Clinical Mental Health Counseling Program. Council for the Accreditation of Counseling and Related Educational Programs (CACREP) Self-Study

Transcription

1 Department of Counseling Clinical Mental Health Counseling Program Council for the Accreditation of Counseling and Related Educational Programs (CACREP) Self-Study December 2015 CACREP Liaison CD created on December 4, 2015 Jeffery Haynes, Ph.D., MSM, LMHC, NBCC Microsoft Word 2013 Bethune Cookman University Version: Windows 7 PC 739 West International Speedway Boulevard Daytona Beach, Florida Haynesje@cookman.edu

2 TABLE OF CONTENTS APPLICATION FOR ACCREDITATION 4-8 TABLE 1 2 FACULTY WHO CURRENTLY TEACH IN PROGRAM TABLE 3 CURRENT STUDENTS. 11 TABLE 4 GRADUATES (CURRENT).. 11 SECTION 1: THE LEARNING ENVIORNMENT- STRUCTURE AND EVALUATION THE INSTITUTION (A H) THE ACADEMIC UNIT (I - T) FACULTY AND STAFF (U-Z) EVALUATION (A) COMPREHENSIVE ASSESSMENT PLAN SECTION II: PROFESSIONAL IDENTITY 36 FOUNDATION (A-C) PROGRAM OBJECTIVES.. 37 KNOWLEDGE (D-G) COMMON CORE CURRICULAR AREAS.. 40 PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE. 41 SOCIAL AND CULTURAL DIVERSITY 42 HUMAN GROWTH AND DEVELOPMENT CAREER DEVELOPMENT.44 HELPING RELATIONSHIPS. 45 GROUP WORK 46 ASSESSMENT RESEARCH AND PROGRAM EVALUATION. 48 SECTION III: PROFESSIONAL PRACTICE 49 SUPERVISOR QUALIFICATIONS AND SUPPORT (A-E) PRACTICUM (F) INTERNSHIP (G) CLINICAL MENTAL HEALTH COUNSELING 52 FOUNDATION KNOWLEDGE

3 FOUNDATIONS SKILLS AND PRACTICE.. 54 COUNSELING, PREVENTION, INTERVENTION KNOWLEDGE 55 COUNSELING, PREVENTION, INTERVENTION AND SKILLS AND PRACTICES 56 DIVERSITY AND ADVOCACY KNOWLEDGE 57 DIVERSITY AND ADVOCACY SKILLS AND PRACTICE...58 ASSESSMENT KNOWLEDGE 59 ASSESSMENT SKILLS AND PRACTICE 60 RESEARCH AND EVALUATION KNOWLEDGE RESEARCH AND EVALUATION SKILLS AND PRACTICES DIAGNOSIS KNOWLEDGE 63 DIAGNOSIS SKILLS AND PRACTICES 64 3

4 Council for Accreditation of Counseling and Related Educational Programs Application for Accreditation Instructions for Completion 1. Submit a hard copy of Pages 2 and 3 with original signatures. 2. Include a copy of the complete application, including all accompanying documents and tables, in an electronic format on the self-study disk. 3. Submit a check or money order payable to CACREP for the application fee. The current fee may be obtained by calling the CACREP office or checking 4. Submit four (4) copies of the self-study in read-only format on disks. See Accreditation Process Policy #17 in the current Policy Document for formatting guidelines. Mail the signature pages, application fee, and four (4) copies of the self-study to: Council for Accreditation of Counseling and Related Educational Programs 1001 North Fairfa Street, Suite 510 Aleandria, Virginia

5 Application for Accreditation Date: December 1, 2015 Institution: Bethune Cookman University Department/Academic Unit: Department of Counseling Mailing Address: College of Health Sciences 739 West International Speedway Boulevard Daytona Beach, Florida Program Website CACREP Liaison Jeffery Haynes, Ph.D., MSM, LMHC, NBCC Telephone (386) Fa (844) Place an "" on the left net to the program area(s) for which accreditation is sought and indicate the degree(s) offered. Entry-Level Addictions Counseling M.Ed. M.A. M.S. Other Career Counseling M.Ed. M.A. M.S. Other Clinical Mental Health Counseling M.Ed. M.A. M.S. Other Marriage, Couple, and Family Counseling M.Ed. M.A. M.S. Other School Counseling M.Ed. M.A. M.S. Other Student Affairs and College Counseling M.Ed. M.A. M.S. Other Doctoral-Level Counselor Education and Supervision Ph.D. Ed.D. 5

6 Application for Accreditation President/CEO of the Institution Edison O Jackson Ed.D., President (Name) (Signature) Mailing Address _Office of the President 640 Dr. Mary McLeod Bethune Boulevard Daytona Beach, Florida Jacksone@cookman.edu Dean of the College Deanna Wathington MD. MPH., Eecutive Dean (Name) (Signature) Mailing Address: College of Health Sciences 739 West International Speedway Boulevard Daytona Beach, Florida wathingtond@cookman.edu Department Chair Jeffery Haynes, Ph.D., MSM. LMHC. Department Chair (Name) (Signature) Mailing Address: College of Health Sciences 739 West International Speedway Boulevard Daytona Beach, Florida Haynesje@cookman.edu 6

