Ed.S. PROGRAM HANDBOOK Counseling Graduate Program Norfolk Campus Department of Counseling and Human Services

Transcription

1 Ed.S. PROGRAM HANDBOOK Counseling Graduate Program Norfolk Campus Department of Counseling and Human Services

2 TABLE OF CONTENTS Topic Page Program Description 3 Scope of this Handbook 3 Mission Statement 3 Accreditation 4 Counselor Licensure and Certification 4 Specialist Program Course Requirements 6 Personal Counseling 9 Course Prerequisites 10 Sequence of Course Offerings 10 Content of Courses 12 Elective Courses 33 School Counseling Specialization Portfolio Requirement 33 Practicum and Internship Policies and Procedures 34 Comprehensive Eamination Policies 34 Faculty Evaluation of Students 36 Suspensions 37 International Counseling Institutes 39 Important University and Program Policies 40 Transfer of Credits; Deadlines 41 Academic Appeal Policy; Professional Associations, Student 41 Association, and Professional Workshops; Minority Recruitment Policy; Graduate Assistantships; Financial Aid and Part-Time Employment; Students with Special Needs Si-Year Limit; Application for Graduation; Graduate Student 42 Satisfaction Survey; Orientation; Program Website; Faculty-Student Communication; Program Evaluation Preferred Options for School Counseling Licensure Applications 43 Faculty Profiles 44 Endorsements 52 Degree Completion Plan Form 53 2

3 PROGRAM DESCRIPTION The Education Specialist (Ed.S.) degree in counseling is designed to further develop and broaden students knowledge and skills in counseling and to cultivate their capacity for leadership as professionals. The Ed.S. is suitable for master s degree level counselors who wish to earn an additional graduate degree in counseling, or for individuals with specialist degrees in related fields who wish to satisfy the academic portion of the state requirements for licensure as a professional counselor (LPC) or as a school counselor. It is considered a terminal counseling practitioner s degree. The ODU Counseling Graduate Program also offers a specialist (M.Ed.) degree program and a doctor of philosophy (Ph.D.) degree program in counseling. SCOPE OF THIS HANDBOOK This handbook contains policy statements and important forms you will need as you pursue your specialist degree in counseling. Although most of the information you will need while at Old Dominion University is included in this handbook, you are required to also read relevant policies listed in the University Graduate Catalog ( Please make sure that all forms are completed by the dates they are required. Note that there are separate handbooks for practicum and school counseling internships and college counseling and mental health counseling internships (see tab on our website for all: that must be consulted for those parts of the program. UNIVERSITY ORGANIZATIONAL STRUCTURE The Counseling Graduate Program includes 12 full-time faculty members (Dr. Nina Brown, Dr. Tim Grothaus, Dr. Danica Hays, Dr. Radha Horton-Parker, Dr. Kaprea Johnson, Dr. Garrett McAuliffe, Dr. Jeff Moe, Dr. Ed Neukrug, Dr. Ted Remley, Dr. Alan Schwitzer, Dr. Suzan Thompson, and Dr. Chris Wood), and part-time faculty members who change from semester to semester. Administration of the Counseling Graduate Ed.S. Program is the responsibility of the Graduate Program Director, Dr. Tim Grothaus. All faculty members in the Counseling Graduate Program are members of the Department of Counseling and Human Services. The Counseling Graduate Program is a part of that department and all faculty members in the program (ecept Dr. Chris Wood) report to the Department Chair, Dr. Danica Hays. The department s office manager is Ms. Saysha Malbon and the department s fiscal technician is Mr. John Hickerson. The Department of Counseling and Human Services is a department within the Darden College of Education. The Dean of the College of Education is Dr. Jane S. Bray. 3

