Master of Arts in Counseling. Program Handbook

Transcription

1 Master of Arts in Counseling Academic Year All MAC students are expected to read and follow the policies and procedures of the MAC program, including those identified in the MAC, as well as other program manuals and publications. This handbook may be modified by CCU staff at any time as University and Program policies or procedures are changed. It is the student s responsibility to read and stay current with the contents of the MAC. 1

2 Table of Contents Mission Statement... 4 Program Objectives... 4 Program Learning Outcomes... 4 Professional Standards... 5 Accreditation and Licensure... 6 Academic Advising... 6 Faculty Mentor... 6 Academic Standing... 7 Academic Writing... 7 Professional Competency... 7 Student Competency Review... 8 Student Assessment and Remediation Form... 8 Statement Regarding the Nature of Counselor Education and Training... 9 Remediation Policy Cohort Model Format Residential Intensives Synchronous Meetings Technology MAC Course Progression In-seat Curriculum Online Curriculum Personal Counseling CSL 514 Practicum

3 All students are expected to identify and acquire their Practicum and Internship sites. CSL 653 Counseling Internship MAC Exit Exam National Certified Counselor (NCC) Licensure Requirements Colorado Licensure Information Associations

4 Mission Statement The (MAC) program seeks to help students integrate a Biblical worldview and current psychological theories with sound counseling methods in order to assist students to grow in counseling competencies, spiritual well-being, interpersonal relationships, and personal awareness. Program Objectives Provide training in sound clinical theories, skills and practice. Support spiritual growth, critical thinking, and insight. Apply accurate self-awareness and understanding to personal and professional development. Model and guide appropriate self-care, balance, and health in order to produce sound mental health professionals. Commit to professional development through participation in professional organizations. Program Learning Outcomes 1. In the MAC Program, students engage in insightful discourse with faculty and classmates related to course content supported by readings, course material, and personal experience related to counseling and the integration of psychology & spirituality. 2. MAC students examine and apply theories, concepts, principles and practices in individual, group, family, or career counseling from a Biblical worldview. 3. MAC students apply relevant theories, principles, trends and models within individual, group, family, or career counseling and consulting. 4. MAC students develop and implement research-based strategies, methods, techniques, and skills for individual, group, family, or career counseling and consulting. 5. MAC students engage in and conduct original research for individual, group, family, or career counseling and consulting. 6. MAC students evaluate ethical and legal implications, issues, and considerations in individual, group, family, or career counseling and consulting. 7. MAC students identify relevant behaviors, attitudes, relationships, and characteristics that influence individual, group, family, or career counseling processes. 8. MAC students identify the role of research, research methodologies, and statistics in individual, group, family, or career counseling. 9. MAC students apply computer technology to assist in research, data management, and evaluation individual, group, family, or career counseling and consulting. 4

5 10. MAC students describe professional functioning as it applies to individual, group, family and career counseling, consulting, and psycho education. 11. MAC students develop and present case studies, treatment plans, and program evaluation. 12. MAC students write using effective written skills as defined by the CAGS written communications skills rubric. 13. MAC students give presentations using effective skills as defined by the CAGS presentation skills rubric. 14. MAC students reflect on their own learning and Biblical truths and apply the feedback to their personal and professional lives. 15. MAC students apply a body of new knowledge and skills synthesized with prior knowledge and skills in individual, group, family, or career counseling to serve and influence their workplaces, families, and communities. Professional Standards The MAC program is committed to equipping students to attain excellence as they enter the profession. To that end, the MAC program adheres to both national and Colorado recognized standards for the counseling profession. Graduates are academically prepared to meet the requirements for licensure in the state of Colorado and many other states. Any program or course changes are designed to achieve a greater standard of professionalism and excellence. Colorado Christian University (CCU or University) recognizes that Christian professionals must hold to two major standards Biblical and professional. While not all students attending CCU are Christian, all students are expected to interact with Biblical concepts. Students partner with faculty in the ongoing and essential conversation of understanding and defining what integration of faith means within the counseling profession. In addition to Biblical standards, students attending the MAC program commit to know and follow the American Counseling Association (ACA) Code of Ethics, and the state laws, statutes and codes in which they receive their training. Students in the MAC program gain an understanding of what it means to demonstrate sensitivity to and respect for persons of diverse backgrounds and values, including different faith traditions, cultures, ethnicities, genders, and sexual orientations. Faculty and staff seek to model the philosophy that all diverse populations are seen through the eyes of Jesus, with love and respect. It is our goal that graduates of the MAC program will exemplify professional ethics and moral character in their personal and professional lives. All persons that participate in courses that engage in live or recorded role plays with students, live or recorded counseling sessions with clients, in-seat or online supervision, synchronized instruction and online threaded discussions are required to protect all identities concerned. The American Counseling Association (ACA) Code of Ethics states, Students have the same obligation to clients as those required 5

