DOCTOR OF PHILOSOPHY IN COUNSELOR EDUCATION

Transcription

1 DOCTOR OF PHILOSOPHY IN COUNSELOR EDUCATION Counselor Education Program Office Wardlaw, Room 266 Department of Educational Psychology College of Education University of South Carolina Columbia, SC (803) Revised 04/24/06

2 DOCTORAL OF PHILOSOPHY IN COUNSELOR EDUCATION College Mission Statement The Ph. D. degree program in Counselor Education epitomizes the four core values of the College of Education at the University of South Carolina: stewardship, intellectual spirit, integrity and justice. The program s foundation is constructed upon dispositions necessary to be a principled and thoughtful counselor educator, knowledge and content as defined by professional standards, and both objectives as manifested through supervised practice. Not only do these values form the basis for the practice of counseling, but also for the educational missions of those who are being prepared to educate the next generation of counselors. For elaboration of these concepts and their function in guiding the vision of the College of Education, students are referred to The University of South Carolina offers the Ph.D. Degree with a specialization in Counselor Education. The program is ninety-six (96) post bachelors degree, semester hours in length and is accredited by the Council for the Accreditation of Counseling Related Educational Programs (CACREP). It emphasizes the training of professional counselor educators and counselors who will have competence in teaching, counseling, research, and supervision. Program objectives are centered around a primary goal which is the education of outstanding counselor educators and counselors prepared to assume leadership roles in settings which provide counseling, teaching, and research with and about populations who are experiencing problems in daily functioning. Based on the CACREP (2001) standards, students have advanced education in the following content areas: 1. theory pertaining to the principles and practice of counseling, career development, group work, systems, and consultation; 2. theories and practices of counselor supervision; 3. instructional theory and methods relevant to counselor education; 4. pedagogy relevant to current social and cultural issues, including social change theory and advocacy action planning; 5. design and implementation of quantitative and qualitative research and methodology, including univariate, multivariate, and single-subject design; 6. models and methods of assessment and use of data; 7. ethical and legal considerations in counselor education and supervision (e.g., the ACA Code of Ethics); and 8. The role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical, and mental status, local, regional, national, international perspective, and equity issues in counselor education programs; 2

3 The faculty in the Counselor Education Program is committed to diversity. This diversity is represented in the faculty, students, and the orientation of the curriculum. It is important that the Counselor Education Program retain its excellent representation with ethnic minority communities. In addition to recruitment through direct mail, we encourage ethnic minority applicants by conducting annual visits to historically Black Colleges and Universities in South Carolina. When available, ethnic minority students accompany the faculty on these visits. Prospective students are provided information about the program and our commitment to diversity; the infusion of ethnic minorities issues in our courses; and the availability of ethnically diverse practicum and internship sites. Students are also provided with information about financial aid and the ethnic minority student experience at the University of South Carolina. Doctoral students are recruited through mailings and personal communication with counselor education at historically Black institutions with master s degree programs in counseling. I. ADMISSION REQUIREMENTS AND APPLICATIONS A list of the minimum requirements necessary to be considered for admission to a program leading to the Doctor of Philosophy Degree in Counselor Education is presented below. A. Applications And Criteria When the following eight items of information are provided, an application for admission will be evaluated. It is the applicant's responsibility to make sure the application is complete and received in the Counselor Education Office by December 1, for Fall admission. 1. Baccalaureate Degree from an accredited college or university 2. A Masters and/or Educational Specialist Degree from an accredited college or university 3. Verification of the 30 semester hours of prerequisite work in the CACREP core and clinical areas of instruction. 4. A Cumulative Grade Point Ratio of 3.5 on a 4.0 point scale (or its equivalent on another computational scale) for all graduate work completed prior to application. 5. Two letters of recommendation as follows: a. one from former graduate instructors b. one from former or present employers 6. Examination scores on the Graduate Record Examination (GRE): Verbal and Quantitative sections or Miller Analogies Test (MAT). 7. A current Resume documenting: a. a minimum of two years counseling experience b. related achievements c. professional affiliations and activities 8. A Letter of Intent providing: a. long term goals in terms of benefits (to self and society) b. skills or competencies needed to achieve the goals c. a time line for completion of your degree d. barriers to achievement of those goals e. a statement clarifying when you expect to meet the residency requirement. 3