4 All programs that offer graduate degrees at ODU are coordinated by the Office of Academic Affairs. The Office of Academic Affairs sets university-wide policies and procedures for graduate programs in partnership with individual colleges. In the College of Education, Dr. Gail Dickinson is the Associate Dean for Graduate Studies and Research and coordinates all graduate programs in the College of Education. The College of Education is one of seven colleges at ODU. The chief academic officer of the university is Dr. Carol Simpson, Provost and Vice President for Academic Affairs. The Provost and Vice President of Academic Affairs reports to the President of the university, John Broderick. ACCREDITATION Accreditation of universities and university programs is voluntary. Universities and programs choose to seek accreditation to ensure that their academic programs meet the highest standards that have been set by academics, professionals, and professional associations throughout the United States. The Old Dominion University master s degree programs in clinical mental health counseling, college counseling, and school counseling and the Ph.D. degree program in counselor education and supervision are accredited by the Council on Accreditation for Counseling and Related Educational Programs (CACREP). Ed.S. degree programs are not eligible for CACREP accreditation and therefore this Ed.S. degree program is not CACREP accredited. Students who need a CACREP accredited degree program should consider the ODU master s degree program instead of the Ed.S. program. All degree programs in the Old Dominion University Darden College of Education, including all masters, specialist, and doctoral degree programs in counseling, are accredited by the National Council for Accreditation of Teacher Education (NCATE). Some states offer special consideration to graduates of NCATE accredited programs when they apply for state licensure or certification as school counselors. ODU is accredited by the regional accrediting agency, the Commission on Colleges of the Southern Association of Colleges and Schools. All state counseling licensure boards and school counselor certification agencies require that students hold graduate degrees from universities that are regionally accredited. In addition, most jobs require that graduate degrees be granted from accredited universities. SELOR LICENSURE AND CERTIFICATION Even though licensure as a Professional Counselor (LPC) is required only for private practice and practice in for-profit counseling agencies in Virginia, all students are encouraged to become licensed as Professional Counselors in Virginia or the jurisdiction in which they plan to live and work. In addition, all students should consider becoming National Certified Counselors (NCC) upon graduation from this specialist degree program. Students who plan to work as school counselors should become licensed as school counselors by the State Department of Education in Virginia or become certified 4

5 or licensed as school counselors by the state department of education in the state in which they plan to live and work. There are numerous other credentials offered by state agencies and national boards that may be important to the careers of professional counselors. Students should discuss other credentials that might be uniquely important to them with their faculty advisor or with other members of the faculty who are familiar with available credentials. Graduates who wish to become Licensed Professional Counselors (LPCs) should secure a qualified clinical supervisor and register with the Virginia LPC board immediately upon graduation, or prior to graduation. Delays in registering with the LPC board will result in delays in earning the LPC credential. Completion of the specialist degree, including coursework in specified areas, two years of supervised eperience as a counselor, and passing the National Clinical Mental Health Counselors Eamination (NCMHCE) are required before specialist degree graduates are eligible for licensure as a Professional Counselor (LPC) in Virginia. Specifically, coursework required by LPC Board follows (see for most updated information): 18VAC Coursework requirements. A. The applicant shall have completed 60 semester hours or 90 quarter hours of graduate study in the following core areas with a minimum of three semester hours or 4.5 quarter hours in each of the areas identified in subdivisions 1 through 12 of this subsection: 1. Professional identity, function and ethics; 2. Theories of counseling and psychotherapy; 3. Counseling and psychotherapy techniques; 4. Human growth and development; 5. Group counseling and psychotherapy, theories and techniques; 6. Career counseling and development theories and techniques; 7. Appraisal, evaluation and diagnostic procedures; 8. Abnormal behavior and psychopathology; 9. Multicultural counseling, theories and techniques; 10. Research; 11. Diagnosis and treatment of addictive disorders; 12. Marriage and family systems theory; and 13. Supervised internship of 600 hours to include 240 hours of face-to-face client contact. For licensure as a school counselor in Virginia, specialist degree students need to follow all of the steps outlined in the application packet for the "School Counseling Pupil Personnel License" available on the Teacher Education Services website. The packet is currently available at the bottom of the "Initial Virginia License Application and College Verification" page at All of the specialist degree options include the course requirements for credentialing as a National Certified Counselor (NCC). Students may become certified upon graduation from the program if they register for and pass the National Counselor Eamination (NCE). 5