6 of professional counselors. F.8a Additionally, all students are required to read, understand and follow the ACA Code of Ethics at the start of their MAC program. Accreditation and Licensure The University is regionally accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools and the MAC program is nationally accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). While graduates are academically qualified for licensure in Colorado and many other states, it is the student s responsibility to identify the specific regulatory and legal requirements that currently exist in their state, province, or country where they intend to license as a professional counselor. Students are encouraged to be aware of any personal potential barriers to licensure. Academic Procedures Academic Advising Students will be assigned to a Student Services Advisor (SSA). SSAs are available to provide guidance with degree progress planning. Students should plan to meet with their SSAs within the first few weeks of being admitted to the program, and regularly throughout their degree progress. SSAs are available to provide assistance with registration, the filing of academic forms, planning schedules and academic policies and procedures. Faculty Mentor Students will also be assigned a faculty mentor upon admittance to the MAC program. Faculty mentors are provided as a resource to support students in the development of their personal and professional counselor competencies. Students are encouraged to meet with their faculty mentor annually while completing the MAC program. These meetings are ideal times to review growth plans and professional goal development. Students are responsible for scheduling meetings with their faculty mentor. Students must meet with their faculty mentor, as well as their Practicum or Internship professor, for guidance with field experience issues or exceptions to policy. While faculty mentors and Student Services Advisors are available to assist students with their degree planning, it is ultimately the student s responsibility to meet the requirements for the degree according to the catalog of the year entered and for meeting appropriate state licensure requirements, if applicable. 6

7 Academic Standing A graduate student is considered to be in regular standing if he or she has a cumulative grade point average (GPA) of 3.0 or better. In addition to maintaining a 3.0 cumulative GPA, MAC students are required to achieve a 2.7 (B-) or better in their core counseling courses. If a student receives a grade below 2.7 in a core counseling course, she or he is required to repeat that course regardless of the cumulative GPA. A grade below 2.7 in a core counseling course will result in the student going into a remediation process until the course is successfully completed. Students who receive a grade below 2.7 in a second core counseling course will be subject to dismissal from the MAC Program. MAC courses are considered core courses if they are required for graduation. All MAC courses are core courses except for electives, Bible courses and the Theology course. Further details on academic policies and procedures can be found in the College of Adult and Graduate Studies Student Handbook. Academic Writing In accordance with the University s academic guidelines for writing papers, found on page 15 of the CAGS Student Handbook, the MAC program utilizes the American Psychology Association (APA) writing style. Students are expected to write at a graduate level standard, which includes critical and analytical writing and incorporates the substantiation of work through the use of credible, peerreviewed professional journals and publications. Professional Competency Program faculty, training staff, and clinical supervisors have a professional and ethical gatekeeping responsibility to: evaluate the interpersonal competence and emotional well-being of student trainees who are under their supervision and who provide services to clients and consumers; ensure, insofar as possible, that the students who complete their programs are competent to manage future relationships (e.g., client, collegial, professional, supervisory, teaching, etc.) in an effective and appropriate manner; not automatically approve program completion for students with issues or problems (e.g., cognitive, emotional, psychological, dispositional, interpersonal, or ethical) that may interfere with professional competence in other programs, the profession, employers, or the public at large; address and attempt to correct concerns of competency in areas such as (but not limited to): o interpersonal and professional competence (e.g., the ways in which a student relates to clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories); 7

