please immediately inform the faculty member in charge of the course or the practicum coordinator so that it may be assigned to another student. In some cases, students are not permitted to sign up for a course again if they have accepted a slot in the class and dropped it without notifying the faculty. Dropping a permission course once assigned, may have delayed another student s program. Alternate List for Permission Courses Typically, there will be an alternate list for all permission courses. It is important to sign up so that a list may be constructed. If the name of an alternate comes up, the faculty member in charge of the particular course will contact the alternate. Doctoral Minors UNC offers a number of doctoral minors for which CES students may be eligible. The student will wish to consult the UNC Catalog (page 78) and his or her advisor for more information. CES Doctoral Handbook 11

12 Continuous Registration for Graduate Students All graduate students must be enrolled for at least 1 credit hour each academic semester (fall and spring). Students register continuously from the time they first enroll in their graduate degree program until the semester or term in which they graduate. Students must also register for at least 3 semester hours the semester (or summer term) in which they take examinations (including written and oral comprehensive examinations or approved equivalent and dissertation defenses) and the semester (or summer term) in which they graduate. Exceptions will be considered in these circumstances: Students make a strong case that their life circumstances do not permit them to continue study for a prescribed period of time. These circumstances might include unforeseen financial burdens, family responsibilities, health problems, or other significant disruption or hardship. Leaves of absence are typically not granted for a period exceeding one year. However, under extraordinary circumstances, a leave of absence may be extended for a period that exceeds one year; students seeking such a leave are expected to provide documentation. Students who enroll in summer terms may petition for summer term to count as one of the fall or spring semesters. Transfer of credit from other institutions will not be considered in lieu of continuous registration. Request for Exception. Students seeking an exception to the Continuous Registration Policy for Graduate Students are encouraged to follow procedures of the Graduate Student Petition for Exception. Students should complete the petition in a timely fashion so as to ensure their continued status with the University is protected. The form requires the student's completion and signatures by the student, program advisor, department chair/school director, and Graduate Dean. Failure to Follow Continuous Registration Policy for Graduate Students. Students who fail to register continuously and are not approved for exception will be notified with a letter of warning the first semester during which they fail to enroll. At the end of the second semester of non-enrollment they will be classified as discontinued. Discontinued students will need to re-apply to the Graduate School and be re-accepted by their program and the Graduate Dean if they wish to resume their studies. Acceptance is not guaranteed. Additional coursework and examinations may be required for students who are re-admitted. Financial Aid Financial aid is awarded to assist students and parents to meet college costs such as tuition, fees, books, food, housing, and transportation. The Office of Student Financial Resources administers several types of state and federal aid including grants, loans, employment, scholarships, and Veteran s benefits. For more information, contact the Office of Student Financial Resources at Residency Requirements Doctoral students are required to meet residency requirements set by the Graduate School in order to attain resident status ( Supervised Practicum Meeting Times Doctoral level supervised practicum meetings begin the day on which they are noted in the Schedule of Classes. If an enrolled student does not attend the first class meeting, it is possible that the student will be dropped and an alternate contacted for the opening. Also, please note that many practica require more hours than are scheduled in the Schedule of Classes and times are arranged for client contact, supervision, and staffings. CES Doctoral Handbook 12