6 DISTANCE LEARNING Some courses are available in distance learning formats including video streaming to teletechnet site or desktop. For more information about distance learning (including desktop hardware requirements) see: For more information on the broadcast locations see: (site locations) and (military programs). SPECIALIST PROGRAM COURSE REQUIREMENTS Graduate courses listed below must have been completed prior to beginning the Ed.S. degree program or must be completed as a part of the Ed.S. degree program. An Ed.S. degree program must include a minimum of 30 credits. In addition, ODU has implemented a requirement that all graduate students complete a research ethics on-line training course (Responsible Conduct of Research RCR) during their first year of enrollment in graduate school. Access the following page on the ODU Darden College of Education website and follow the instructions for completing the on-line training course: Up to 12 graduate semester credits may be transferred into the Ed.S. program and may count toward the 30 minimum credits required. Transfer courses must have been taken after the master s degree was awarded, and must have been taken no more than 6 years prior to earning the Ed.S. degree. If transfer credits are out of date, each out of date course must be updated through an eam administered by the Graduate Program Director. = Required Course Number Title Seeking LPC licensure Principles of Professional Counseling and Ethics Counseling for Lifespan 6 Seeking licensure as school counselor Seeking LPC licensure & licensure as school counselor Completing degree to gain additional skills as a school counselor or as a counselor in another setting.

7 Development Counseling and Psychotherapy Techniques Advanced Counseling and Psychotherapy Techniques Group Counseling and Psychotherapy Testing and Client Assessment Addictive Disorders Foundations of Career Development Theories of Counseling and Psychotherapy Social and Cultural Issues in Counseling Professional Issues in School Counseling K-12 School Culture, Learning, and Classroom Management Counseling Children and Adolescents in School Settings School Counseling Program Development K- 12 Introduction to Counseling Supervision Mental Health Counseling 680 Diagnosis and 7

8 685 Treatment Planning in Mental Health Counseling College / FOUN 611 Counseling Family Systems and Family Development Adult and College Student Development Advanced Counseling Theory and Practice Advanced Group Counseling Topics in Counseling Independent Study Current Issues in Counseling and Counselor Education Advanced Supervised Practicum in Counseling (minimum of 100 hours in counseling supervised practice) Internship in Counseling (6 credits)(minimum of 600 hours in counseling supervised practice) Introduction to Research (at least 300 must be in an elementary school and 300 in a middle or high school) (at least 300 must be in an elementary school and 300 in a middle or high school) 8

9 FOUN 722 FOUN 814 HIED 710 Electives (other fields) Introduction to Applied Statistics and Analysis Qualitative Research Design Introduction to Student Affairs 600, 700, or 800 level courses Minimum of 30 credits required that are to be taken as a part of the Ed.S. degree program or transferred into the Ed.S. degree program. STUDY ABROAD NOTE: Students may wish to participate in the program s international institutes in Italy or Ireland. Some required courses may be earned in study abroad institutes. 655: Social and Cultural Issues in Counseling may be earned at the Diversity and Counseling Summer Ireland Institute in August. The three institutes in Italy and the one institute in Ireland offered each year also allow students to earn three credits that may be used to fulfill elective requirements. Students will earn 3 credits in 695 for each institute they complete. PERSONAL SELING Counseling graduate students are encouraged by the faculty to seek personal counseling services during the time they are enrolled in the counselor preparation program. In keeping with the philosophy of counseling that counseling services can be helpful to all persons, not just individuals who have emotional or mental disorders, but also for individuals who are functioning effectively as well, graduate students are encouraged to learn about themselves from being a client in a counseling relationship. In addition to self-eploration, being a client provides counseling students with the opportunity to eperience what they ask their clients to do, which helps counseling students empathize more fully with clients who seek counseling services. Although counseling graduate students may engage in conversations with counseling faculty members regarding personal matters in the course of their studies, it is inappropriate for counseling faculty members to become a counselor for a counseling graduate student. Faculty members and counseling graduate students should maintain their roles as professor and student and all times and are not ethically allowed to engage in counseling or personal relationships. ODU graduate students are entitled to free individual counseling sessions through ODU Counseling Services. Counseling students who seek services in the center should identify themselves as counseling graduate students so they will be assigned to mental health professionals who are not students themselves in the ODU Counseling Graduate Program. Privacy of counseling graduate students is insured by ODU Counseling 9