4 Exceptions to the above requirements (I.A. 1-6) are only considered in special cases. In such cases the applicant must submit a letter of petition, accompanied by supporting evidence, to the Counselor Education Ph.D. Program Committee, which will review the petition and make a decision. This Committee may require an interview, additional testing or remedial work for the applicant. A Committee report for each case will be included in the applicant's application folder and will document the reasons for denial or for waiver of the criterion. B. Admissions Procedures 1. After all applications are examined by the Counselor Education Ph.D. Program Committee and/or full Counselor Education faculty, selected applicants are required to attend an interview with the faculty. The interview is scheduled once a year. The deadline for application and interview is: Admission Semester Materials Due Interview Date Fall Admission December 1 Mid - February 2. Notification of faculty recommendations regarding admission for study are sent to the Student Affairs Office within two days after the interviews. Formal admission into the Ph.D. program occurs upon completion of the Qualification Process (III.A.). 3. Applicants admitted to the Program will also receive a letter from The Graduate School Coordinator outlining course deficiencies they will need to complete. 4. Students who are admitted for study are expected to respond in writing to the chairperson of the Counselor Education Ph.D. Program Committee by the date indicated in a letter of request. An appointment with the assigned temporary advisor should be scheduled prior to preregistration (usually in April), and arrangements should be made to complete any remaining course prerequisites and/or deficiencies. C. Advisement Procedures and Orientation Upon acceptance as a qualifying student in the doctoral program, one is assigned a temporary advisor, who assists the student in selecting courses during the first year of study. By the time the student has completed the first year of study, he or she will select a permanent advisor who will assist the student in applying for the Qualification Process (see Section IIIA). At the start of the second year of study, the student is also expected, with the assistance of the permanent advisor, to select a Ph.D. committee and file a Program of Study with the Graduate School. If, by the end of the first academic year of study, the student has not selected a permanent advisor, one will be assigned. 4

5 Orientation to the Ph.D. program, its requirements, policies and procedures associated with matriculation will be emphasized as a part of the curriculum. The Professional Issues in Counseling Seminar (EDCE 813), in which all students enroll during the first semester of their study, will provide an opportunity to discuss students questions and concerns about matriculation, protocol, and other matters related to successful progress in the Ph.D. program in Counselor Education. These opportunities augment the normal advisement options and provide incoming students with an opportunity to develop peer group support. In addition, students enrolled in this course meet all full-time teaching faculty either at an informal social occasion or in this class. As a part of their assignments they select faculty whom they wish to interview to discuss issues relevant to selection of a permanent advisor. Through this structure, incoming students are encouraged to establish criteria for selecting an advisor/chairman for the student's Ph.D. committee. II. THE CURRICULUM Curriculum for the program includes an integration of academic course work and applied learning experiences such as practica and internships. Students are required to master course work considered essential to the doctoral level professional preparation of counselor educators and counselors. In providing the doctoral curriculum experiences in Counselor Education, the faculty are guided by the 2001 standards developed by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). Adherence to these guidelines provides the broad foundation needed to insure quality doctoral training but also allows the students sufficient flexibility to outline a program meeting their particular career objectives. The program will facilitate an understanding of the individual in a multicultural and pluralistic society. Students are encouraged to evaluate their own specific needs and to take advantage of available resources for professional and personal development. Elective courses within or outside of the department, training provided by workshops and institutes, personal study, and working with individual faculty members are some of the resources available. In addition, students are strongly encouraged to seek group and individual counseling as a part of the doctoral educational experience. A. Counselor Education Courses (27-30 Semester Hours) Competence in the specialty of Counselor Education is demonstrated in knowledge and skill in counseling, clinical instruction, and supervision through completion of a minimum of 18 semester hours of core course work in Counselor Education and 9 to 12 semester hours of clinical courses. Admission to study for the Ph.D. in Counselor Education does not automatically permit enrollment in all of the courses within one's first-year of doctoral study. 5