8 o self-awareness, self-reflection, and self-evaluation (e.g., knowledge of the content and potential impact of one's own beliefs and values on clients, peers, faculty, allied professionals, the public, and individuals from diverse lifestyles, backgrounds or histories); o openness to processes of supervision (e.g., the ability and willingness to explore issues that either interfere with the appropriate provision of services or impede professional development or functioning); o resolution of problems or issues that interfere with professional development or functioning in a satisfactory manner (e.g., by responding constructively to feedback from supervisors or program faculty; by seeking professional help in order to resolve problems or issues). Students who have been placed on a remediation plan to correct competency and/or dispositional concerns are expected to show improvement in the identified remediation plan area(s). Students who do not demonstrate articulated improvement within a semester of identification and remediation may be dismissed from the MAC Program. If extenuating circumstances are an issue, the remediation period could be extended. Students who are found to have committed a disqualifying criminal offense while in the MAC Program will be subject to automatic dismissal from the Program, as well as the University. Student Competency Review Students will receive ongoing assessment and competency review as part of their academic and professional counselor skill development during their progression through the MAC program. Competency reviews will be based on the faculty mentor s evaluation of a student s performance in MAC courses, as well as interpersonal interactions with faculty, staff, and peers. These reviews are conducted by the MAC administration and faculty after a student s first semester and third semester. Students must pass each review in order to progress to the next semester in the program. Once a student has passed his or her third semester review, he or she is eligible to begin CSL 514 Counseling Practicum. A passing grade in CSL 514 Counseling Practicum is required in order to register for and complete CSL 653 Counseling Internship. If determined necessary by faculty and staff, based upon performance reviews, a student may be placed on a remediation plan that would be documented on a Student Assessment and Remediation Form. The remediation plan would be developed in collaboration with the student, in order to assist with academic or professional counselor skill development. Student Assessment and Remediation Form The Student Assessment and Remediation form is designed to be a tool to help document a student s personal and professional progress toward overall growth in a number of different areas. This form 8

9 addresses either unsatisfactory progress during a class (including areas such as general professional knowledge, application skills, integration, workmanship, self-control, relationships, and communication) or issues that are related to concerns, attitudes, and behaviors outside of the classroom but still within the context of the program. During the semester, if an instructor notes that a student is not progressing satisfactorily in any identified competency or disposition, the instructor will fill out the form, and a meeting will be arranged for the student and professor to discuss specific areas of concern and needs for improvement. The student's course grade may be adjusted to reflect the absence of professional development during the semester. It is important to note that the purpose of the Student Assessment and Remediation form is not intended to be punitive in nature but constructive, proactive, restorative where appropriate, and with the student s best interests in mind. This naturally leads to a professional growth plan or adjustments in the student s existing growth plan. However, students need to demonstrate compliance, effort, and improvement in their constructive, proactive, and restorative growth plan to remain in the MAC Program. Failure to demonstrate improvement within a semester will cause the student to be subject to dismissal from the MAC Program. Faculty recommendation for graduation is dependent upon the student s successful completion of his or her professional growth plan, documented on the Student Assessment and Remediation form. Statement Regarding the Nature of Counselor Education and Training As students enter their course of study in the MAC program, many find that the journey is one that can offer exciting and meaningful opportunities for personal and professional growth, increased insight, and the ability to make a positive difference in the lives of other people. Nevertheless, students should also be aware that the material covered in any particular course, various experiential exercises, assignments, or field-based experiences may bring them into a heightened awareness of past or present emotionally charged issues. This dynamic may occasionally produce strong, negative, and even potentially overwhelming responses. If an instructor or staff member, in conjunction with an appropriate program representative, observes evidence of this process at any time, he or she will bring it to the student s attention for immediate discussion and consultation. Students are also encouraged to make faculty and staff members aware of strong personal reactions that are related to course materials, assignments and experiences. If the faculty mentor assesses that these reactions may indicate impairment in the student s ability to competently counsel, she or he will recommend one of several options to the student, including but not limited to the following: 1. to engage in counseling while remaining in the program, reporting overall treatment progress to the Faculty mentor or SSA; 2. to take a leave of absence from the program, with conditions specified by the MAC Program Director; 3. to withdraw from the program. 9