10 Services staff members. In addition to individual personal counseling, ODU s Counseling Services office provides psychoeducational groups on topics of interest to graduate students and emergency mental health services. In addition to counseling services provided to student on the ODU campus, counseling graduate students may seek counseling through private practitioners in the community. Students who seek counseling in the community may be eligible for third party reimbursement for counseling services if they have a personal health insurance plan that reimburses for such services. Students who seek private counseling services in the community are encouraged to utilize the services of Licensed Professional Counselors (LPCs). COURSE PREREQUISITES The course prerequisites listed below must be followed. In the event a student wishes to take a course prior to completing a prerequisite, permission must be obtained from the Graduate Program Director. Course Number Course Title Principles of Professional Counseling and Ethics Counseling for Lifespan Development Counseling and Psychotherapy Techniques Advanced Counseling and Psychotherapy Techniques Admission to M.S.Ed. Program or Graduate Program Director Approval. X X X 10 Approved Application Admission into and Approval of Certificate Program Prerequisites and Notes Must be completed with a B or higher to take , 633, & 650 Must be completed with a B or higher FOUN 611 Introduction to Research 642 Structured Counseling X 601, 633, & 650 Groups 644 Group Counseling and Psychotherapy X 601, 633, & Testing and Client Assessment 647 Addictive Disorders X 601, 633, & Foundations of X 601, 645

11 Career Development Theories of Counseling and Psychotherapy Social and Cultural Issues in Counseling Internship in College Counseling Internship in Mental Health Counseling Internship in School Counseling Practicum in Counseling Introduction to Counseling Supervision X & 650 X X 601, 633, 634, 644, 645, 648, 650, 669, 680, 685, 686 X X 601, 633, 634, 644, 645, 648, 650, 669, 680, 685 X X 601, 633, 634, 642 or 644, 645, 648, 650, 669, 676 & 678 X X 601, passing 633 and 634 with a B or higher, 642 or 644, & 650 X 601, Professional Issues in School Counseling K-12 School Culture, Learning, and Classroom Management Counseling Children and Adolescents in School Settings School Counseling Program Development K- 12 Mental Health Counseling Couples Counseling Diagnosis and Treatment Planning in Mental Health Counseling College Counseling X X 676 X 601, 633, & 650 X X 642 or 644, 648, & 676 X 601,633, & 650 X 601, 633, & Understanding X X 11

12 /807 Military Connected Children and Families Family Systems and Family Development Topics in Counseling Adult and College Student Development X 601, 633, & 650 X X SEQUENCE OF COURSE OFFERINGS The chart below shows the sequence in which courses will be offered. Students must develop their degree completion plans by scheduling courses to be taken semesters and terms in which they will be offered. When courses have less than the minimum number of graduate students enrolled, they will be canceled. Also, this program includes many students and courses fill up quickly once registration begins. As a result, it is important for students to register early in the registration process for courses they need. Please note: = course offered on Norfolk campus; DL = course offered in distance learning format Course # Course Title Fall Spring Summer Growth Group (non-credit) DL Principles of Professional Counseling & Ethics DL DL 601 (on Norfolk Campus) Counseling for Lifespan Development DL DL 631 Counseling and Psychotherapy Techniques DL 633 Advanced Counseling and Psychotherapy DL 634 Techniques Structured Group Counseling 642 Group Counseling and Psychotherapy 644 DL Testing and Client Assessment DL 645 DL Addictive Disorders DL DL 647 Foundations of Career Development DL Theories of Counseling and Psychotherapy DL 12

13 Social and Cultural Issues in Counseling (on DL DL 655 Norfolk Campus) Social and Cultural Issues in Counseling (in 655 Ireland) Internship in College Counseling 666 Internship in Mental Health Counseling DL DL 667 DL Internship in School Counseling DL DL 668 DL Practicum in Counseling DL DL 669 DL Introduction to Counseling Supervision DL 670 Professional Issues in School Counseling K-12 DL 676 School Culture, Learning, and Classroom DL DL 677 Management Counseling Children and Adolescents in DL DL 678 Schools School Counseling Program Development K DL Mental Health Counseling DL 680 Couples Counseling 681 Diagnosis & Treatment Planning Mental Health DL 685 Counseling DL College Counseling 686 Family Systems and Family Development DL 691 Complementary, Alternative, & Integrative 695 Therapies (on Norfolk Campus) Spirituality in Counseling (on Norfolk Campus) 695 Counseling in Italy (in Italy) 695 Counseling in Ireland (in Ireland) 695 Play Therapy in Italy (in Italy) 695 Positive Adult Development (on Norfolk 695 Campus) FOUN Introduction to Research 611 HIED Introduction to Student Affairs 13