7 Application for Accreditation 1. Please list each site where the program(s) is offered and the percentage of the degree requirements that can be completed at each site. At this time, the main campus in Daytona Beach, Florida is the only site where this program is being offered. 2. Please provide a sample transcript (with blacked out identifying information) for each program area for which accreditation is sought A Transcript of recent graduate from the Clinical Mental Health Counseling program is attached. We began admitting students to the Clinical Mental Health Counseling (CMHC) program in the spring of Please provide a current program of study for each program area that includes all required courses and indicates the total number of hours to obtain the degree. This information should also include the number of clinical hours required in practicum and internship courses. Attached is the program of study vertical curriculum (Appendi J) for the sity hour (60) clinical mental health counseling program. The propose course sequence is also attached in (Appendi J). 4. Please create tables or charts with the following information. If the program(s) is offered at multiple sites, please provide information for each site as well as for the overall program. a) Table 1 Faculty Who Currently Teach in the Program 1. List all core faculty by name and include each person s credit hours generated in last 12 months, terminal degree and major, primary teaching focus, professional memberships, licenses/ certifications and nature of involvement in the program(s) (e.g., Academic Unit Leader) b) Table 2- Table List of noncore faculty 2. List all noncore faculty by name and include each person s credit hours generated in last 12 months, terminal degree and major, primary teaching focus, professional memberships, licenses/ certifications and nature of involvement in the program(s) (e.g., clinical faculty, adjunct) c) Table 3 Current Students a. Please indicate for each applicant program (e.g., School Counseling), the number of full-time, part-time, and full time equivalent (FTE) students at each campus site. 7

8 d) Please indicate any other counseling program(s) in the academic unit that are not applying for accreditation, the number of full-time, part-time, and full time equivalent (FTE) students at each campus site. Table 3 conveys the students on the social services track (SST). This 36 hour program is not applying for accreditation. e) Table 4 Graduates for the past Three (3) Years a. Please indicate for each applicant program (e.g., School Counseling), the number graduates at each campus site. 2. Please indicate for any other counseling program in the academic unit, the number of graduates at each campus site. Graduates in fall of 2015 is the first class to graduate from the Clinical Mental Health Counseling Program 5. Please provide evidence of institutional accreditation by an accreditor recognized by the US Department of Education or the Council for Higher Education Accreditation (CHEA). Bethune Cookman University is accredited by the Southern Association of Colleges and Schools. This accreditation is noted in the Institutional Profile on the university s main website. 6. Clearly label and submit as part of the response for Standard I.AA in the self-study a comprehensive assessment plan that satisfies the conditions specified in Transition Policy #5 See pages of this self-study document 8

9 Table 1 Core Faculty Who Currently Teach In Program (Jan 2014 Jan 2015) Faculty Member Credit Hours Generated Per Year Haynes, Jeffrey 189 Deborah M. Wilson Nichole E. Jones Terminal Degree & Major PhD, Clinical Psychology 294 Ed.D. Counselor Education 294 Ed.D Counselor Education Teaching Focus Crisis Intervention, Clinical Mental Health Counseling, Legal, Ethical, and Professional Issues, Diagnosis and Treatment Planning, and Professional Credentialing / Licensure, Research Methodology, Practicum, and Internship Drug Education, Theories of Counseling, Behavior Pathology, Professional Orientation and Ethics, Group Dynamics, Theories of Personality Drug Education, Human Lifespan, Career Counseling, Evaluation & Assessment, Marriage & Family Group Assessment, Counseling Diverse Populations, Vocational Psychology, Group Dynamics, Psychopharmacology Professional Memberships ACA, ACES, ACS, NBCC AMHCA,ABS CAP, ACA ACES ACA Licenses / Certifications License Mental health Counselor (LMHC), Florida Supreme Court Family Mediator, American Academy of Clinical Seologist Approve Board Clinical Supervisor License Professional Counselor (LPC), substance Abuse, Clinical Supervisor License Professional Counselor (LPC) Nature of Involvement in Program Chair, Counseling Program; and Clinical Supervisor Mental Health Program Full Time Core Faculty Full Time Core faculty Full Time Core Faculty Note: credit hours generated are based on calculating number classes taught for the school year multiplied by credit hours (3) multiplied by the average class size of (7). 9

10 Table 2 Non-Core Faculty Who Currently Teach In Program (Jan 2014 Jan 2016) Faculty Member Sheila Davis Credit Hours Generated Terminal Degree & Major 168 Ed.D. Counseling Psychology Wayne Wilson 168 Ed.D Counselor Education Makil Rasheed 168 Ph.D. Health Psychology Teaching Focus Facilitation skills, group dynamics, marriage and family and se therapy, diagnosing and treatment plan. Group dynamics, vocational psychology, drug education. Theories of counseling, assessment and evaluation, counseling diverse population. Professional Memberships ACA ACA Phi Delta Kappa American Society of Training and Development, National Rehabilitation Counseling Association. APA Licenses / Certifications Licensed Mental Health Counselor (LMHC), National Certified Health Counselor (NCC), Certified Addictions Professional (CAP) Managing development and diversity, Seual harassment, Building collaborative relationships. Licensed psychologist. Nature of Involvement in Program Adjunct faculty Adjunct faculty Adjunct faculty 10

