General Standards Elementary & Secondary School Counseling Graduate Programs. IV. Design

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1 General Standards Elementary & Secondary School Counseling Graduate Programs IV. Design Villanova University's graduate counseling program emphasizes counselor skill development and personal growth which are considered prerequisites to helping others. The program reflects a humanistic orientation, with an emphasis on developing counseling relationships which are open, accepting and nonjudgmental yet reality-based. We assume that clients are helped most by counselors who display candor and openness in their interpersonal relationships. Consequently, the counseling program provides experiences and training that engender such behaviors. The students that are accepted into our program have demonstrated significant experience helping others via work and volunteer experiences. They have shown exceptional academic success and have displayed goals that are consistent with their pursuit of helping others. Candidates have six years to complete the program. The first courses that a candidate takes in the graduate counseling certification programs are CHR 8605 Laboratory in Counseling Skills and CHR 8655 Laboratory in Group Dynamics. In CHR 8687 Counseling Theory and Practice candidates apply and develop a theoretical understanding of the major counseling/psychotherapy models and integrate them into a conceptual framework. Candidates are expected, through in-class practice, discussion and feedback of their audio/videotaped sessions in the field, to develop skills related to those theories. Before their 300 hours of field work begins, candidates are required to take a number of courses, all designed to prepare them for their field practicum. CHR 8680 School Counseling Orientation is an introduction into the school counseling profession and provides an overview of effective school counseling systems. Candidates must conduct site visitations of a school counseling program and critique its effectiveness. The goal of CHR 8683 Consultation Processes is for the student to be able to work with individuals (teachers, parents, administrators, and other school staff members) and groups of these same constituencies to the benefit of children. CHR 8685 Lifestyle and Career Development focuses on several psychological theories of career development with an emphasis on vocational and lifestyle choice processes across a lifespan. CHR 8855 Assessment and Appraisal s goal is to understand the rationale and purpose of psychological assessment, the statistical basis of measurement, test design and construction, test administration, interpretation, and report writing. CHR 8600 Special Education for Counselors and Teachers focuses on special needs children, educational programs, eligibility and the role of the guidance counselor. Candidates take this course in order to gain the knowledge about the needs and issues of exceptional students. Candidates are also trained in counseling ethics via the required CHR 7132 Ethics in Counseling workshop. In this weekend-long workshop, candidates are presented with a 1

2 systemic means of ethical decision making, considering personal and work values and the ethical standards of the American Counseling Association. In addition to theses courses, candidates must take CHR 8860 Laboratory in Counseling Diverse Populations before they begin their field practicum. This course explores counseling strategies for working with diverse populations which are disenfranchised due to psychological, social, racial, cultural, physical, religious, gender, economic, environmental, and/or sexual orientation factors. Candidates are trained in the importance of being advocates for these groups of people that they will encounter in their professional experience. It is designed to provide counselor trainees with an awareness of basic inter-cultural counseling skills through reading, direct contact with culturally different resource persons, and videotape/audiotape counseling materials. Every course in the counseling program addresses multicultural counseling in its content. We feel that our candidates are well prepared to understand and deal with student differences due to the inclusion of multicultural awareness across our curriculum. Candidates pursuing certification in Secondary School Counseling are required to take CHR 8857 Adolescent Counseling Interventions before they enroll in their internship. The course s goal is to provide a systemic array of counseling strategies, grounded in theory and research that will meet adolescents needs, considering the continuum of prevention to treatment. Candidates pursuing certification in Elementary School Counseling are required to take CHR 8854 Therapeutic Strategies for Children before they enroll in their internship. In this course, candidates learn techniques in play therapy, child counseling, and consulting with teachers, parents, and other professionals. In both courses, actual practice is required and ethical issues are discussed. In both courses, knowledge of the cognitive, psycho-social, self, physical, and moral development of the age group is taught and candidates gain an understanding of possible strategies, interventions, prevention techniques, and counseling processes that are appropriate for that population. Either before or concurrently with their internship, candidates must take CHR 8884 Human Growth and Development and CHR 8604 Research and Evaluation (or EDU 8641 Statistics). Human Growth and Development addresses human development from both an individual and systemic perspective. Psychological, sociological, and biological dimensions are reviewed and counseling strategies for addressing specific developmental issues are considered. Research and Evaluation is a combination of an analysis of the major types of social science research, familiarization with bibliographical sources, computer searches and literature survey procedures, consideration of ethical issues (and its implications for and its application to counseling), evaluation of research, and practice in using common research procedures. Once these courses are completed, candidates must enroll in a year-long internship. Candidates clock 300 hours of field work and are placed in area schools and work with a certified school counselor. This experience is designed to focus a candidate s attention and energy on the needs of his/her real live clients while applying his/her skills or talents in a actual school setting. It provides a unique opportunity for the 2

3 beginning counselor to practice under expert supervision before embarking on an independent career in counseling. 3