14 FOUN 722 FOUN 814 Adult and College Student Development Advanced Counseling Theory & Practice Advanced Group Counseling Current Issues in Counseling and Counselor Education Internship in Counseling Advanced Supervised Practicum in Counseling Complementary, Alternative, & Integrative Therapies Spirituality in Counseling Counseling in Italy (in Italy) Counseling in Ireland (in Ireland) Play Therapy in Italy (in Italy) Positive Adult Development (on Norfolk Campus) Introduction to Applied Statistics and Analysis Qualitative Research Design CONTENT OF COURSES Courses in the curriculum are listed below. The catalog description of the course is listed first, followed by content in the course required by CACREP. 601: Principles of Professional Counseling and Ethics Catalog Description: Aligned with a spiral approach to learning, students will be introduced to theory, practice, methods, basic principles, and concepts used by counselors in educational settings and community agencies. In subsequent courses, these topics will be revisited in depth. The course will emphasize professional and ethical issues related to counseling. CACREP Required Content: PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE studies that provide an understanding of all of the following aspects of professional functioning: a. history and philosophy of the counseling profession; 14

15 b. professional roles, functions, and relationships with other human service providers, including strategies for interagency/interorganization collaboration and communications; c. counselors roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster or other trauma-causing event; d. self-care strategies appropriate to the counselor role; e. counseling supervision models, practices, and processes; f. professional organizations, including membership benefits, activities, services to members, and current issues; g. professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues; h. the role and process of the professional counselor advocating on behalf of the profession; i. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and j. ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling. HELPING RELATIONSHIPS studies that provide an understanding of the counseling process in a multicultural society, including all of the following: e. a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions. 631: Counseling for Lifespan Development Catalog Description: A study of phase and stage theories of lifespan development with application to counseling. Current research findings on major developmental issues (e.g., gender) will be emphasized. CACREP Required Content: HUMAN GROWTH AND DEVELOPMENT studies that provide an understanding of the nature and needs of persons at all developmental levels and in multicultural contets, including all of the following: a. theories of individual and family development and transitions across the life span; b. theories of learning and personality development, including current understandings about neurobiological behavior; c. effects of crises, disasters, and other trauma-causing events on persons of all ages; d. theories and models of individual, cultural, couple, family, and community resilience; e a general framework for understanding eceptional abilities and strategies for differentiated interventions; f. human behavior, including an understanding of developmental crises, disability, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior; g. theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment; and h. theories for facilitating optimal development and wellness over the life span. 633: Counseling and Psychotherapy Techniques Catalog Description: The course focuses on development of attitudes and skills essential to effective professional counseling. Emphasis is on conducting the helping 15

16 interview, as well as conducting an intake interview, a mental status evaluation, a biopsychosocial history, a mental health history, and a psychological assessment for treatment planning and caseload management. CACREP Required Content: HELPING RELATIONSHIPS studies that provide an understanding of the counseling process in a multicultural society, including all of the following: a. an orientation to wellness and prevention as desired counseling goals; b. counselor characteristics and behaviors that influence helping processes; and c. essential interviewing and counseling skills. 634: Advanced Counseling and Psychotherapy Techniques Catalog Description: The course focuses on development of advanced skills essential to effective professional counseling. CACREP Required Content: HELPING RELATIONSHIPS studies that provide an understanding of the counseling process in a multicultural society, including all of the following: f. a general framework for understanding and practicing consultation; and g. crisis intervention and suicide prevention models, including the use of psychological first aid strategies. 642: Structured Counseling Groups Catalog Description: This course is designed to prepare students to facilitate structured counseling groups for children, adolescents and adults in a variety of settings. CACREP Required Content: GROUP WORK studies that provide both theoretical and eperiential understandings of group purpose, development, dynamics, theories, methods, skills, and other group approaches in a multicultural society, including all of the following: a. principles of group dynamics, including group process components, developmental stage theories, group members roles and behaviors, and therapeutic factors of group work; b. group leadership or facilitation styles and approaches, including characteristics of various types of group leaders and leadership styles; c. theories of group counseling, including commonalities, distinguishing characteristics, and pertinent research and literature; and d. group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness. 644: Group Counseling and Psychotherapy Catalog Description: Developing effective group leadership competencies is the focus for the course. Identification of group dynamics, use of group level process, and the self-development of the leader are some major topics. CACREP Required Content: GROUP WORK studies that provide both theoretical and eperiential understandings of group purpose, development, dynamics, theories, methods, skills, and other group approaches in a multicultural society, including all of the following: 16