10 The desired result is that all pertinent issues are sufficiently addressed and resolved and a determination made that it is appropriate for the student to continue in a program of study that prepares students to work with people in the capacity of a mental health care provider. Final determinations will be at the sole discretion of the Director of the (MAC) program or a designee of the Program Director will be made with the utmost care, and with the student s best interests in mind. Students always have the right to appeal a decision under the CAGS Student Handbook procedures. Remediation Policy Identified issues in the areas noted above may result in some form of intervention in an effort to take reasonable steps to assist students in addressing and correcting the problem. This may include (but is not limited to): documentation of the problem area(s) on the Student Assessment and Remediation form evaluation and academic counseling of the student by faculty members and/or supervisors recommendation for the student to seek professional help to address any personal concerns that may be affecting their competency requiring the student to take a leave of absence from the program until the problem area(s) is appropriately and sufficiently addressed dismissal from the MAC program The process for assisting the student regarding remediation of professional concerns usually takes the form of a written contract (Student Assessment and Remediation form), specifying behavioral expectations, assistance to be provided, and specific outcomes with a timeline. Students who have received a Student Assessment and Remediation form indicating areas needing attention are encouraged to meet with their faculty mentor if they are having trouble responding to any written requirements. If plans for addressing professional development cannot be resolved with the faculty mentor and/or their Instructor, the student may take his or her case to the Program Director. If the issue cannot be settled at that level, the next step is to appeal to the Program Dean. If the issues cannot be agreed upon with the Program Dean, the final step is to appeal to the Assistant Vice President of Academic Administration. Issues that cannot be resolved within the College of Adult and Graduate Studies are subject to University procedures for academic appeal and student discipline. Should any student fall into one or more of the categories described above and require intervention, every effort will be made to protect student confidentiality and student records as described in the CSGS Student Handbook and in compliance with the Family Educational Rights and Privacy Act of 1974 (FERPA). No student will be discriminated against due to disability, and reasonable accommodation will be made in accordance with CCU policy as described in the CAGS Student Handbook. 10

11 The basis for this policy is derived from two primary sources that address matters related to statutory, regulatory, professional competency and ethical practice standards: The American Counseling Association (ACA) and more specifically the following: o ACA Code of Ethics o o o o o o o o Section A: The Counseling Relationship Section B: Confidentiality, Privileged Communication, and Privacy Section C: Professional Responsibility Section D: Relationships with Other Professionals Section E: Evaluation, Assessment, and Interpretation Section F: Supervision, Training, and Teaching Section G: Research and Publication Section H: Resolving Ethical Issues The American Counseling Association Code and Standards can be accessed at: Degree Requirements Cohort Model The MAC program follows the cohort model of learning. With this model, students join a group of learners and journey together to complete the degree program. Cohorts offer a stimulating and intellectually challenging environment, while promoting a sense of community. Courses are offered in a pre-determined sequence and designed to build upon each other. Students are required to stay in the pre-determined sequence. Following the course progression will enhance the learning experience, allow students to complete the program in the seven -eight semester time frame, and assist with prerequisite completion. Format The MAC program is offered in an in-seat format and an online format. Students admitted to an in-seat or an online cohort must remain in their cohort format. Due to the nature of the counseling curriculum and the lock-step cohort format, students wishing to move from an in-seat format to an online format or 11