4 General Standards Elementary & Secondary School Counseling Graduate Programs V. Field Experiences CHR 8689 Internship I in Elementary School Counseling, CHR 8691 Internship II in Elementary School Counseling, CHR 8690 Internship I in Secondary School Counseling, and CHR 8693 Internship II in Secondary School Counseling are experiential courses which combine supervised counseling experience in an approved school with an intensive review of this experience in seminars on campus. Candidates are required to participate in the six credit hour two-semester internship sequence in a setting appropriate to their concentration in the Counseling and Human Relations Program. School Counseling candidates must work in an approved school under the supervision of a certified school counselor. Candidates must log a minimum of 300 clock hours in their field experience during their two-semester internship. The exact schedule is to be developed by the sponsoring agency/school personnel and the counselor trainee with the approval of their professor. The purpose of the internship is to provide the counselor trainee with the opportunity to work directly with clients individually, and in small groups. Candidates integrate classroom theory with the realities of the internship site. It is important that counselor trainees have a broad range of experiences, including some of the less desirable clerical tasks which are invariably associated with counseling. To qualify for Internship I (CHR 8689 or CHR 8690), candidates must have completed Level I and Level II courses (see Counseling and Human Relations Student Manual Sequential Planning Charts pages 45-49; with faculty approval, a candidate may take a Level II course concurrently with their internship) and submit an application for internship (see Counseling and Human Relations Student Manual page 38). After candidates register and are approved to begin their internship, it is the candidate s responsibility to find and secure a placement. At the end of the semester prior to the beginning of their internship, candidates will have a meeting with their Villanova internship supervisor who reviews requirements, answers questions, and provides guidance. Internship I (CHR 8689 and CHR 8690) and Internship II (CHR 8691 and CHR 8693) are each three-credit courses which are typically completed in the same school/agency during consecutive semesters. Villanova internship supervisors will contact the candidates on-site supervisors periodically throughout the candidates experience (via onsite visits, phone calls, etc.). Candidates performances are evaluated formally and informally by both school and Villanova supervisors. Concurrently, candidates are required to attend a regularlyscheduled seminar where their experiences are shared and discussed with their Villanova supervisor and peers. 4

5 General Standards Elementary & Secondary School Counseling Graduate Programs IX. Exit Criteria 1. For graduation and granting of Master s Degree Candidates must successfully complete and pass all requirements/courses of the counseling program. After candidates complete and pass all core requirements, they must pass the comprehensive examination (see evidence box) and demonstrate proficiency in counseling skills during a two-semester (6 credit) internship/field practicum. In order to graduate, candidates must fill out the Application for Granting of Master s Degree Counseling and Human Resources form (see Counseling and Human Relations Student Manual, page 41). A total of forty-eight (48) credits are required for the degree. 2. For Pennsylvania school counseling certification In addition to the graduation and degree requirements, candidates must successfully pass three basic skills PRAXIS I tests (Reading, Math, Writing) and the School Guidance and Counseling PRAXIS II test. Candidates apply for Pennsylvania certification through PA Department of Education after completion of their last semester. 5

6 General Standards Elementary & Secondary School Counseling Graduate Programs X. Faculty Full-time tenured faculty Name Kenneth Davis, Ed.D. Program Director Beverly B. Kahn, Ph.D. Joined Education Department 1972 B.S., 1966, M.S., 1967, Eastern Illinois University; Ed.D., 1972, Northern Illinois University 1994 B.S., 1972, West Chester University; M.A., 1975, Villanova University; Ph.D., 1986, Temple University Krista Malott, Ph.D B.A., 1992, Michigan State University; M.A., 1995, Appalachian State University; Ph.D., 2005, University of Northern Colorado Michael J. Mason, Ph.D. Joan Q. Monnig, Ed.D. Robert J. Murray, O.S.A., Ph.D B.A., 1982, Pepperdine University; M.S., 1988, San Diego State University; Ph.D., 1992, Oregon State University , Marymount College; M.A., 1969, Manhattan College; Ed.D, 1973, University of Massachusetts , Villanova University; M.A., 1983, Washington Theological Union; M.S., 1986, Villanova University; Ph.D., 1995, Temple University Courses Taught Family Interventions, Consultation Processes, Therapeutic Interventions with Children Adolescent Counseling, School Counseling Orientation, Ethics workshop, Secondary School Counseling Internship I & II Lifestyle and Career Development, Secondary School Counseling Internship I & II Research and Evaluation Crisis Intervention, Secondary School Counseling Internship I & II, Lab in Group Dynamics, Lab in Counseling Skills Human Growth and Development, Couples Counseling, Consultation Processes 6

7 Full-time non-tenured faculty Name Joined Education Department Kenni Crane, Ph.D B.A., 1978, Rosemont College; M.S., 1980, M.S. 1981, Villanova University; Ph.D., 1988, Temple University Jody Lerner, Ed.D B.A., 1992, Penn State University; M.S., 1994, Villanova University; Ed.D., 1999, Immaculata University Courses Taught Lab in Counseling Skills, Lab in Group Dynamics, Creativity in Counseling, Human Growth and Development Counseling Theory and Practice, Lab in Group Dynamics, Group Counseling Theory and Practice, Lab in Counseling Skills, Community Counseling Internship 7

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