17 a. principles of group dynamics, including group process components, developmental stage theories, group members roles and behaviors, and therapeutic factors of group work; b. group leadership or facilitation styles and approaches, including characteristics of various types of group leaders and leadership styles; c. theories of group counseling, including commonalities, distinguishing characteristics, and pertinent research and literature; and d. group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness. 645: Testing and Client Assessment Catalog Description: This course eamines individual and group approaches to formal and informal assessment techniques, including diagnosis. It includes an eamination of: the history of assessment; basic test statistics; test worthiness (reliability, validity, and cross-cultural issues); the selection, administration, and interpretation of assessment instruments; and ethical and legal issues relative to assessment. The focus of this class is on major concepts and principles of psychological testing and evaluation and use of standardized instruments with differing populations. CACREP Required Content: ASSESSMENT studies that provide an understanding of individual and group approaches to assessment and evaluation in a multicultural society, including all of the following: a. historical perspectives concerning the nature and meaning of assessment; b. basic concepts of standardized and nonstandardized testing and other assessment techniques, including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, psychological testing, and behavioral observations; c. statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations; d. reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information); e. validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity); f. social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations; and g. ethical strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling. 647: Addictive Disorders Catalog Description: Eamines the etiology, risk factors, assessment, counseling approaches and treatment of alcoholism and other addictions. 648: Foundations of Career Development Catalog Description: Principles and theories of career development, occupational and educational information, employment trends, concepts and principles for effective work in educational and career planning and development are considered. CACREP Required Content: 17

18 CAREER DEVELOPMENT studies that provide an understanding of career development and related life factors, including all of the following: a. career development theories and decision-making models; b. career, avocational, educational, occupational and labor market information resources, and career information systems; c. career development program planning, organization, implementation, administration, and evaluation; d. interrelationships among and between work, family, and other life roles and factors, including the role of multicultural issues in career development; e. career and educational planning, placement, follow-up, and evaluation; f. assessment instruments and techniques relevant to career planning and decision making; and g. career counseling processes, techniques, and resources, including those applicable to specific populations in a global economy. 650: Theories of Counseling and Psychotherapy Catalog Description: A study of major theories of counseling and psychotherapy. The primary focus is on providing students with a theoretical foundation upon which to develop their own approach for providing counseling and psychotherapy. CACREP Required Content: HELPING RELATIONSHIPS studies that provide an understanding of the counseling process in a multicultural society, including all of the following: d. counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be eposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling; 655: Social and Cultural Issues in Counseling Catalog Description: Designed to engage helping professionals in cultural selfawareness and the search for solutions to disparities in society through counseling work. Emphasis on the social identities of gender, race, ethnicity, religion, ability, class, seual orientation, and age. CACREP Required Content: SOCIAL AND CULTURAL DIVERSITY studies that provide an understanding of the cultural contet of relationships, issues, and trends in a multicultural society, including all of the following: a. multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally; b. attitudes, beliefs, understandings, and acculturative eperiences, including specific eperiential learning activities designed to foster students understanding of self and culturally diverse clients; c. theories of multicultural counseling, identity development, and social justice; d. individual, couple, family, group, and community strategies for working with and advocating for diverse populations, including multicultural competencies; e. counselors roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body; and 18

