GRADUATE COUNCIL NEW COURSE/PROGRAM PROPOSAL. NEW COURSE or PROGRAM TITLE: Master in Education in Counseling with an Emphasis in Child Life

Transcription

1 GRADUATE COUNCIL NEW COURSE/PROGRAM PROPOSAL ORIGINATING UNIT: College of Education TYPE OF ACTION: New course X New program NEW COURSE or PROGRAM TITLE: Master in Education in Counseling with an Emphasis in Child Life Appropriate computer abbreviation (30 spaces or less): EDGU New course number: Prerequisites for new course: DESCRIPTION OF NEW COURSE OR PROGRAM (catalog copy): The 36-hour Master degree in Counseling with an emphasis in Child Life prepares students to work as Child Life Specialists in hospitals, community health centers, and clinical/medical settings. Individuals will develop theoretical and practical knowledge related to prevention, education, and intervention approaches for working with children and their families coping with chronic or terminal illnesses and medical procedures. SUPPORTING EVIDENCE OR JUSTIFICATION (For a new course, attach a copy of course objectives, course outline, representative bibliography and proposed syllabus. For a new program attach a statement of the mission and objectives of the new program): (see Attached) Describe the intended outcomes of the course or program and how they will be assessed. To complete the Master of Education program in Counseling in Child Life, students must demonstrate their knowledge and skills through classroom assessments, demonstrations, and field application. This is accomplished in two stages. The first stage is admission to candidacy, in which the student must have successfully completed a minimum of 15 hours, including EDEC (Play and Creativity); EDGU (Small Group Dynamics), EDGU (Helping Relationships), EDGU (Counseling Interventions) and EDSP (Seminar for Education Research). The student is also evaluated on interpersonal skills to determine if he/she (a) has the necessary interpersonal and therapeutic competencies to provide therapeutic and support services to children and families, (b) if remedial work is needed, or (c) if the

2 student should withdraw from the program. Remediation of problems and weaknesses must be made before the student can be admitted to candidacy. This decision is based on the clinical and professional judgment of the faculty. Throughout the program, the student must maintain a grade point average of 3.0 or higher. In addition, students are evaluated throughout the program by faculty to determine their suitability for the profession. Should problems or concerns arise regarding their ability to counsel and provide appropriate services, faculty will make recommendations to the student on how to best remediate weaknesses and problems. Deficiencies must be remediated, with the student showing clinical competency and professional capacity to perform successfully, prior to completing the program according to minimal standards as set forth by the Child Life Council ( and the American Counseling Association. Students are expected to have the knowledge and skills to work in medical settings. Outcomes will be measured by academic and interpersonal performance, practicum experiences, and successful completion of oral examinations. For orals, students are required to present a case study and videotape of a counseling session with an individual or group for a panel of at least three instructors/professors, one of whom must be a full-time faculty member in the College of Education. ADDITIONAL RESOURCES REQUIRED: Faculty: None at this time. Space: None at this time. Equipment: None at this time. Library: Due to the already solid research and programs in Education, Counseling, Nursing, and Developmental Psychology, professional texts and journals that apply to Child Life appear to be adequate for the purpose of this major. However, additional books and audiovisual materials may be needed in the future to remain up-to-date. Other: CHANGE IN TEACHING LOAD: Does this change affect any other units of the University? Yes x No If yes, submit supporting statement signed by chair of affected unit. If cross-listed, provide evidence of approval by all curriculum committees appropriate to both the originating and the cross-listed units. Chair of Originating Unit: Signature: Name: Unit: Revised 11/12/07

3 Master s of Education in Counseling with an Emphasis in Child Life College of Education Texas Christian University Mission and Objectives The Master of Education in Counseling with an Emphasis in Child Life prepares students to work as Child Life Specialists in hospitals, community health centers, and clinical/medical settings. Individuals will develop theoretical and practical knowledge related to prevention, education, and intervention approaches for working with children and their families coping with chronic or terminal illnesses and medical procedures. The objectives of the Master of Education in Counseling with an Emphasis in Child Life are to prepare graduates to: Assess child and family needs Teach children and their families about medical procedures and illnesses Provide developmentally appropriate and therapeutic play-based interventions Develop knowledge and skills to facilitate positive family relationships Appreciate and work within the ecological systems of care using culturally responsive approaches Enhance the internal strengths and external supports of the individual and family Develop an existential and interactional understanding of grief and loss Develop appropriate therapeutic approaches for working with children and their families To meet these objectives, the following courses are required: Professional Studies (9 semester hours) EDUC Diversity in American Education EDUC Assessment EDUC Research in Education EDUC Theories of Human Development Specialization (24 hours) EDGU Helping Relationships EDGU Small Group Dynamics EDGU Counseling Interventions EDGU Counseling Theories and Techniques or EDGU DSM: Diagnosis and Treatment