6 Required courses which must be taken are: 1. Core Courses (18 Semester Hours) Semester Clock Hours Hours EDCE 723 Counseling Supervision Theory 3 EDCE 813 Professional Issues in Counseling 3 EDCE 820 Advanced Transcultural Counseling 3 EDCE 823 Advanced Counseling Theory 3 EDCE 830 Systematic Training Models in Counselor Education 3 EDCE 832 Practicum in Counseling Supervision Clinical Requirements (12 Semester Hours) Semester Clock Hours Hours Practicum and Internship EDCE 822 Counseling Practicum II EDCE 855 Internship in Counselor Education Students must accumulate a total of 1200 clock hours of field experience including an entry level practicum of at least 100 hours, and an entry-level internship experiences totaling 600 hours. Doctoral students must be supervised in practicum and internship by site supervisors with doctorates in counselor education or a related field. Before arranging for site supervision, consult with your advisor and the course instructor regarding the appropriate site supervisor. As you plan your clinical experiences, be aware that many clinical sites require fingerprinting and clearance by the South Carolina Law Enforcement Division (SLED). If you have concerns about a background check, please contact your advisor prior to submitting the practicum or internship application. Doctoral students will engage in a variety of internship experiences. EDCE 855, Internship in Counselor Education is designed to prepare doctoral students for teaching, supervision, research, and service in higher education, and leadership of service delivery agencies. Students will be required to register for internship credit at the start of their program under the supervision of their assigned advisor. The intent of this is for faculty to introduce them to and mentor them in activities expected of counselor educators in the areas of service and research. Students will enroll in the EDCE 855 Counseling Internship (1 hour of credit) during the first semester of their studies and take a second internship (1 hour of credit) in the second semester of their studies in counselor education. In their third semester, they will enroll in another 1 hour of internship with a similar focus. Doctoral students will gain experience in the teaching activities of counselor education while enrolled in EDCE 855, Internship in Counselor Education, for 3 hours of credit in a given semester and then complete a second teaching experience in EDCE 855, Internship in Counselor Education for another 3 hours of credit (See Section VIII). PLEASE NOTE: The Graduate School requires all doctoral students to participate in the Instructional Development Workshops for GTAs/GIAs. Counselor Education students are 6

7 required to complete this training prior to enrolling in their program course work. These two day workshops are usually held in mid August prior to the start of the fall semester. B. Measurement and Appraisal (9 semester hours) Competence in measurement, assessment and appraisal will be demonstrated by completing a total of 9 semester hours of course work to develop skills relevant to counseling, research, clinical instruction, and supervision. The requirements for this aspect of the curriculum and course recommendations are: EDCE 706 Individual Appraisal Laboratory 3 NPSY 757 Psychopathology for Counselors 3 NPSY 758 Classification and Assessment of Mental Disorders 3 C. Research (12 semester hours) Research competence will be demonstrated by completing a minimum of 12 semester hours of course work to develop research skills. The requirements for this aspect of the curriculum and course recommendations are: EDRM 700 Introduction to Research in Education 3 EDRM 710 Educational Statistics I 3 EDRM 711 Educational Statistics II 3 EDRM 740 Qualitative Research in Education 3 D. Dissertation (12-15 Semester Hours) EDCE 825 Empirical Basis of Counseling 3 EDUC 899 Dissertation Preparation 12 E. Cognate Courses (9 Semester Hours) Counselor Education students are preparing for careers in a variety of settings. Therefore, they are expected to have a knowledge base in a cognate area that relates to their professional goals. In developing the cognate area, students are to seek advice from their permanent advisor. F. Counseling Electives (21 Semester Hours) Students may transfer an additional 21 semester hours of counseling course work, earned as part of a previous Masters or Educational Specialist degree program into their Ph.D. program of study. The individual must do this with the advice of one s permanent advisor and in keeping with the university policy stated in Section IV of this document. 7

8 III. PROGRAM REQUIREMENTS A. Candidacy: Students in Counselor Education must apply for candidacy to qualify for the Ph.D. Degree upon completion of the following requirements: EDCE 813 Professional Issues in Counseling 3 EDCE 822 Counseling Practicum II 3 EDCE 823 Advanced Counseling Theory 3 EDCE 830 Systematic Training Models in Counselor Education 3 Verification of a Paper Presented at a Professional Conference The applicant must complete an Application for Candidacy form and attach a transcript validating the completion of the required courses. One must achieve a grade point of B+ (3.5) or better to be considered for candidacy. In addition documentation verifying a paper was presented at a Professional Conference must be attached. Include the cover page of the program and a copy of the description of the paper from the program. When the application is formally reviewed by the Counselor Education faculty the student will be notified of the faculty's decision. Applications must be submitted by March 31. B. Form Doctoral Committee The doctoral committee should consist of the chair of the committee, and two other faculty members in Counselor Education as well as a fourth faculty member from another discipline at the University of South Carolina. In the event that there is a person outside of the University of South Carolina who has a special area of expertise related to the candidate s research interests, the candidate must submit a written request for permission from the Counselor Education faculty allowing this individual to serve on the committee. The candidate is responsible for securing the resume of the individual and presenting a letter of justification for the faculty to review. If an approval is granted, the candidate s program of Study and the Doctoral Committee Appointment form will be forwarded through the appropriate offices. C. File a Program of Study In keeping with the 2001 CACREP standards, students are to develop their doctoral committee and file a program of study before completing the fourth term of enrollment in doctoral studies. D. Complete Written Comprehensive Examination Upon Completion of All Coursework E. Complete Oral Comprehensive Examination 8