11 4b. Table 3 Current Students Please indicate for each applicant Counseling Program, Clinical Mental Health Counseling (CMHC) and Social Services Track (SST), the number of full-time, part-time, and full time equivalent (FTE) students. Full-time is 6 hours or more FTE (2014) Spring 2014 Summer 2014 Fall 2014 Total CMHC SST Total FTE (2015) Spring 2015 Summer 2015 Fall 2015 Total CMHC SST Total Full-time equivalent (FTE) students: The number of full-time equivalent students was calculated by taking the total number of credit hours generated in a term and dividing that by 6. Please indicate any other counseling program(s) in the academic unit that are not applying for accreditation, the number of full-time, part-time, and full-time equivalent (FTE) students at each campus site. 4c. Table 4 Graduates for the past Two Years 1. Please indicate for each applicant program (e.g., Social Services), the number of graduates in the program. 2. Please indicate for any other counseling program in the academic unit, the number of graduates. GRADUATES Spring 2014 December 2015 APPLICANT PROGRAMS CMHC SST 2014 N/A N/A TOTALS Please provide evidence of institutional accreditation by an accreditor recognized by the US Department of Education or the Council for Higher Education Accreditation (CHEA) is accredited by the Higher Learning Commission of the Southern Association of Colleges and Schools. This accreditation is noted in the Institutional Profile on the university s main website. 7. Clearly label and submit as part of the response for Standard I. AA in the self- study a comprehensive assessment plan that satisfies the conditions specified in Transition Policy #5 (Online policy document pp (see pages of this self- study) 11

12 SECTION I THE LEARNING ENVIRONMENT; STRUCTURE AND EVALUATION THE INSTITUTION A. The institutional media accurately describe he academic unit and each program offered, including admissions criteria, accreditation status, delivery systems used for instruction, minimum program requirements, matriculation requirements (e.g., eaminations, academic-standing policies), and financial aid information. The Department of Counseling consists of one master s degree program with two tracks (clinical mental health, and social services). The Clinical Mental Health sity hour (60) program is the program seeking CACREP accreditation. The Graduate School and College of Health Sciences website and the online Graduate School Catalog provide etensive information about the counseling programs: Clinical Mental health Counseling and Social Services Counseling; admission requirements and process, accreditation status, etc. Financial aid information for graduate students in all departments is available on the Graduate School website and the Office of Financial Aid website. B. The academic unit is clearly identified as part of the institution s graduate degree offerings and has a primary responsibility for the preparation of students in the program. If more than one academic unit has responsibility for the preparation of students in the program, the respective areas of responsibility and the relationships among and between them must be clearly documented. The Graduate School and the College of Health Sciences website clearly identifies the Clinical Mental health, program and Social Services counseling Programs, as master s degree programs of study within the Department of Graduate Studies, and College of Health Sciences. The Counseling Program within the College of Health Sciences is the only academic unit at Bethune- Cookman University that has the responsibility for preparing students in counseling. While students may take some elective coursework in other departments and colleges, the counseling faculty makes all admission, retention, and eit decisions, and assumes responsibilities for advising and program development. C. The institution is committed to providing the program with sufficient financial support to ensure continuity, quality, and effectiveness in all of the program s learning environments. The institution is committed to providing the program with sufficient financial support that ensures continuity, quality, and effectiveness in all of the program s learning environments. This is demonstrated in a number of ways. The overall Department of Counseling operations and personnel budget for 2014 was one hundred twenty five thousand dollars (125,000) and in 2015 was three hundred thousand (300,000) there will likely be moderate reductions in the future in light of the downturn in the State of Florida economy. This budget reflects three full-time faculty lines in Counseling who are supported by three adjunct faculty and 1 full-time support staff Ms. Doretha Snell. Faculty travel is also part of this budget, and has remained relatively stable. 12