12 vice versa must petition for an exception to academic policy and secure the permission of the Program Director. Residential Intensives Each online cohort student is required to attend three residential intensive courses in order to graduate from the MAC program (CSL 581, CSL 582, and CSL 681). These intensive experiences are designed to assist students in effectively preparing for their counseling profession and thus are essential to their academic, personal, and professional development. Each intensive must be completed in the order prescribed before moving on to the next year of the MAC program. It is the student s responsibility to make arrangements for transportation, hotel and food expenditures. Each residential intensive course requires a non-refundable residency tuition fee. Synchronous Meetings Most of the online curriculum can be completed at the student s convenience, but always within the parameters of course due dates. However, some courses in the MAC online cohort format may require synchronous meetings that require students to attend class online at a specific date and time and are built upon the North American Standard time zones. Due to the nature of counselor education, these synchronous meetings are essential in the development of counselor competencies and thus carefully and respectfully planned into the course curriculum. Technology In order to effectively teach, train, and evaluate counseling students in the areas of primary counseling skills, professional dispositions, and professional behaviors in accordance with the CACREP 2009 Standards, the use of technology is required. Technology as a teaching and learning medium can provide students and faculty with more interpersonal connection, while also facilitating a deeper understanding and meaning of the material introduced. The MAC program is committed to upholding the highest standards of practice in counselor education. The commitment is demonstrated by providing evidence of the use and infusion of technology in our program delivery and in teaching the benefits of technology in the profession. This tenet is also required per CACREP 2009 Standards: IIF. Through the use of pedagogical tools such as video podcasts, video uploaded role plays, video recorded counseling sessions with clients or volunteers, video group-chat consulting, synchronous educational experiences, audio uploaded files, and a growing variety of other interactive internet tools, the MAC program can effectively instruct, train, and evaluate our students towards counselor development success. Students are expected to embrace technology as a learning tool and cooperate with course requirements that implement the use of technology in their curriculum delivery. Students are required to secure the use of a video recorder, cell phone device which may require an external microphone, or tablet device that allows a quality video to be recorded for faculty and peer review. A webcam and 12

13 headset is required for use in online video group/lecture chats. In addition, the MAC course curriculum will require students to access and use scanners and printers. MAC Course Progression In-seat Curriculum First Semester CSL 500 Counseling Skills- 1 credit CSL 620 Counseling Services and Methods 3 credits CSL 510 Group Processing 1 credit CSL 641 Human Growth and Development 3 credits Second Semester CSL 665 Social and Cultural Foundations 3 credits CSL 645 Crisis and Trauma 2 credits CSL 621 Theories of Personality and Counseling 3 credits BIB 515 Spiritual Formation 2 credits OPTIONAL Third Semester CSL 623 Psychopathology (both blocks) 3 credits CSL 674 Professional Orientation 3 credits CSL 623 Psychopathology (continued) CSL 661 Groups and Group Therapy 3 credits Fourth Semester CSL 663 Lifestyle and Career 3 credits CSL 514 Practicum (both blocks) 3 credits CSL 514 Practicum (continued) CSL 643 Appraisal 3 credits Fifth Semester CSL 648 Marriage & Family (both blocks) 3 credits CSL 514/653 Practicum or Counseling Internship (both blocks) 3 credits Elective 2 credits Optional (Can take the following spring) CSL 648 Marriage & Family (continued) CSL 514/653 Practicum or Counseling Internship (continued) 13