9 F. Complete Foreign Language Requirement or Alternative Option Each student must complete one option below: a. Foreign Language Reading Competency Students may elect to demonstrate a reading competency in one foreign language. The language selected must be approved by the Dean of the Graduate School and Department. Courses are offered each term (see Schedule of Classes) in which you can enroll to meet this requirement. b. Statistical Package Computer Competency Students may elect to demonstrate competency in the use of statistical packages in research. Requirement could be met by completion of EDRM 718 Research and the Statistical Packages, with a grade of B or better. c. Computer Language Competency To demonstrate competency in a high level procedural computer language (Cobol, Fortran, or C), this requirement would be met by completion of the following computer science courses: CSCE 145 Introduction to Algeorithmic Design I CSCE 146 Introduction to Algeorithmic Design II CSCE 205 Business Applications Programming CSCE 206 Scientific Applications Programming or CSCE 500 Fundamentals of Computer Science d. Other Options If a candidate wishes to pursue another option, a letter requesting this option must be sent to the Counselor Education faculty. In this letter, a detailed justification for the option must be presented along with a clarification how this will enhance the candidate s professional goals and aspirations. G. Develop Dissertation Committee H. Participate in Open Review of One's Dissertation Proposal I. Participate in an Open Defense of One's Dissertation J. Complete Residency Requirements of Two Semesters K. Submit Verification of Paper delivered at a Professional Conference (see III.A.) L. File an Application for Graduation 9

10 IV. POLICIES, PROCEDURES AND GUIDELINES A. Transfer Credit and Time Limitations A limited number of credits may be transferred into a doctoral program. The exact number of transfer hours varies among programs. Course work transferred for credit toward a doctoral degree must: 1) be approved by the student s academic unit; 2) be from an accredited institution recognized by USC; 3) carry graduate credit with a grade of B or better (or equivalent marks if different grading system is used); 4) be dated within the eight-year period for courses used in the doctoral program; and 5) not constitute more than 50 percent of the hours listed on a program of study (not including 899 or the equivalent). B. Residency Requirement The intent of a residency requirement is to ensure that doctoral students benefit from and contribute to the full spectrum of educational and professional opportunities provided by the graduate faculty of a comprehensive university. When establishing residency, the student should interact with faculty and peers by regularly attending courses, conferences, and seminars and using the library, library services, and other resources that support excellence in graduate education. The doctoral residency requirement may be satisfied only after admission to a doctoral degree program. It requires enrollment in at least 18 graduate credit hours within a span of three consecutive semesters (excluding summers). Enrollment in a summer term is not required to maintain continuity, but credits earned during summer terms (including May Session) will count toward the 18 hours required for residency. Each graduate program faculty has the responsibility to consider establishing residency requirements that exceed these minimum standards. In doing so, a graduate program faculty may exclude certain courses and credit hours from meeting the residency requirement. All additional requirements and a list of excluded courses and credit hours will be forwarded to The Graduate School and made available to doctoral students. The student s advisory committee certifies, on the program of study, the time period in and the courses with which the student satisfied the residency requirement. C. Contribution to the Profession All Ph.D. students in the Counselor Education program must make a professional presentation at an appropriate meeting of a professional organization or publish an article in a refereed journal prior to graduation. Evidence of this activity must be provided by the student and placed in the student's file in the Counselor Education Office. Typically, students who are selected to make their presentations for which a proposal was prepared in the EDCE 813 course are requested to submit a photocopy of the program, title page and the program listing in which their name and 10