13 The housing of the counseling program in the College of Health Sciences building was one of the most significant contributions to the program s learning environment which took place in early This state-of-the-art facility houses the counseling and health sciences faculty. An annual budget of approimately 50, is dedicated to maintain this facility. There are also ongoing development activities and grant opportunities being sought to address the need to update the equipment in the building. D. The institution provides encouragement and support for program faculty to participate in professional organizations and activities (e.g., professional travel, research, and leadership positions). The University provides faculty with an etensive network of support that encourages participation in professional organizations and activities. The Division of academic Affairs offers numerous awards that encourage faculty research and scholarly activity. Internal research funding awards include faculty research fellowships, the Provost s new faculty research award, and dedicated time for scholarly/creative activity. The Office of Research Development in the College of Health Sciences, headed by Dr. Bridgett Rahim- Williams supports faculty seeking funding from eternal agencies. The goal of this office is to: Assist with developing faculty research strategic plan that will guide faculty research in support of the university s overall research initiative Mentor new faculty in the development of research that will lead to publication and funding (when appropriate) that may contribute to tenure and promotion Support eisting faculty in refining or developing research initiatives that will lead to publication and eternal funding Provide faculty with assistance in locating funding sources and consultation on writing and submitting grant proposal Supports efforts to create an active and collaborative research culture within the College of Health Sciences Develop and participate in activities to highlight faculty and student research agendas Engage faculty in multi-disciplinary research within the university and with eternal constituencies At the Department level, the Counseling Department encourages faculty to join professional organizations, attend conferences and workshops, and present at professional meetings as part of their professional responsibilities. Each faculty member receives $ annually to use for travel to professional meetings, professional memberships, and/or books and other materials to support their teaching and scholarship. Faculty are also encouraged to assume professional leadership positions, which often involve etensive travel away from the university. E. Access to learning resources is appropriate for scholarly inquiry, study, and research by program faculty and students. The Carl S. Swisher Library is a state of the art facility that provides faculty and students an etensive array of information resources and instructional services and resources to support scholarly inquiry, study and research. The library is open 24 hours seven days a week to accommodate students. The collection of print and electronic material s includes the following: 13

14 Quantity Titles / Volumes Held Form Books Print 106,075 Government Documents Print 0 Bound Periodicals Print 400 Total (Books/Gov Docs/ Bound Periodicals) Print 110,075 Full Tet E-Books / Documents E- Books Electronic 238,831 E-Government Documents Electronic 0 Total Electronic 238,831 Journal Subscriptions Over 30,000 Current Journal Subscriptions Print 44 Microform Journal Subscriptions Microform 4 Library pays some fee for access Electronic 0 Free access Electronic 2 Total (Journals Received) Print/Micro/Electronic Indees and Databases Electronic 51 Maps Print 10 Microforms Microfiche Total (Microforms) Microforms Audio Items CDs 55 Audio Items Audiocassettes 200 Audio Items LPs 0 Total (Audio Items) Video Items Videocassettes 1,532 Video Items DVD 4,719 Video Items Videodiscs Total (Video Items) 6,251 Total (Audiovisual Items) All AV Formats Services that are available to help faculty and students find and use the library s resources include inperson, online, and via telephone assistance; in-depth consultations; instruction on library research that is customized to meet individual class needs; and interlibrary loan and document library for material not available in the library. An academic liaison program links a faculty member in each department with the librarian specializing in the department s subject area. Faculty and students can search the library s databases from computers on or off campus. Additional information about the library s etensive array of services is available on the university s website. The library is also open 24 hours seven days a week. Additional information about the Library s etensive array of services is available on the BCU library web site. 14

15 Faculty Development Center The BCU Center for Divergent Learning supports faculty s teaching, learning, and research needs. They provide services such as consultations in teaching and learning issues, workshops on a range of teaching and learning topics, technology training, mid-semester student feedback, teaching portfolio reviews, scholarship of teaching and learning seminars. F. The institution provides technical support to program faculty and students to ensure access to information systems for learning, teaching, and research. The Center of Information technology (IT) oversees the university s information services. The Division of Information technology works to maintain, and upgrade the network infrastructure as well as insuring that faculty and students have access to computers throughout the campus. The division offers technology training and support for faculty, students, and staff. Faculty members receive new computers when requested to support faculty and lecturers in obtaining the resources needed to successfully integrate technology that enhances student-focused instruction in courses and curriculum. The goal of this enhancement is to improve and enhance student learning and the scholarship of teaching through the integration of appropriate technology. The College of Health Sciences building is the location were all counseling courses are taught, houses smart classrooms and one auditorium that have built-in podiums for all forms of technology presentation. The technology lab provides students with a variety of software and hardware to enhance their learning. A Class room for students and faculty with special needs is designed for use by students, faculty, and staff with disabilities to incorporate the use of computers and related technology into their learning and work. The College of Health Sciences building also has a simulation lab # 2, available to faculty and counseling students to observe and record counseling students conducting mock counseling sessions. G. The institution provides information to students in the program about personal counseling services provided by professionals other than program faculty and students. The university makes personal counseling services available for all students through the university counseling center. Services include individual and group counseling; structured workshops; and self-help library that include books, audiotapes and reference materials. No counseling faculty member is on the staff at the counseling center. Although college counseling students may do their practicum/internship at the counseling center, there are other professional staff members and interns who work at the counseling center. H. A Counseling instruction environment (on or off campus) is conducive to modeling, demonstration, supervision, and training, and is available and used by the program. Administrative control of the counseling instruction environment ensures adequate and appropriate access by faculty and students. The counseling instruction environment includes all of the following: 1. Settings for individual counseling, with assured privacy and sufficient space for appropriate equipment. 2. Settings for small-group work, with assured privacy and sufficient space for appropriate equipment. 3. Necessary and appropriate technologies and other observational capabilities that assist learning. 4. Procedures that ensure that the client s confidentiality and legal rights are protected. 15