14 Elective 2 credits Optional (Can take the following spring) Sixth Semester CSL 672 Research & Evaluation (both blocks) 3 credits CSL 653 Counseling Internship (continued) Variable credit (1-3) CSL 653 Counseling Internship (continued) CSL 672 Research & Evaluation (continued) Seventh Semester CSL 653 Counseling Internship (continued) Variable credit (1-3) CSL 618 Psychopharmacology 2 credits CSL 653 Counseling Internship (continued) CSL 680 Integrative Seminar 2 credits Eighth Semester (Optional) CSL 653 Counseling Internship (continued) Variable credit (1-3) Elective/THE 510 Philosophical Issues 2 credits Optional CSL 653 Counseling Internship (continued) Elective 2 credits Optional Online Curriculum Note: Due to the lock-step nature of the MAC online curriculum, students must follow the prescribed sequence of courses in order to progress to the next semester in their program. All residential Integrative Intensive Seminar courses must be completed in the prescribed order. First Semester CSL 581 Integrative Intensive Seminar I (Note: First week of fall semester and required to move forward) 1 credit CSL 500 Counseling Skills- 1 credit CSL 620 Counseling Services and Methods 3 credits CSL 510 Group Processing 1 credit CSL 641 Human Growth and Development 3 credits Second Semester CSL 665 Social and Cultural Foundations 3 credits CSL 645 Crisis and Trauma OR Elective 2 credits CSL 621 Theories of Personality and Counseling 3 credits BIB 515 Spiritual Formation OR Elective 2 credits 14

15 Third Semester CSL 582 Integrative Intensive Seminar II (Note: First week of summer semester and required to move forward) 1 credit CSL 623 Psychopathology (both blocks) 3 credits CSL 674 Professional Orientation 3 credits CSL 623 Psychopathology (continued) CSL 661 Groups and Group Therapy 3 credits Fourth Semester CSL 663 Lifestyle and Career 3 credits CSL 514 Practicum (both blocks) 3 credits CSL 514 Practicum (continued) CSL 643 Appraisal 3 credits Fifth Semester CSL 672 Research & Evaluation (both blocks) 3 credits CSL 514/653 Practicum (3) or Counseling Internship (both blocks) 1-3 credits Elective 2 credits CSL 672 Research & Evaluation (continued) CSL 514/653 Practicum or Counseling Internship (continued) THE 510 Philosophical Issues of Psychology and Theology 2 credits Sixth Semester CSL 681 Integrative Intensive Seminar III - 2 credits (Note: First week of summer semester and required to move forward) CSL 648 Marriage & Family (both blocks) 3 credits CSL 653 Counseling Internship (continued) Variable credit (1-3) CSL 648 Marriage & Family (continued) CSL 653 Counseling Internship (continued) Seventh Semester CSL 653 Counseling Internship (continued) Variable credit (1-3) if needed CSL 618 Psychopharmacology 2 credits 15

16 CSL 653 Counseling Internship (continued) Take Elective Credit if needed - 2 credits NOTE: It is strongly recommended that students keep their textbooks until after they graduate from the program. Since this program is sequential in nature and many courses build upon the information provided in previous courses, textbooks from prior courses may be utilized in future courses. Personal Counseling Students in the MAC program are required to receive a minimum of five (5) individual counseling sessions. This requirement must be met prior to beginning the Practicum experience. This requirement has a two-fold purpose: 1. It allows the student to personally experience the professional therapeutic process so that it can become a significant learning experience in professional development, and 2. It allows the student to examine personal issues which may hinder professional effectiveness. Students must utilize a licensed counselor (LPC, LCSW, LMFT, or Licensed Psychologist) who has an active license in good standing on the DORA webpage ALISON at or who holds an active license in good standing in the state in which you reside or receive your training. Students attending the MAC program in Colorado can utilize the MAC counselor referral list for their personal counseling sessions. Students are required to submit the Personal Counseling Verification Form (found on the MAC web portal) when they have completed the sessions. Each session must have a minimum of one week between them, preferably two weeks between sessions to allow time for processing the sessions. CSL 514 Practicum The MAC Program has developed the Counseling Practicum to provide each student with a closely supervised counseling experience that facilitates initial development as a professional counselor. The practicum is a 100 hour experience spread throughout the 14 week semester. Student Professional Liability Insurance is mandatory before the start of Practicum and must be maintained till the end of Internship. The following courses are prerequisites for starting practicum: CSL 500 Counseling Skills CSL 510 Group Counseling CSL 620 Counseling Services and Methods CSL 621 Theories of Personality and Counseling Note: The textbooks from all prerequisite courses will be used in CSL 514 Counseling Practicum. 16