13 Internship Doctoral students must complete a 1200 hour internship in an approved setting. If you have completed a 600 hour internship at the master s degree level from a CACREP accredited program, you will only need to complete a 600 hour internship at the doctoral level. The internship plan is completed with the student s instructor and activities may begin after the first semester. Arrangements for the internship activities must be made at least the semester prior to the semester in which the student intends to commence the internship. See CES Internship Manual for more information. Proposal Hours Four semester hours of proposal are required of all doctoral students. These hours are to be taken during the term in which one expects to write the proposal. To register for this class you must have your advisor s permission, the permission of the School Director, and register for a non-scheduled class. The form for these permissions is obtained in the School office. Qualitative Dissertations The CES faculty wish to support doctoral student research and to that end, any student who is considering a qualitative or mixed methods research design for his or her dissertation will need to enroll in an additional course related to the type of study being conducted (e.g., case study, ethnography, qualitative writing) in order to ensure adequate academic preparation. The student will wish to consult his or her advisor in planning which course. Dissertation Hours Twelve dissertation semester hours are required for all doctoral students. You may only register for these hours after you have been admitted to candidacy (see following section entitled Admission to Candidacy ). These hours may be taken all at once or over several terms. To register, you must have the permission of your advisor and the School Director. The form for these permissions is obtained in the School office. Admission to Candidacy Doctoral students advance to candidacy upon passing the written and oral comprehensive examinations and filing an approved dissertation proposal in the Graduate School. Dissertation Proposal Defense A formal defense is required for approval of the dissertation proposal. If the committee approves the proposal at this time, the student may file the approved copy with the Graduate School and begin the research for the Dissertation. NOTE: Proposal defenses or dissertation defenses may not be permitted during the summer term without special permission from all committee members. For the most recent information regarding the dissertation proposal and defense refer to the UNC Graduate Catalog ( - page 33) and the UNC Doctoral Dissertation Graduate School Publication Manual ( Institutional Review Board All research conducted under the auspices of UNC must be approved by a review committee, known as the Institutional Review Board. The review is to determine whether the rights of the subject in the study are being protected. No research may be conducted until the Institutional Review Board has approved the proposed study. Thus, all students intending to conduct a study for their dissertation CES Doctoral Handbook 13

14 must complete the forms from the Institutional Review Board that describe the proposed research. Forms may be obtained from the Graduate School. The IRB forms are signed at the Proposal Defense. See for the specific IRB requirements Dissertation A dissertation is required for all doctoral students in Counselor Education and Supervision. The dissertation must conform to the requirements set forth in the Publication Manual of the American Psychological Association (6th Edition) and the Thesis and Dissertation Manual of the Graduate School of UNC. This manual is online at Dissertation Defense After the dissertation research has been completed and written, the student must defend the study to the Research Committee. Once the committee approves the dissertation, it can be filed with the Graduate School. Please be reminded that the counseling faculty has established a policy that no proposal or dissertation may be defended during the summer term without special permission. Application for Graduation Upon admission to doctoral candidacy the Graduate School will conduct a preliminary graduation check. Any discrepancies between the transcript and the plan of study must be corrected. Upon receipt of the preliminary graduation check the student must notify the Graduate School IN WRITING to indicate the semester he or she wishes to graduate. Letters of Recommendation/Endorsement Policy It is likely that you will need letters of recommendation during your program for such eventualities as scholarships, assistantship, jobs, and internship placement. Faculty members receive numerous requests for recommendations and need sufficient time to complete the letters. A two week period before the letter is needed is both courteous and sufficient. Please note that faculty will not recommend a student for a position in which he or she is not qualified and will follow the American Counseling Association Code of Ethics (2005) regarding the endorsement of supervisees. Keeping Records for Your Protection It is strongly suggested that you maintain records of all forms concerning your degree program. Such forms might include letters of encouragement, plan of study, committee assignments, course syllabi, grade reports, proposal and proposal approval page. Grievance Procedures Grievance procedures (i.e., academic appeals process) are specifically given in the UNC Students Rights and Responsibilities publication that is available through the Dean of Students Office. The Counselor Education and Supervision Program Coordinator has a copy in his or her office for your use and a copy is on permanent placement in the Graduate Student Resource Room. In addition to the UNC Students Rights and Responsibilities publication, the student appeals process is presented in the University of Northern Colorado Graduate Student Handbook under Student Appeals. Graduate Student Association The Graduate Student Association (GSA) is a chartered organization of the Student Representative Council and is open to all students in the School of Applied Psychology and Counselor Education. CES Doctoral Handbook 14