19 f. counselors roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination. 666: Internship in College Counseling Catalog Description: This internship is designed to provide individual students with a planned program of advanced on-the-job professional eperience in a college or university setting. A university instructor will coordinate internship assignments. An eperienced professional in the college or university setting will provide direct supervision. 667: Internship in Mental Health Counseling Catalog Description: This counselor education eperience is designed to provide a planned program of supervised clinical instruction in mental health counseling in an appropriate professional setting, including provision of direct service and performance of indirect professional activities under appropriate clinical supervision of a site supervisor as well as classroom instruction and supervision. This pass/fail course requires successful completion of 450 hours of counseling field placement work and 180 hours of direct service in each of two semesters of enrollment. 668: Internship in School Counseling Catalog Description: This internship is designed to provide individual students with a planned program of advanced on the-job professional eperience in a school setting. A university instructor will coordinate internship assignments. An eperienced professional in the school setting will provide direct supervision. 669: Practicum in Counseling Catalog Description: This supervised eperience will enable students to practice basic and intermediate individual and group counseling skills with clients while integrating knowledge and skills learned in previous course work. 670: Introduction to Counseling Supervision Catalog Description: This course provides an opportunity to learn one s personal style for supervision, to have supervised field supervision eperiences and to gain an understanding of the different models of supervision. 676: Professional Issues in School Counseling K-12 Catalog Description: A professional seminar that emphasizes the contemporary role of the school counselor as leader and advocate in delivering school counseling programs to all students. Emphasis is placed on acquiring the awareness, knowledge and skills necessary to negotiate the cultural, educational, and contetual forces that impact the lives and academic achievement of students in a pluralistic society. CACREP Required Content: A.1- Knows history, philosophy, and trends in school counseling and educational systems 19

20 A.2- Understands ethical and legal considerations specifically related to the practice of school counseling. A.3- Knows roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school. A.4- Knows professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling. B.1- Demonstrates the ability to apply and adhere to ethical and legal standards in addiction counseling. E.2- Identifies community, environmental, and institutional opportunities that enhance as well as barriers that impede the academic, career, and personal/social development of students. E.4- Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and seual identity, and their effects on student achievement. F.1- Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. F.2- Advocates for the learning and academic eperiences necessary to promote the academic, career, and personal/social development of students. F.4- Engages parents, guardians, and families to promote the academic, career, and personal/social development of students. H.1- Assesses and interprets students strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. H.2- Assesses and interprets students strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. I.1- Understands how to critically evaluate research relevant to the practice of school counseling. I.5- Understands the outcome research data and best practices identified in the school counseling research literature. K.3- Understands curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling- and guidance-related material. M.1- Understands the ways in which student development, well-being, and learning are enhanced by family-school-community collaboration. M.2- Knows strategies to promote, develop, and enhance effective teamwork within the school and the larger community. 20

21 M.3- Knows how to build effective working teams of school staff, parents, and community members to promote the academic, career, and personal/social development of students. M.4- Understands systems theories, models, and processes of consultation in school system settings. M.5- Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children. N.1- Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school. N.3- Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development. O.1- Knows the qualities, principles, skills, and styles of effective leadership. O.4- Understands the important role of the school counselor as a system change agent. 677: School Culture, Learning, and Classroom Management Catalog Description: This course is designed to be a professional seminar emphasizing the school counselor s role in contributing to a safe, equitable, and culturally responsive school climate or culture; promoting student learning and achievement; and the practice of effective teaching and classroom management. Topic coverage will include cultural, political, economic, ethical, and legal issues. CACREP Required Content: A.2- Understands ethical and legal considerations specifically related to the practice of school counseling. A.3- Knows roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school. A.4- Knows professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling. A.7- Understands the operation of the school emergency management plan and the roles and responsibilities of the school counselor during crises, disasters, and other traumacausing events. B.1- Demonstrates the ability to apply and adhere to ethical and legal standards in addiction counseling. C.4- Knows how to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary planning, and college admissions counseling. D.1- Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. 21