17 Students will also attend a mandatory Practicum Orientation meeting or webinar as announced on the MAC Portal before students begin exploring possible Practicum sites. Please refer to the list of approved sites posted on the MAC portal and provided at the Practicum Orientation meeting. Students are expected to read the Practicum Manual for details regarding qualifications of site supervisors as well as rights and responsibilities of the student, practicum professor and site supervisor. Students should contact their MAC Clinical Coordinator with any questions as they go through the process of seeking a practicum site. All students must complete a Practicum Application Packet following the Orientation meeting. This packet must be completed and ed to the MAC Clinical Coordinator at MACPractint@ccu.edu Please see the Practicum Manual in the MAC portal for submission requirements and forms. Practicum Application Packet Deadlines Summer Semester March 1 Fall Semester July 1 Spring Semester November 1 After the student has obtained approval of the Practicum Application Packet, he or she will then submit a signed Practicum Contract to the Clinical Coordinator at MACPractint@ccu.edu The contract must be submitted 2 weeks before the practicum class begins. All students are expected to identify and acquire their Practicum and Internship sites. CSL 653 Counseling Internship A counseling internship is defined by the Colorado Board of Licensed Professional Counselors as a distinctly defined supervised curricular experience intended to enable the student to develop basic counseling or student affairs skills and to integrate professional knowledge and skills appropriate to the student s program emphasis. The MAC program at Colorado Christian University (CCU) has developed Counseling Internship to provide each student with a closely supervised counseling experience that facilitates further development as a clinical mental health professional counselor. The Internship is a 600 hour experience. The following courses are prerequisites to starting internship: CSL 500 Counseling Skills CSL 510 Group Counseling CSL 514 Practicum CSL 620 Counseling Services and Methods CSL 621 Theories of Personality and Counseling CSL 623 Psychopathology CSL 674 Professional Orientation Note: The textbooks from all prerequisite courses will be used in CSL 653 Counseling Internship. 17

18 The student will attend a mandatory Internship Orientation meeting or webinar as announced on the MAC Portal. Please refer to the list of approved sites posted on the MAC portal and provided at the Internship Orientation. Students are expected to read the Internship Manual for details regarding qualifications of site supervisors as well as rights and responsibilities of the student, internship professor and site supervisor. Students should contact their MAC Clinical Coordinator with any questions as they go through the process of seeking an internship site. All students must complete an Internship Application Packet following the Orientation meeting. This packet must be completed and ed to the MAC Clinical Coordinator at MACPractint@ccu.edu Please see the Practicum Manual in the MAC portal for submission requirements and forms. Internship Application Packet Deadlines Summer Semester March 1 Fall Semester July 1 Spring Semester November 1 After the student has obtained approval of the Internship Application Packet, he or she will then submit a signed Internship Contract to the Clinical Coordinator at MACPractint@ccu.edu The contract must be submitted 2 weeks before the internship class begins. CSL 653 Internship is a repeatable course for which students register until they complete the 600 hours. Two semesters is the minimum requirement; additional semesters may be used to complete the hours. Please go to the MAC Portal for forms and the Internship Manual which contains requirements and responsibilities. All students are expected to identify and acquire their Practicum and Internship sites. MAC Exit Exam All students in the MAC program will be required to take the Counselor Preparation Comprehensive Examination (CPCE), also known as the Comprehensive or Comp Exam. Students beginning catalog year will be required to take this official exit exam before graduation and pass within 1 Standard Deviation (SD) of the national average on the CPCE. Those who fail to meet the cut off score will need to retake the test before they will be able to graduate. The cost for this exam is $50.00 and students will need to bring a money order or cashier s check payable to the Center for Credentialing and Education (CCE). Students attending in the online cohort will take the Comps Exam during their third residential intensive course, CSL 682 Integrative Intensive Seminar III. The Comprehensive Exam covers the following eight core content areas for the Council for Accreditation of Counseling and Related Education Programs (CACREP): Human Growth and Development, Helping Relations, Social and Cultural Foundations, Group Work, Career and Lifestyle Development, Appraisal, Research and Program Evaluation, and Professional Orientation and Ethics. The 18

