Counseling and School Psychology Department Graduate Program Review

Transcription

1 Counseling and School Psychology Department Graduate Program Review IDENTIFICATION: Graduate Program Titles and Concentrations: 1. School Counseling 2. Clinical Mental Health Counseling 3. School Psychology School: School of Education Department: Counseling and School Psychology Chair: Patricia W. De Barbieri, Ed.D. Graduate Program Coordinators: School Counseling Program Coordinator: Dr. Margaret Generali, Ph.D. Clinical Mental Health Counseling Program Coordinator: Dr. Louisa Foss, Ph.D. School Psychology Program Coordinator: Dr. Joy Fopiano, Ed.D. OVERVIEW The CSP Department offers three graduate training programs: School Counseling (SC); Clinical Mental Health Counseling (CMHC); and School Psychology (SP). These programs are pre-eminent in the state of Connecticut and are becoming increasingly well known nationally. Applicants to these programs far exceed the number we can accept. Each program offers quality training and maintains full external accreditation by their respective professional accrediting agencies. The School Counseling and Clinical Mental Health Counseling Programs are accredited by the Council on the Accreditation of Counseling and Related Educational Programs [CACREP]. The School Psychology Program is accredited by the National Association of School Psychologists [NASP]. The School of Education, within which we are situated, is accredited by the National Council for Accreditation of Teacher Education [NCATE]. The Counseling and School Psychology Department is committed to training competent school counselors and school psychologists for high-level professional positions in national and regional school settings, and to training high performing clinical mental health counselors for a variety of professional positions within our national, state and local communities. 1. CLEARLY STATED PROGRAM MISSION AND GOALS: MISSION The mission for all three programs within the Department of Counseling and School Psychology was developed and voted on by the CSP faculty in fall It reads as follows: The mission of the Counseling and School Psychology Department is to prepare front line practitioners in the mental health profession who contribute significantly to the social, 1

2 emotional, academic and physical development of children, youth, adults and families in a multicultural society. We prepare outstanding Clinical Mental Health Counselors, Professional School Counselors and School Psychologists, through evidenced-based quality teaching methods, active clinical and field practice, and related scholarly research. All three nationally accredited programs [CACREP-Council for the Accreditation of Counselor and Related Educational Programs, and NASP-National Association of School Psychologists] are part of the NCATE [National Council for Accreditation of Teacher Education] accredited School of Education and strive to meet the highest professional standards of training. Each program prepares graduates who demonstrate mastery of the program objectives and uphold the highest ethical principles of professional conduct for certification and/or licensure. Graduates of our three programs impact and provide leadership to organizations, schools and related mental health facilities locally, regionally, nationally and internationally. [ SCHOOL COUNSELING PROGRAM DESCRIPTION School Counselors are employed primarily in educational settings. They use their counseling knowledge, insight, and skills to promote human welfare and educational success, and to improve the institutions and programs in which they are involved. All Professional School Counselors must have a Masters Degree and meet certification requirement as defined by the Connecticut State Department of Education. Professional School Counselors: provide developmental guidance for students in the school to promote academic, personal/social, and career development in a proactive and preventive manner; provide individual and group counseling for students and parents identified in need; consult with teachers, parents, faculty, and administrators concerning student academic, personal/social, and career success; provide a liaison with community agencies to garner services for students and families. conduct research to evaluate the effectiveness of school counseling programs and interventions, SCHOOL COUNSELING MASTER OF SCIENCE DEGREE PROGRAM The School Counseling [SC] Program consists of a 52-credit Master of Science degree. The masters degree program prepares professionals to work in the elementary, middle, and high school levels and consists of a focus on human growth and development, social and cultural foundations, helping relationships, group work, career and lifestyle development, appraisal, research, program evaluation and professional orientation, including ethics and professional standards. A comprehensive exam is required. There are two field experiences, a practicum and an internship: Practicum offers students the opportunity to develop, refine, and demonstrate individual and group counseling skills. 2