15 Officers are elected annually from the total student membership. The GSA plans professional and social activities, produces a newsletter, and elects student representatives to faculty committees (e.g., counseling faculty meetings, doctoral program committee). The faculty encourages and supports your participation in this organization. It can be an important part of your doctoral program at UNC. Clinic Waiting Room, McKee 247 This waiting room area is for client use and for students to obtain information and program forms from the secretary. It should not be used for social meetings or small group gatherings. It is important that a professional atmosphere be maintained in this area at all times. It should be noted that the APCE office should not be used for social gatherings as well. The phone in the Clinic Waiting Room is for client use. Please refrain from using this phone except in emergency situations. Graduate Student Resource Room We are pleased to have a Graduate Student Resource Room located directly across the hall from the APCE office. It is available for study, social gatherings, relaxation, and information dissemination. Frequently, announcements are posted in the resource room and sign-ups are conducted in this area. Students are responsible for keeping the resource room clean and attractive. A refrigerator, microwave, computers, and printers are available in the resource room. Graduation Ceremonies The University of Northern Colorado recognizes the individual accomplishments of all graduating doctoral students. During the graduation ceremonies, the doctoral student s name is read to the audience along with the title of his or her dissertation and the research advisor s name. The student carries the doctoral hood to the graduation stage and is hooded by the research advisor and the Graduate Dean. The Vice President for Academic Affairs and the President of the University offer their congratulations on the stage. This is an important ceremony and the faculty encourages you to attend even though attendance is not a requirement. Career Services The University maintains a full service career service office where credentials may be assembled and mailed to prospective employers; however, students are encouraged to review the job postings available on the three ring binder located in the student resource room. Licensure The program in Counselor Education meets the licensing requirements in every state for Licensed Professional Counselors. Upon the successful completion of the program, please remember that the faculty of the Counselor Education program remains available for recommendations, advice, and suggestions as you prepare for licensing. Please refer to the Hours Awarded Toward Licensure and Internship form (Appendix B) for the number of supervised hours you can earn from courses in your doctoral program. Counseling Services Counseling Services are available on the University of Northern Colorado campus for a nominal fee. Further information can be obtained at: CES Doctoral Handbook 15

16 CES Advising Sheet Student: Date of Admission: Contact Advisor: This form is to be used as a guide for students and advisors planning the course of study for the PhD in Counselor Education and Supervision. Please note many courses have prerequisites, check with your advisor and address each area in your planning: Program Prerequisites: A student must possess coursework at the graduate level in the 8 CACREP areas. If the student has graduated from a CACREP master s program, they should meet the minimum requirements; if a student s program does not, advisors should identify coursework necessary to meet the course or program deficits. The student and advisor must plan out a timeline for completion of the prerequisites so that the student may continue to progress through the program. The student has had coursework in: Helping Relationships Social Cultural Foundations Research and Program Evaluation Legal and Ethical 600 Master s Internship Career Development Professional Identity Assessment Group REQUIRED COURSES Counseling Core (12 hours) APCE 702 Practicum in Counseling (4) APCE 712 Advanced Practicum in Individual Counseling (4) APCE 762 Practicum in Group Facilitation (4) EXPECTED DATE Supervision Core (8 hours) APCE 714 Practicum in the Supervision of Counseling (3) (Taken twice) APCE 715 Seminar in Counselor Supervision and Theory (2) Theory and Instruction Core (20-26 hours) APCE 660 Psychological Consultation: Theory and Practice (3) APCE 661 Psychological Trauma and Intervention for Individuals, Families and Communities (3) APCE 703 Professional Development Seminar in Counselor Education (1) (Taken twice) APCE 710 Instruction, Pedagogy, and Evaluation in Counseling and Psychology (3) APCE 746 Seminar in Advanced Career Counseling, Theory, and Assessment (3) APCE 792 Internship in Counselor Education and Supervision (6-12) Special Populations (3 hours) APCE 623 Understanding & Counseling Diverse Populations (3) CES Doctoral Handbook 16