19 Comp Exam is an excellent preparation experience for the National Counselor Exam (NCE), which is required for licensure in the state of Colorado and many other states. National Certified Counselor (NCC) The NCE is hosted by CCU in the fall as part of the National Certified Counselor application. This is an optional resource for students and taken on a voluntary basis. Students desiring to become a National Certified Counselor (NCC) may apply to take the NCE in the fall semester and must meet the criteria to sit for the exam set by the National Board of Certified Counselors. Successful completion of this exam can lead to students having the Nationally Certified Counselor (NCC) credential, and complete the required test for licensure for the State of Colorado and many other states. Professional Affiliations/Development Licensure Requirements Licensure requirements differ considerably between states. Students are responsible for becoming familiar with the licensure requirements in appropriate states and adjusting their degree programs accordingly. Students are also strongly advised to keep a copy of all their course syllabi and field experience forms as this documentation may be needed in the licensure application process. Colorado Licensure Information The 60 hour clinical counseling program meets all the academic core area requirements for endorsement as a Licensed Professional Counselor (LPC) in Colorado. For additional information, connect to their website. Department of Regulatory Agencies (DORA) Broadway, Suite 1350 Denver, CO (303) Phone (303) Fax Associations Students are expected to participate in local, state, and national organizations to enhance their academic and professional experience. Participation in profession associations provides the student with opportunities to enhance their learning through workshops and presentations conducted by leading professionals in the industry. It also provides students with the opportunity to present or co-present 19

20 with faculty, as well as network with other professionals. The following is a list of professional organizations. American Counseling Association (ACA) There are 17 chartered divisions in ACA. Students are encouraged to visit the website and explore divisions that may be of interest Stevenson Ave. Alexandria, VA Colorado Counseling Association (CCA) W 52nd Ave., Ste M244 Arvada, Colorado National Board of Certified Counselors (NBCC) The NBCC is a private organization that is endorsed by the American Counselors Association (ACA). Through the NBCC, counselors can obtain certification as a National Certified Counselor (NCC) and National Certified School Counselor (NCSC). For additional information connect to their Website. 3 Terrace Way Greensboro, North Carolina, American Association of Christian Counselors (AACC) PO Box 739 Forest, VA contactmemberservices@aacc.net 20

21 Acknowledgement of Handbook This handbook is provided to students and applicants for their general guidance only. It does not constitute a contract; either expressed or implied, and is subject to change at the discretion of the University. Students in the MAC program are expected to read and follow all policies and procedures outlined in the MAC. The MAC has been prepared to answer questions that are not addressed in other University documents. Students are responsible for the information provided in the College of Adult and Graduate Studies (CAGS) Student Handbook and the Colorado Christian University Academic Catalog. CAGS Student Handbook: University Catalog I, (print name) have read the CAGS Student Handbook, the MAC and the Academic Catalog. I agree to follow the policies and procedures outlined therein. I agree to discuss any questions with my Student Services Advisor (SSA), or my Faculty Mentor. Signature Date 21