22 D.2- Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students. D.3- Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. E.1- Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and ecellence in terms of student learning. E.2- Identifies community, environmental, and institutional opportunities that enhance as well as barriers that impede the academic, career, and personal/social development of students. E.3- Understands the ways in which educational policies, programs, and practices can be developed, adapted, and modified to be culturally congruent with the needs of students and their families. E.4- Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and seual identity, and their effects on student achievement. F.1- Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. F.2- Advocates for the learning and academic eperiences necessary to promote the academic, career, and personal/social development of students. F.3- Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. G.3- Identifies various forms of needs assessments for academic, career, and personal/social development. H.1- Assesses and interprets students strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. H.2- Assesses and interprets students strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. H.4- Makes appropriate referrals to school and/or community resources. H.5- Assesses barriers that impede students academic, career, and personal/social development. K.1- Understands the relationship of the school counseling program to the academic mission of the school. 22

23 K.2- Understands the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school. K.3- Understands curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling- and guidance-related material. L.1- Conducts programs designed to enhance student academic development. L.2- Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities. L.3- Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement. M.7- Knows school and community collaboration models for crisis/disaster preparedness and response. O.2- Knows strategies of leadership designed to enhance the learning environment of schools. P.2 Plans and presents 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). 678: Counseling Children and Adolescents in School Settings Catalog Description: This course will provide an overview of theories and techniques of counseling children and adolescents in school settings. Emphasis will be placed upon the counselor s role as a facilitator of normal developmental processes to promote academic success. CACREP Required Content: A.2- Understands ethical and legal considerations specifically related to the practice of school counseling. A.4- Knows professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling. A.6- Understands the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. B.1- Demonstrates the ability to apply and adhere to ethical and legal standards in addiction counseling. C.1- Knows the theories and processes of effective counseling and wellness programs for individual students and groups of students. C.3- Knows strategies for helping students identify strengths and cope with environmental and developmental problems. D.1- Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. 23

24 D.4- Demonstrates the ability to use procedures for assessing and managing suicide risk. E.2- Identifies community, environmental, and institutional opportunities that enhance as well as barriers that impede the academic, career, and personal/social development of students. E.4- Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and seual identity, and their effects on student achievement. F.1- Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. F.2- Advocates for the learning and academic eperiences necessary to promote the academic, career, and personal/social development of students. G.1- Understands the influence of multiple factors (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression) that may affect the personal, social, and academic functioning of students. G.2- Knows the signs and symptoms of substance abuse in children and adolescents, as well as the signs and symptoms of living in a home where substance abuse occurs. H.1- Assesses and interprets students strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. H.2- Assesses and interprets students strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. K.3- Understands curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling- and guidance-related material. 679: School Counseling Program Development K-12 Catalog Description: This course is designed as a capstone eperience that synthesizes graduate course work into a practical school counseling program manual. Emphasis is placed on assessment, data collection and analysis, design and development, implementation and evaluation of systemic school counseling programs K-12. Specific emphasis is given to the integration of assessed needs, the National Standards for School Counseling Programs and the Virginia Standards of Learning. CACREP Required Content: A.2- Understands ethical and legal considerations specifically related to the practice of school counseling. A.4- Knows professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling. 24

25 A.5- Understands current models of school counseling programs (e.g., American School Counselor Association [ASCA] National Model) and their integral relationship to the total educational program. B.1- Demonstrates the ability to apply and adhere to ethical and legal standards in addiction counseling. B.2-Demonstrates the ability to articulate, model, and advocate for an appropriate school counselor identity and program. C.4- Knows how to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary planning, and college admissions counseling. D.1- Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. D.5- Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate. E.2- Identifies community, environmental, and institutional opportunities that enhance as well as barriers that impede the academic, career, and personal/social development of students. E.4- Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and seual identity, and their effects on student achievement. F.1- Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. F.2- Advocates for the learning and academic eperiences necessary to promote the academic, career, and personal/social development of students. H.1- Assesses and interprets students strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. H.3- Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. I.1- Understands how to critically evaluate research relevant to the practice of school counseling. I.2- Knows models of program evaluation for school counseling programs. I.3- Knows basic strategies for evaluating counseling outcomes in school counseling (e.g., behavioral observation, program evaluation). I.4- Knows current methods of using data to inform decision making and accountability (e.g., school improvement plan, school report card). 25