3 Students are required to spend a minimum of 100 hours over the course of one semester working within a school setting. [Appendix A-1: SC Master of Science Degree Program Plan] Internship is an intense and diversified experience that exposes students to a full range of School Counselor responsibilities appropriate to each setting. Internship consists of either a full or part-time supervised counseling experience in a school setting. Certified teachers with 30 months of teaching experience must complete no less than 600 hours over the course of one or two semesters. Individuals in the school counseling program who are not certified teachers with 30 months of teaching experience must complete a ten month long 900 hour internship in a school setting. Both experiences are completed under the supervision of a certified school counselor. SIXTH YEAR PROFESSIONAL DIPLOMA IN SCHOOL COUNSELING The Sixth Year Professional Degree in School Counseling provides advanced learning opportunity for counselors holding a Master of Science Degree in counseling to enhance their counseling competencies and earn School Counseling Certification. At least 30 credits beyond the Master of Science Degree are required for the Sixth Year Professional Diploma. Consideration is given to demonstrated achievement in a Master of Science Degree program in counseling. [Appendix A-2: SC Sixth Year Professional Degree Program Plan] CERTIFICATION The Master of Science and Sixth Year Professional Diploma programs are designed to meet the requirements for certification as a Professional School Counselor in Connecticut with reciprocity in many other states. CLINICAL MENTAL HEALTH COUNSELING PROGRAM DESCRIPTION Clinical Mental Health Counselors [CMHC] are employed in a variety of community counseling agencies, substance abuse clinics, college counseling centers, and hospitals. They use their counseling knowledge, insight, and skills to promote human welfare and to improve the institutions and programs in which they are involved. All Clinical Mental Health Counselors must have a Masters Degree and meet licensure requirements as defined by the Connecticut State Department of Public Health. Clinical Mental Health Counselors: provide individual and/or group counseling for adolescents, adults and families in a variety of community mental health settings and/or private practice; work with individuals identified as in need to promote personal growth and emotional well being in a proactive, developmental, and preventive manner; consult with educators, health and judicial professionals concerning client academic, personal/social, and career success; 3

4 liaison with schools, health providers, other community agencies and private practitioners to provide services for individuals and families. conduct research regarding mental health treatment interventions and outcomes. The licensure track program is designed to meet the requirements for a Connecticut State Licensed Professional Counselor (LPC). All students in the Master of Science Degree or 6 th Year Programs in CMHC complete practicum and internship field placement experiences. Students specializing in clinical mental health counseling find practicum and internship placements in a variety of settings, including community counseling centers, child guidance centers, crisis stabilization programs, rape crisis and domestic violence programs, substance abuse programs, youth services programs, and inpatient and residential treatment programs. Students specializing in counseling in higher education find placements in community colleges as well as public and private college and university mental health and career counseling centers. CLINICAL MENTAL HEALTH COUNSELING MASTER OF SCIENCE DEGREE PROGRAM The Master of Science Degree Program in Clinical Mental Health Counseling is a licensure track program designed to meet the requirements of the State of Connecticut Department of Public Health for Licensed Professional Counselors (LPC). The program in Clinical Mental Health Counseling is a 60 credit hour program that prepares graduate students to work in a variety of community service and crisis counseling agencies, higher education mental health and career exploration centers, hospitals, and private practice. Students develop skills and theoretical knowledge in practicing individual, group and career counseling with diverse populations. All Clinical Mental Health Counseling students complete a 100 hour practicum and a 600 hour internship experience. All practicum and internship experiences must be completed under a Licensed Professional Counselor with at least two years of experience in the counseling field. [Appendix A-3: CMHC Master of Science Degree Program Plan] SIXTH YEAR PROFESSIONAL DIPLOMA IN CLINICAL MENTAL HEALTH COUNSELING The sixth year advanced graduate studies program provides the opportunity for counselors holding a Master of Science Degree in counseling to enhance their counseling competencies. This program can be designed to help counselors who graduated many years ago (with credits) to pursue the State of Connecticut Licensure (LPC) requirements. At least 30 credits beyond the Master of Science Degree is required for the Sixth Year Professional Diploma. [Appendix A-2: CMHC 6 th Year Professional Degree Program Plan] DUAL TRACK IN SCHOOL AND CLINICAL MENTAL HEALTH COUNSELING The dual track program in Clinical Mental Health School Counseling incorporates essential course work and field experiences in both programs. It is a program that prepares 4