16 The College of Health Sciences houses the Masters of Counseling Program. The operation of the Counseling Program is managed by the Department Chair, which is a member of the Counseling Program faculty. The facility is very well-equipped to provide counseling services to clients, training, and supervision. The Counseling program uses two offices for the administrative activities of the Counseling Program. In the College of Health Sciences building there are individual counseling rooms, two group counseling rooms, a therapy room with an attached observation room, and videoconference rooms. All counseling rooms are equipped with video recording equipment. All rooms are wheelchair accessible. All faculty offices are located in the college of health sciences building. The videoconference simulation labs are equipped with DVRs for use in recording counseling sessions, video monitors, and a long conference table and chairs. The protection of client confidentiality is assured by restricted access to the videoconference rooms.. THE ACADEMIC UNIT I. Entry level degree programs in Career Counseling, and Student Affairs and College Counseling are comprised of approved graduate-level study with a minimum of 48 semester credit or 72-quarter credit hours required of all students. Entry-level degree programs in Addiction Counseling and Marriage and Family Counseling are comprised of approved graduate-level study with a minimum of 60 semester credit hours or 90 quarter credit hours required of all students. Beginning July, all applicant programs in Clinical Mental Health Counseling must require a minimum of 54 semester credit hours or 81 quarter credit hours for all students. As of July, , all applicant programs in Clinical Mental health Counseling must require a minimum of 60 semester credit hours or 90 quarter credit hours for all students. The Clinical Mental Health Counseling Program is comprised of 60 semester credit hours of approved graduate level study. These requirements are outlined on programs of study, in the Counseling Student Handbook (Pages 25, 26, and 27) and, as described previously in the Graduate catalog. J. The counseling program has made systematic efforts to attract, enroll, and retain a diverse group of students and to create and support an inclusive learning community. Recruiting and retaining a diverse group of students for the program has been a continuous goal of the program faculty. Data from 2014 and 2015 (see chart page 17) indicate that approimately 98% of enrolled students are students of color. The number of female students continues to far eceed the number of male students. 16

17 African-American/ Black MSC Program Diversity Male (2%) Female (98%) Total Male (3%) Female (97%) % Asian American 0 1 Total Hispanic/Latino % Caucasian 0 Other / 2 or more races *NOTE: Bethune-Cookman is a Historically Black College/University. Therefore, a large number of the students in Counseling Program and the university faculty are African American. We have made an effort to attract students from all over the state of Florida by offering courses in the evening and on weekends. The first cohort of students are completing the program fall of The program continues to receive a large number of its students from the undergraduate psychology program. We continue to look for markets where we can offer the program to a diverse group of students. K. Admission decision recommendations are made by the academic unit s selection committee and include consideration of the following: 1. Each applicant s potential success in forming effective and culturally relevant interpersonal relationships in individual and small-group contets. 2. Each applicant s aptitude for graduate-level study. 3. Each applicant s career goals and their relevance to the program. All regular program faculty participate in the program admission decisions. In the first phase of the process, faculty members conduct a paper screening of applicants and recommends those who are invited for the second phase. The second phase includes individual interviews, an assessment using an admission rubric, and interview rating scale. (Recommendations letters and the student goal statement are also part of the admission processes. The applicant s aptitude for graduate-level study is evaluated based on the undergraduate GPA (minimum 2.75, or 3.0 in second half) the GPA from another completed graduate degree (3.0 minimum). Students GRE scores must be in the 50 th percentile. In addition, the applicant is required to submit three professional recommendations, and a professional goals statement. Students are also assessed using an admission rubric and interview rating scale. For applicants who do not meet the GPA or GRE criteria, but who do have an acquired knowledge of the field based on the last five years of counseling related eperience, aptitude for graduate-level study must be judged on the basis of a writing eamination in addition to an epanded resume and letters of recommendation. If these students are admitted into the program, they will be admitted on provisional status. Which means that they will have to maintain a GPA of 3.0 or higher for two terms in order to remain in the program. Career goals and their relevance to the program are assessed in several ways. In the letter of intent, the applicant is asked to describe reasons for seeking admission to this particular program in light of his/her 17