11 program title appear for verification as soon as possible after the presentation is made. D. Carolina Community Review of the Carolina Community is essential to understand the requirements placed by the university on all students. This student handbook clearly delineates that students represent the university at all times and are responsible for deportment that would reflect that representation. It is important to read the material in this handbook, especially that which is related to plagiarism and grievance procedures. All Ph.D. students in Counselor Education study ethical standards in the first semester of coursework. Adherence to the American Counseling Association Code of Ethics and Standards of Practice both in student and all other professional activities is essential. Failure to do so will jeopardize one's student status. E. Placement Services The University of South Carolina Career Center provides registered graduates and alumni with information on openings in educational positions throughout the United States and in many foreign countries. The Career Center coordinates campus interviews between interested students and visiting representatives of school systems, colleges, and universities. It also serves as a repository for personal and professional credentials, copies of which are mailed to prospective employers at the request of the student or alumnus. V. COUNSELING AND OTHER RELATED STUDENT ACTIVITIES A. Liability Insurance for Supervised Counseling Activities All students must obtain liability insurance throughout their enrollment in the program. Applications regarding the American Counseling Association Insurance Trust can be obtained from the departmental offices. Each year students must present evidence of insurance coverage and give a copy of this information to their advisor for inclusion in their permanent file. B. Non-Supervised Counseling Activities of Graduate Students The position of the faculty in Counselor Education is that students enrolled in counselor education programs should not engage in unsupervised counseling activities. It is the purpose of this statement to clarify the conditions under which students can obtain permission to engage in helping activities independent of required practicum and internship experiences. This policy applies to any student enrolled in a degree program or in a non-degree program of study approved by the faculty. The policy does not apply to part-time students who engage in counseling under the auspices of a school or agency in which they are employed or who are licensed to practice counseling. Any student wishing to engage in counseling (individual or group) should secure the permission of his/her advisor and the coordinator of Counselor Education. Permission will be granted only when it is clear that the student (a) is competent to perform the counseling; (b) has arranged for acceptable supervision on a regular basis; (c) will conduct the proposed activities during acceptable hours in a professional setting. The approvals of the advisor and the Coordinator of Counselor Education must be obtained. (Any student 11

12 found in violation of this policy is subject to immediate removal from the program.) VI. ADDITIONAL COURSE OPTIONS Doctoral students must complete the minimum course requirements (96 semester hours) specified in this document, but because student's goals differ each program of study is likely to differ both in total semester hours and in specific courses taken. For example, students may add any courses in counselor education which could contribute to development of expertise in working with or supervising specific clientele. Please contact your permanent advisor prior to enrolling in additional courses. VII. RETENTION POLICY - TWO "C" POLICY In keeping with Graduate School policy, students must maintain a minimum overall graduate GPA of Unique to the Counselor Education Program, students can only earn one grade less than B in Counselor Education (EDCE) courses and remain a student in good academic standing with the Program. Earning a second grade less than B in Counselor Education (EDCE) courses will result in recommendation for academic dismissal from the Program. This policy is referred to as the two "C" policy. VIII. TEACHING EXPERIENCE Each doctoral student is required to teach a course under faculty supervision while enrolled in EDCE 855, Counseling Internship. This experience will be completed in the second year of study. During this time the student will teach EDCE 600, Communication Skills in Counseling or a similar course on the Columbia Campus and attend a minimum of one hour of weekly supervision. Students may also participate in other duties performed by counselor educators, under the supervision of faculty. 12

13 IX. FACULTY IN COUNSELOR EDUCATION Margaret Z. Burggraf, Ph.D., 1975, Ohio University Marriage and family therapy, the use of story as therapeutic technique, and resiliency. Colette Dollarhide, Ed.D., 1994, University of Nevada Counselor supervision issues, school counseling efficacy, leadership in school counseling, and innovations in counselor education. Kathy Evans, Ph.D., 1989, Pennsylvania State University Multicultural counseling and supervision, racial identity, feminist identity, and career development. Donna Gibson, Ph.D., 2000, The University of North Carolina at Greensboro Advocacy and assessment issues in school counseling, postmodern approaches in counseling, creative supervision techniques, and family counseling in schools. Joshua Gold, Ph.D., 1991, Kent State University Marriage and family counseling, counselor supervision, assessment in counseling, and "personalization" issues of counseling students. John McFadden, Ph.D., 1973, University of South Carolina, (Benjamin E. Mays Professor) Transcultural counseling, stylistic counseling, interdisciplinary approaches to counseling and mental health, and Sea Island language and culture. Gary M. Miller, Ph.D., 1969, Case Western Reserve University Counseling student athletes, developmental counseling, spiritual/ethical issues in counseling, school counseling, and counselor education. 13