4 EDEC Play and Creativity EDGU Introduction to Marriage and Family EDUC Infant/Toddler Development and Intervention Field Experience (3 hours) EDGU Practicum I Describe the intended outcomes of the course or program and how they will be assessed. To complete the Master of Education in Counseling with an Emphasis in Child Life, a student must demonstrate their knowledge and skills through classroom assessments, demonstrations, and filed application. This is accomplished in two stages. The first stage is admission to candidacy, in which the student must have successfully completed a minimum of 15 hours, including EDEC (Play and Creativity); EDGU (Small Group Dynamics), EDGU (Helping Relationships), EDGU (Counseling Interventions), and EDSP (Seminar for Education Research). The student is also evaluated on interpersonal skills to determine if he/she (a) has the necessary interpersonal and therapeutic competencies to provide counseling and support services to families in stressful situations. (b) needs remedial work, or (c) should withdraw from the program. Remediation of problems and weaknesses must be made before the student can be admitted to candidacy. This decision is based on the clinical and professional judgment of the faculty. Throughout the program, the student must maintain a grade point average of 3.0 or higher. In addition, students are evaluated throughout the program by faculty to determine their suitability for the profession. Should problems or concerns arise regarding their ability to counsel and provide appropriate services, faculty will make recommendations to the student on how to best remediate weaknesses and problems. Deficiencies must be remediated, with the student showing basic clinical competency and professional capacity to perform successfully, prior to completing the program according to minimal standards as set forth by the Child Life Council ( Students are expected to have the knowledge and skills to work in medical settings. Outcomes will be measured by performance in class, practicum experiences, and successful completion of oral examinations. For orals, students are required to present a case study and videotape of a counseling session with an individual or group for a panel of at least three instructors/professors, one of whom must be a full-time faculty member in the College of Education. Needs Assessment As medical facilities treating children have increasingly become cognizant of the needs of children in treatment for various health problems and diseases, such as cancer,

5 asthma, multiple disabilities, pediatric HIV infection and AIDS, and other medical issues, positions for Child Life Specialists have emerged across the country. As a result, interest in a Child Life Program has been expressed increasingly over the past five years in the College of Education with special problems courses being offered to help students achieve requirements to be registered as Child Life Specialists. TCU s Nursing Program has agreed it would be good option for students who may find their interests and aptitudes are well suited for such a major. Resources Teaching. The College of Education s faculty are already in place to teach the required course work. Dr. Becky Taylor and Dr. Frank Thomas are qualified and currently teaching the counseling courses. Dr. Mary Patton is qualified and has historically taught EDEC Play and Creativity, and Dr. Theresa Prosser is qualified to teach the EDUC Infant/Toddler Development and Intervention. Dr. Ranae Stetson has also taught a number of courses in child development and early childhood. Additionally, we have contacted Dr. Michael Katovich, Sociology, who has graciously agreed to allow five students a year to enroll in his class on Death and Dying: Sociological Viewpoints. Internship Sites. Drs. Patton and Taylor have met with the Director of the Child Life Program at Cook s Children s Hospital to determine and arrange for internships. Numerous options exhist in the DFW metroplex for practicum and internships. Library. Due to the already solid research and programs in Education, Counseling, Nursing, and Developmental Psychology, professional texts and journals that apply to Child Life appear to be adequate for the purpose of this major. However, additional books and audiovisual materials may be needed in the future to remain upto-date. Admission and Degree Requirements Admission into the Master of Education in Counseling with an Emphasis in Child Life follows the standards set forth by TCU. In addition to the general requirements, students applying for the Three-Two Program in Child Life must also supply three letters of recommendation indicating the suitability of the student for the counseling profession. At least one letter should be from a former or present job supervisor. To complete the Counseling Program, students must demonstrate their knowledge and skills. This is accomplished in two stages. The first stage is admission to candidacy, in which the student must have successfully completed a minimum of 15 hours, including EDEC (Play and Creativity); EDGU (Small Group Dynamics), EDGU (Helping Relationships), EDGU (Counseling Interventions), and EDSP (Seminar for Education Research). The student is also

6 evaluated on interpersonal skills to determine (a) if he/she has the necessary interpersonal and therapeutic competencies to provide counseling services, (b) if remedial work is needed, or (c) if the student should withdraw from the counseling program. Remediation of problems and weaknesses must be made before the student can be admitted to candidacy. This decision is based on the clinical and professional judgment of the faculty and director of the program. Throughout the program, the student must maintain a B average or higher. In addition, students are evaluated throughout the program by faculty to determine their suitability for the working as a Counselor and Child Life Specialist. Should problems or concerns arise, faculty will make recommendations to the student on how to best remediate weaknesses and problems. Problems and weaknesses must be remediated before the student can graduate from the program. The second stage is preparing for graduation from the program. During the internship/practicum, the candidate for graduation must successfully complete a comprehensive examination involving three components a videotaped segment of the student s work, a written analysis, and an oral examination. A committee composed of three full-time faculty members will evaluate the comprehensive examination. Interpersonal skills will also be evaluated to determine appropriateness of counseling interventions and interpersonal skills in rendering counseling services.