18 professional goals. Applicants who are invited for interviews are asked, in the individual interviews, to describe their career goals and how this program will help them achieve those goals. The applicant s resume is also reviewed for work and volunteer eperiences that reflect and interest and commitment to the helping profession. The applicant s potential success in forming effective and culturally relevant interpersonal relationships in individual and small group contets is evaluated using several sources of information. The admission rubric rating form contains items that address understanding of others, ability to work in a multicultural setting, and aptitude for professional counseling. During one hour interview, applicants talk about their eperiences in the counseling field. Each applicant is interviewed by regular faculty members in a group setting. One of the interview questions asks the applicant to describe eperiences with people who are different from him/her. The way applicants respond says a great deal about how they define difference and about the life eperiences they ve had with those who are difference. Through the interview, the faculty member can certainly make inferences about the applicant s interpersonal effectiveness. L. Before or at the beginning of the first 8 week term of enrollment in the academic unit, the following occurs for all new students: 1. A new student orientation is conducted. Twice a year (early in the fall and spring), a formal orientation is held for all newly admitted students. The orientation covers program Requirements and epectations. Program faculty members are introduced; important issues covered in the Student Handbook are highlighted; and relevant university information is discussed. At new student orientation, each student meets their faculty adviser. 2. A student handbook (Counseling Student Handbook) is disseminated that includes the following: [NOTE: Go to the Table of Contents in the Student Handbook, and click on chapters to go directly to the designated chapter.] a. Mission statement of the academic unit and program objectives (P. 2 student handbook) b. Information about appropriate professional organizations, opportunities for professional involvement, and activities potentially appropriate for students (P. 3, 5 student handbook) c. Written endorsement policy eplaining the procedures for recommending students for credentialing and employment (P. 14 student handbook) d. Student retention policy eplaining procedures for student remediation and/or dismissal from the program (P. 7 student handbook) e. Academic appeal policy (P. 7 student handbook) The Student handbook is available to all students online through the Department website, and students are directed to it during the orientation process. Also, each student is given a copy of the student handbook at orientation. M. For any calendar year, the number of credit hours delivered by noncore faculty must not eceed the number of credit hours delivered by core faculty. As indicated in the faculty tables (pp. 11 &12 of this self-study) the total number of credit hours 18

19 Delivered by core faculty in the past 12 months was 777 the total number of credit hours delivered by adjunct faculty for that same time period was 504. N. Institutional data reflects that the ratio of full-time equivalent (FTE) students to FTE faculty should not eceed 10:1. As the chart below indicates, the student-faculty ratio was 5:1 in the , in Fiscal year Fiscal year 6:1 and fall :1. Fiscal Year FTE Students: Faculty Fall Summer :1 Fall Summer :1 Fall :1 The ratios were calculated as follows: Divide the total credit hours produced in one year by 24 Credits (the number of credits a full-time student would take in a fiscal year) to get the full-time equivalent students for the fiscal year. Divide the number of full-time equivalent students by the number of faculty Data used for these calculations is available in the attached student-faculty ration chart. O. Students have an assigned faculty advisor at all times during enrollment in the program. Students, with their faculty adviser, develop a planned program of study within the first 12 months of graduate study. When students are accepted into the program, they receive a letter informing them of their acceptance into the program. Students are encouraged to meet with their adviser as soon as possible in order to discuss the program, and begin writing their program of study, etc. In the counseling student handbook the student-adviser relationship is described as ongoing, and students are urged to meet with their advisers periodically throughout their programs. Students are assigned to faculty advisers who are identified during new student orientation and on the student acceptance letter. The Counseling Program requires that students develop a planned program on study prior to the completion of twelve credit hours of coursework or one 8 week session. This is communicated to students in the Student Handbook (pages 25 and 26, graduate degree plans). However, students are encouraged to meet with their assigned advisers and to write their programs as soon as possible after admission to the program. 19

20 The student and adviser discuss program requirements and elective options, complete the program of study, and sign it. The date by which the student must complete the program two years from the time the first course is taken) is also noted. One copy of the program of study is given to the student and original is kept on file by the department s administrative assistant. Students wishing to make changes in their program of study must meet with their adviser to discuss desired changes. P. The program faculty conducts a systematic developmental assessment of each student s progress throughout the program, including consideration of the student s academic performance, professional development, and personal development. Consistent with established institutional due process policy and the American Counseling Association s (ACA) code of ethics and other relevant codes of ethics and standards of practice, if evaluations indicate that a student is not appropriate for the program, faculty members help facilitate the student s transition out of the program and, if possible, into a more appropriate area of study. Each student s progress is systematically assessed at several points during the program, and this process is described in more depth in the discussion of assessment in this self-study (see response to Standard AA 4.) The chart below identifies points at which each student s performance is regularly assessed. The assessments take into account the student s academic performance as reflected in course grades and overall GPA and the student s professional and personal development as reflected in repeated ratings on the rubric, Evaluation of Counselor Development: Skills Dispositions. Ultimately, the student s academic and professional developments are assessed on the Counselor Preparation Comprehensive Eam (CPCE). Early CPCE EAM CON 627 Skills and depositions evaluation. CPCE Entrance Eam Midpoint 1 Eam CON 600 Skills and depositions evaluation. Eam on core courses CON, 620,647,613, ,600 completed Performance Assessment Completed Midpoint 2 Admission to practicum Completion of core and all course work courses; 3.0 (B) or better; Overall GPA of 3.0 (B); Faculty approval Midpoint 3 Practicum Skills and depositions evaluation. Completion of practicum Late 1 Admission to internship Successful completion of practicum; Faculty approval Late 2 Internship Faculty supervisor site visit (midway) Site supervisor mid and final evaluation completion of internship Eit Completion of internship hours. CPCE Eit Eam The Counseling Program Student Disciplinary Policy clearly identifies the academic and non-academic behaviors that may result in disciplinary action and/or dismissal from the program, as well as procedures for remediation when problems arise. Any time a faculty member has concerns about a student s behavior or academic performance, he/she may request an informal or formal review. Skills courses in which students must receive minimum grades of B or better are identified, along with procedures that must be followed if students do not attain these grades. The Disciplinary Policy is available to all students in the Counseling Student Handbook. 20