5 students to become both licensed as Professional Counselors and certified as School Counseling and School Psychology Counselors. The two programs share a number of common course requirements, the completion time for the dual track is considerably shorter than completing each program separately. Nonetheless, students must complete coursework in both programs, including internship, as indicated in the course listings below. [Appendix A-4: SC & CMHC Dual Track Program Plan] LICENSURER Students who complete the master of science in Clinical Mental Health Counseling or the dual track program in Clinical Mental Health and School Counseling are prepared to take the National Certified Counselor s Examination [NCE] This examination is required by the National Board for Counselor Certification (NBCC). It is also required by the State of Connecticut for Licensed Professional Counselors (LPC). The CSP Department is authorized to administer this examination twice a year at SCSU. Students who pass the NCE will be National Certified Counselors (NCC). SCHOOL PSYCHOLOGY PROGRAM DESCRIPTION The School Psychology [SP] program consists of a 37-credit Master of Science Degree, followed by a 32-credit Sixth Year Professional Diploma. Students with a bachelor's degree are admitted to the master's-level program and must reapply for the Sixth Year program upon successful completion of their M.S. Applicants currently holding a master's degree who are applying to the sixth year professional diploma in school psychology are required, in addition to the general admission criteria, to have demonstrated superior achievement in a master's degree program in school psychology or highly related area. Professional School Psychologists are employed primarily in educational settings. They use their psychological knowledge, insight, and skills to promote human welfare and educational success, and to improve the institutions and programs in which they are involved. Professional School Psychologists: consult with teachers, parents, and school personnel about learning, social and behavior problems; help others to better understand child development and its relationship to learning and behavior; assess children's learning aptitudes, academic skills, social skills, personality and emotional development, and eligibility for special education programs and services; intervene to help solve conflicts and problems related to learning and adjustment by working directly with students and families, providing counseling, social skills training, crisis intervention, behavior management, and other interventions; conduct research to evaluate the effectiveness of academic programs, behavior management procedures, and other services provided in the schools, and to generate new knowledge to improve learning and mental health adjustment. 5

6 SCHOOL PSYCHOLOGY MASTER OF SCIENCE DEGREE PROGRAM The Master of Science Degree program in School Psychology consists of a focus on educational and psychological foundations; theories and applications of counseling, statistics, and research methods; individual appraisal; introduction to the role and function of the school psychologist; and ethics and professional standards. A comprehensive examination is required upon completion of the master's program of courses. Students may attend either full- or part-time. Full-time study consists of either three or four courses per semester. Students attending part-time must commit to no fewer than two courses per semester. [Appendix A-5: SP Master of Science Degree Program Plan] SIXTH YEAR PROFESSIONAL DIPLOMA IN SCHOOL PSYCHOLOGY The Sixth Year Professional Diploma program provides advanced professional study and training in the areas of counseling (individual and group), assessment (intellectual, achievement, and personality), consultation, and intervention. Within this program are two field experiences: a practicum and an internship. The practicum consists of approximately 400 hours (four days/week) in a school setting. The internship is an intense and diversified, 10 month experience consisting of no fewer than 1,200 hours; it may be completed full-time in one year, or part-time over up to two years. Both experiences are completed under the supervision of a certified school psychologist. This level of the program requires full-time study. [Appendix A-6: SP 6 th Year Professional Degree Program Plan] CERTIFICATION The combined master's and sixth year programs are designed to meet the requirements for certification as a school psychologist in Connecticut and most other states. The majority of our graduates also elect to qualify as nationally certified school psychologists. GOALS The goal of the Department of Counseling and School Psychology is to: graduate competent skilled professionals in the fields of school counseling, clinical mental health counseling and school psychology to serve as leaders, problem solvers and consultants in schools and in community mental health agencies and to serve as advocates for children and families. graduate competent skilled professionals who will add to the body of knowledge in the fields of School and Clinical Mental Health Counseling and School Psychology through ongoing research and professional creativity in their chosen professional field of study. 6

7 continue to improve our programs through self-study and rigorous curriculum and programmatic review based on our three accrediting bodies CACREP, NASP and NCATE as well as the Graduate Council Academic Standards Review. 2. CLEARLY STATED EXPECTED STUDENT OUTCOMES AND METHODS FOR MEASUREMENT OUTCOMES SCHOOL & CLINICAL MENTAL HEALTH COUNSELING PROGRAMS The outcomes and objectives defined in this section are derived from the standards of the NCATE and CACREP which accredit our SC and CMHC programs, and the guidelines for practice as put forth by the State Department of Education and Public Health which govern SC certification and Licensure in Professional Counseling. These outcomes and objectives were reviewed and agreed upon by the CACREP Self-Study Review Committee in fall Upon successful completion of an appropriate planned program within the SC, CMHC or Dual Track programs each graduate will have: Knowledge and understanding of the major theories of counseling and an established theoretical base and rationale for counseling practice. Demonstrated effective individual and group counseling and consultation skills. Knowledge and understanding of various techniques of individual and group approaches to assessment and evaluation. Knowledge and understanding of the history, philosophy, organization and practice of program emphasis, including the comprehensive school counseling program model, educational foundations, and the organization and operation of schools. Knowledge and understanding of life span development and its implications in counseling practice. Knowledge and understanding of career development theory, career counseling techniques, and vocational assessment. Knowledge and understanding of the basic elements of research design, implementation, and analysis, including the ability to conduct research and program evaluation. Knowledge and understanding of professional counseling-related legal and ethical issues, and their proper application to practice. Knowledge and understanding of the broad definition of diversity including; racial/ethnic, gender and gender identification, sexual orientation, disability, immigrant status, socio-economic status, religion and spirituality and world views in a diverse society, and demonstrated effective cross cultural counseling and assessment skills. An integrated level of knowledge gained in course work with the ability to apply such knowledge to school or clinical mental health practice. 7