17 Interest Areas (Select One) (15-21 hours) Marriage and Family (19 Hours) APCE 603 Counseling Children and Adolescents (3) APCE 668 Sexuality Counseling (3) APCE 669 Advanced Methods: Couples and Family Therapy (3) APCE 694 Practicum in Family Therapy (4) APCE 695 Seminar in Contemporary Issues in Couples and Family Therapy (3) APCE 774 Practicum in Supervision of Family Therapy (3) Children and Adolescents (15 hours) PSY 630 Child and Adolescent Psychology (3) APCE 603 Understanding & Counseling Children, Adolescents, and Their Systems (3) APCE 609 Foundations of Play Therapy (3) APCE 617 Play Therapy: Theory and Practicum (3) APCE 713 Practicum in Supervision of Play Therapy (3) School Counseling (15-21 hours) APCE 602 Foundations of School Counseling (3) APCE 603 Understanding & Counseling Children, Adolescents, and Their Systems (3) APCE 608 Organization, Administration, and Consultation in School Guidance Services (3) APCE 614 Internship in School Counseling and Guidance (6)* APCE 748 Instruction, Supervision, and Leadership In School Counseling (3) *Internship required as a school counselor in addition to doctoral internship if the student did not have a school internship at the master s level. Gerontological Counseling (15 hours) GERO 560 Community Resources for the Elderly (3) GERO 625 Psychosocial Aspects of Aging (3) GERO 635 Social Policies of Aging (3) GERO 640 Health and Biological Aspects of Aging (3) APCE 668 Sexuality Counseling (3) Higher Education and Student Affairs Leadership (15 hours) **Choose 5 of the following courses in order to complete this interest area and doctoral minor HESA 611 Groups, Teams, and Organizations in Higher Education and Student Affairs (3) HESA 650 College Student Development: Foundational Theory (3) HESA 651 Philosophical, Historical & Cultural Foundations of Student Affairs in Higher Ed (3) HESA 652 Enrollment Management Services (3) HESA 655 Multiculturalism in Higher Education and Student Affairs Leadership (3) HESA 658 Management and Administration in Student Affairs (3) HESA 669 College and University Curriculum (3) HESA 671 Introduction to Leadership in Higher Education and Student Affairs Leadership (3) HESA 680 Law and Higher Education (3) HESA 683 Finance and Resource Management in Higher Education (3) HESA 685 Human Resources in Higher Education (3) CES Doctoral Handbook 17

18 HESA 690 Public Policy in Higher Education (3) HESA 695 Current Issues in Higher Education and Student Affairs Leadership (3) HESA 696 Special Topics in Higher Education and Student Affairs Leadership (1-4) HESA 711 Organizations and Change in Higher Education and Student Affairs Leadership (3) HESA 750 College Students: Culture, Characteristics, Campus Life (3) HESA 751 Advanced College Student Development: Social Identity (3) HESA 755 Advanced Research Seminar (1) HESA 765 Systems Thinking in Higher Education and Student Affairs (3) HESA 771 Advanced Leadership in Higher Education and Student Affairs Leadership (3) Research Core SRM 700 Advanced Research Methods (3) Additional six hours under Research Tool 2 Research Proposal/Dissertation (16 hours) APCE 797 Doctoral Proposal Research (4) APCE 799 Doctoral Dissertation (12) Research Tools (15 hours) Research Tool 1: Applied Statistics SRM 602 Statistic Methods I (3) SRM 603Statistic Methods II (3) SRM 610 Statistic Methods III (3) Research Tool 2: Applied Research* APCE 716 Research Seminar in Counselor Education (3) SRM 680 Introduction to Qualitative Research (3) *Students who plan on conducting qualitative research study for their dissertation will need to take an additional course in qualitative methodology. Please consult your advisor. Conference proposal submitted: Conference: Date: ACA Membership Number: ACES Membership Verification: Date: Internship Plan Approved By CES Faculty: Date: Signatures: Student Signature: Date Advisor Signature: Date CES Doctoral Handbook 18

19 Student Review and Retention Policy and Procedures Faculty and Student Manual Prepared By the Review and Retention Committee M. Sean O Halloran, Chair Professor, Counseling Psychology Heather M. Helm Assistant Professor, Counselor Education and Supervision Robyn S. Hess Associate Professor, School Psychology School of Applied Psychology and Counselor Education University of Northern Colorado Greeley, Colorado This document was reviewed by University of Northern Colorado Council in January, 2007 CES Doctoral Handbook 19