21 Q. The practicum and internship eperiences are tutorial forms of instruction; therefore, when individual and/or triadic supervision is provided by program faculty, the ration of si students to on faculty member is considered equivalent to the teaching of one 3-semester-hour course. Such a ratio is considered maimum per course. CON 615 Counseling Practicum is 3 hours. This class are always taught by core faculty. The facultystudent ratio for individual practicum supervision is maintained at a ratio of 6-to-1. During the student s practicum individual supervision is provided by the student s on-site supervisor. CON 640,650, 660 Counseling Internships (9) hours are taken once the practicum is completed. These classes are always taught by core faculty. The student ratio for internship supervision is 6-to 1. However, group supervision maybe offered, and the ratio for group supervision will not eceed 12 student to 1 faculty. R. Group supervision for practicum and internship should not eceed 12 students. Supervision groups for Counseling Practicum and internships consist of five or si students and one faculty supervisor. The students receive group supervision from the same faculty member who provides their individual supervision. Whenever possible, interns are placed in group supervision sections according to their program area (mental health counseling). To maintain the ratio at 10-to-1, students are scheduled in internship and practicum with this ratio in mind. S. Programs provide evidence that students are covered by professional liability insurance while enrolled or participating in practicum, internship, or other field eperiences. Prior to enrolling in practicum and internship all students are required to obtain professional liability insurance, and maintain it throughout their supervised counseling eperiences. This epectation is communicated to students in the Student Handbook (P.13), Internship Manual (P. 7) and the Practicum Manual (P.7). students must provide faculty supervisors with proof of insurance before they can begin their internships or practicum. Also, proof of insurance is maintained in the students practicum and internship file. T. Opportunities for graduate assistantships for program students are commensurate with graduate assistantship opportunities in other clinical training programs in the institution. The Counseling Program receives an equitable number of graduate assistantships as compared to other degree programs. These students work in the counseling department at the College of Health Sciences. As shown in the table below, the Department has been able to offer 3 graduate assistantships from 2015 to Graduate assistants are typically counseling program students and primarily serve the counseling faculty. However, students are given the opportunity to engage in others areas of research. 21

22 Graduate Assistantships by Year Academic Year Graduate Assistants Source: Department Records FACULTY AND STAFF U. The academic unit has made systematic efforts to recruit, employ, and retain a diverse Faculty., and the Counseling Program are committed to recruiting and retaining faculty members representative of the diversity among people in society. Because new faculty members are hired infrequently, the composition of the faculty has not changed. The newest faculty member has been with us since January Of the core faculty members in the Counseling Programs, there is diverse representation with regard to race, seual orientation, and religious affiliation. When we have had opportunities to recruit new faculty, we recruited nationally through venues targeted at diverse populations. V. The teaching loads of program faculty members are consistent with those of the institution s other graduate level units that require intensive supervision as an integral part of professional preparation, and incorporate time for supervising student research using formulae consistent with institutional policies and practices. The regular teaching load for core faculty teaching graduate courses is fairly consistent throughout the University, particularly in programs where intensive supervision is required. The load is 12 graduate credits (four graduate courses) per semester, and the caps on those courses that require intensive supervision (i.e. practicum and internship) are strictly adhered to in the program. Advising and supervision of student research is part of our professional teaching load, and all faculty members share in these responsibilities. Release time is awarded at the discretion of the department chair. W. The academic unit has faculty resources of appropriate quality and sufficiency to achieve its mission and objectives. The academic unit has an identifiable core faculty who meet the following requirements: 1. Number at least persons whose full-time academic appointments are in counselor education. All three core faculty members are tenure-track and have full-time academic appointments in the counseling program. There are release times for administrative duties and research. 2. Have earned doctoral degrees in counselor education and supervision, preferably from a CACREPaccredited program, or have been employed as full-time faculty members in a counselor education program for a minimum of one full academic year before July 1,