20 STUDENT REVIEW AND RETENTION Policy Document Review and Retention Committee The Review and Retention Committee of the School of Applied Psychology and Counselor Education, appointed by the School Director, will be a standing committee consisting of faculty from the three training programs within the Division (Counseling Psychology, Counselor Education and Supervision, and School Psychology). The committee will consist of three members, one serving as the chairperson of the committee. Membership may be variable depending upon potential conflict of interest situations of a member, or members, with a student under review. The committee does not include the student's advisor. In situations where the advisor is a standing member of the Review and Retention Committee, a designee from that faculty member s program will be appointed. The purpose of the Review and Retention Committee will be to oversee and coordinate the review and retention recommendations concerning students brought forth to the committee by program faculty in the School. The committee will review all remediation recommendations for students and will have recommending authority over such recommendations. The committee will have recommending authority over remediation plans for students as well as recommending authority for dismissal recommendations of students from any training program within the School. Purposes of Student Evaluation Faculty members in the School of Applied Psychology and Counselor Education (APCE) are responsible for the evaluation of students in the professional training programs in the School. The purposes of student evaluation are to: 1. Determine students' appropriateness for continuation in their particular training program; 2. Evaluate student competence in providing professional services; 3. Provide evaluative feedback to students regarding their competence in providing professional services; 4. Recommend avenues of remediation for students to demonstrate acceptable standards of practice; 5. Monitor and evaluate student efforts to achieve acceptable standards of practice; 6. Recommend advancement in the training program and profession for those students who demonstrate competence to perform professional services; 7. Recommend discontinuance of a student in a training program in which the student continuously fails to demonstrate acceptable levels of competence and standards of practice in the performance of professional services. Faculty Recommendation Options Following Student Review Student evaluation will occur in regularly scheduled program faculty meetings. At times, special meetings may be held to discuss immediate concerns about students. Comments and concerns expressed by the program faculty will be recorded by each student's advisor. Although each program will determine its own process for managing student concerns, it is recommended that program faculty attempt to work with the student first (e.g., discussion with student, behavioral contract) prior to referring to the Review and Retention Committee, if that action is deemed appropriate. For each student, the program faculty will recommend one of the following: CES Doctoral Handbook 20

21 1. Continuation in the Training Program a. Student progress satisfactory. No concerns expressed by faculty. b. Evaluative feedback will be provided to the student by his or her advisor. 2. Continuation in the Training Program with Attention to Specified Faculty Concerns a. Some concerns expressed by faculty with the expectation that the student can make improvements with minimal effort. b. Evaluative feedback will be provided to the student by his or her advisor. c. The next program faculty review of students will examine whether the identified student has improved. 3. Continuation in the Training Program in Probationary Status and Formal Remediation Specified a. Noted concerns are judged by program faculty as serious enough to inhibit the student from performing competent professional services if not corrected. b. Faculty concerns will be recorded by the student's advisor. c. A recommendation of probation and remediation, with supporting documentation (for example, a letter to the Review and Retention Committee specifying the faculty concerns, faculty evaluations, information regarding steps already taken to remediate the behavior, practicum evaluations, etc.) will be forwarded by the Program Coordinator to the Review and Retention Committee. d. Steps outlined in Section A of the Student Review and Retention Procedures will be followed. The following are decisions made following initial remediation attempts. 4. Continuation in the Training Program with Continuation of Probationary Status and Formal Remediation (students on probation ONLY): a. Faculty review of the student's demonstrated progress of remediation indicates the student has not sufficiently achieved his or her remediation goals but progress is judged sufficient enough that, with additional time and effort, the student can achieve the goals. b. The student's advisor will record faculty comments and concerns. c. The Program Coordinator will forward the recommendation, with supporting materials, to the Review and Retention Committee. d. The steps in Section B of the Student Review and Retention Procedures will be followed. 5. Voluntary Resignation from the Training Program (students on probation ONLY): a. Faculty concerns are judged to be of such magnitude that the student is considered inappropriate for competent professional practice. b. Faculty concerns will be recorded by the student's advisor. CES Doctoral Handbook 21