23 Of our five faculty members, three have doctoral degree in Counselor Education and Supervision Dr. Deborah Wilson, Dr. Wayne Wilson, Dr. Nicole Jones, one faculty have a degree in Counseling Psychology Dr. Sheila Davis. Dr. Jeffery Haynes Department Chair degree is in Psychology. Dr. Deborah Wilson has been full time faculty since 2014 and Dr. Nicole Jones has been full time faculty since Dr. Wayne Wilson and Dr. Shelia Davis serve as adjunct faculty, and was hired in Have relevant preparation and eperience in the assigned program area. Faculty vitae reflect how the professional eperiences of faculty members match their assigned program areas. Dr. Nichole Jones and Dr. Deborah Wilson are responsible for the counseling area, and all have served as professional counselors in community mental health setting Dr. Jeffery Haynes is the department chair, and is responsible for the clinical mental health area, and has eperience working with clients in community agencies. Most members of the core faculty continue to provide clinical services, either directly to clients or indirectly by doing clinical supervision with limited licensed professional counselors. 4. Identify with the counseling profession through memberships in professional organizations (i.e., ACA and/or its divisions), and through appropriate certifications and/or licenses pertinent to the profession. All three core faculty members are licensed mental health counselors in the state of Florida, and they all have other professional licenses and certifications including the NCC and ACS credentials. Faculty vitae reflect membership and involvement in professional organization at both the state and national levels. Dr. Wayne Wilson ACA, Dr. Jeffrey Haynes, LMHC, ACA, ACS, NBCC, AACS, AMHCA, ABS, NBCC Dr. Nichole Jones, LMHC ACA, NBCC Dr. Deborah Wilson, LPC, ACA, CAP Dr. Sheila Davis, LMHC, ACA 5. Engage in activities of the counseling profession and its professional organizations, including all of the following: a. Development/renewal (e.g., appropriate professional meetings, conventions, workshops, seminars); b. Research and scholarly activity; and c. Service and advocacy (e.g., program presentations, workshops, consultations, speeches, direct services). It is difficult to list all the professional activities in which the faculty are engaged; vitae do reflect this etensive involvement. All attend professional meetings and are active in delivering papers, presentations, and workshops. Faculty are involved in scholarly activities including research, publication in professional journals, authoring/editing books, and serving on community boards. A number of faculty serve as consultants to universities, school, community agencies, and business/industry. 6. Have the authority to determine program curricula within the structure of the institution s policies and to establish the operational policies and procedures of the program. The Counseling faculty have the authority to determine program curricula within Bethune- Cookman University s input structure. The Department of Counseling appoints a faculty member who sits on the Curriculum Committee in the College of Health Sciences. This committee approves new courses and 23

24 programs, as well as course and program revisions. These proposals are then sent through the university system for approval. Any curricular changes in program policies or procedures for any of the graduate counseling programs is initiated and approved by the counseling faculty. The proposed changes are then reviewed by the Graduate Council, and then sent through the University approval process, which entails approval for University Academic Standards Committee. Dr. Haynes is a member of the university Graduate council, and a member of the university Academic Standards Committee.. The academic unit has clearly defined administrative and curricular leadership that is sufficient for its effective operation. A faculty member may hold more than one of the following positions: 1. A faculty member is clearly designated as the academic unit leader for counselor education who a. Is responsible for the coordination of the counseling programs(s); b. Receives inquiries regarding the overall academic unit; c. Makes recommendations regarding the development of and ependitures from the budget; d. Provides or delegates year-round leadership to the operation of the program(s); and e. Has release time from faculty member responsibilities to administer the academic unit. Dr. Jeffery Haynes is the faculty member who serves as the counseling program chairperson. Dr. Haynes has a full-time appointment to the counseling program and is released from teaching one course in the fall and one course in the spring to perform the duties associated with program coordination. At, a Department Chair provides the administrative leadership for each academic department. Dr. Jeffery Haynes is the program leader and Counseling Department Chair. He provides leadership, support, and advocacy for both program areas in the Department. He is responsible for the budget, although he consults with the faculty and Dean of the College of Health Sciences on some of those decisions. As program Chair, Dr. Haynes serves as the primary contact personal for the counseling program and works closely with the Dean to coordinate the activities of the counseling program. Responsibilities include overseeing program development and course scheduling; serving as the CACREP liaison and providing leadership and coordination for accreditation activities; preparing monthly program meeting agendas, chairing monthly program meetings, and checking meeting minutes; responding to inquiries about the counseling programs; and insuring that the Dean is aware of counseling program needs. 2. A faculty member or administrator is identified as the practicum and internship coordinator for the academic unit and /or program who a. Is responsible for the coordination of all practicum and internship eperiences in each counselor education program for which accreditation is sought; b. Is the person to whom inquiries regarding practicum and internship eperiences are referred; and c. Has clearly defined responsibilities. As the Counseling Department Chair, Dr. Haynes is also a licensed mental health counselor in the State of Florida, Qualified Supervisor, and approved clinical supervisor with the National Board of Certified Counselors (NBCC). Dr. Haynes is responsible for the administrative coordination of the practicum and internship eperiences. He receives and processes Practicum and internship applications, alone with core faculty places students in practicum and internship placements in collaboration with faculty. The majority of students practicum hours are completed in the community-level program. As the chair/coordinator, Dr. Haynes is responsible for overseeing the operations; he is released from teaching three courses a year. More specifically his responsibilities include: 24