8 Program Objective CMHC SC Evidences understanding of the role of a counselor and identify as CSP 595 CSP 570 such through professional organizations, affiliations and plans for licensure/certification Field Work Field Work Portfolio Portfolio CCE Comp Exam Demonstrates an understanding of the history of counseling, CSP 595 CSP 570 especially in terms of ethics and legal standards Field Work Field Work Portfolio Portfolio CCE Comp Exam Explains major counseling and consultation theories CSP 569 CSP 569 Portfolio Portfolio CCE Comp. Exam Applies developmental theories to counseling CSP 568 CSP 568 Field Work Field Work Portfolio Portfolio CCE Comp Exam Evidences familiarity with and sensitivity to multicultural and pluralistic trends, including those associated with socio-economic Immersed in all courses Immersed in all courses status, gender roles, gender orientation, race/ethnicity, sexual CSP 578 CSP 578 orientation, ability, age, nationality, and religion Field Work Field Work Portfolio Portfolio Demonstrates an understanding of group dynamics, group processes, group development, group leadership styles and group roles, as it applies to group counseling Exhibits an understanding of career counseling and program planning Integrates assessment and appraisal interpretation into counseling, taking into account ethical and legal standards Evidences ability to write a research proposal, read and critique research and perform a program evaluation, with special attention to ethical and legal obligations Demonstrates counselor characteristics and behaviors that influence helping processes CCE CSP 656 Field Work Portfolio CCE CSP 572 Field Work Portfolio CCE CSP 540 Field Work Portfolio CCE CSP 691 Field Work Portfolio CCE CSP 569 CSP 595 Retention & Comp Exam CSP 555 CSP 656 Field Work Portfolio Comp Exam CSP 572 CSP 573 Field Work Portfolio Comp Exam CSP 540 Field Work Portfolio Comp Exam CSP 691 Field Work Portfolio Comp Exam CSP 569 CSP 570 Retention & 8

9 Develops a personal approach to counseling that is consistent with the counselor s values and beliefs, taking into account the individual client s characteristics CMHC ONLY: Evidences understanding of diagnostic and treatment processes for psychopathological disorders SC ONLY: Exhibits an understanding of the role of the School Counselor on academic development within the school system SC ONLY: Demonstrates an understanding of the importance of consultation and exhibits ability in working with students, parents, teachers and school administrators SC ONLY: Exhibits an understanding of leadership roles within the school and exhibits superior leadership qualities as a School Counselor Continuation Policy Assessment Field Work CCE CSP 550 CSP 569 CSP 595 Portfolio Field Work CSP 571 CSP 574 Field Work Continuation Policy Assessment Field Work Comp Exam CSP 550 CSP 569 CSP 595 NA Portfolio Field Work NA CSP 553 CSP 570 Field Work NA CSP 674 Field Work NA CSP 570 CSP 676 Field Work Portfolio SCHOOL PSYCHOLOGY PROGRAM The outcomes and objectives defined in this section are derived from the standards of the NCATE and NASP which accredit our SP program, and the guidelines for practice as put forth by the State Department of Education which governs SP certification. These outcomes and objectives were reviewed and agreed upon by the NASP Self-Study Review Committee in fall Upon successful completion of an appropriate planned program within the SP program each graduate will have: Increased knowledge and understanding of psychological foundations, biological bases of behavior and personality; human learning and human exceptionalities; child and adolescent development; social bases of behavior; and cultural diversity. Knowledge and understanding of educational foundations, including the education of exceptional learners; instruction and remedial techniques; and the organization and operation of schools. Knowledge of and skill in psychological and educational assessment, including intellectual, academic, and personality functioning of the individual, and the assessment of environments, such as home and school. 9

10 Knowledge of and skill in interventions for behavioral and educational problems, such as counseling, consultation, and behavior management techniques. Knowledge and understanding of, and ability to apply, the basic elements of statistics and research design, and their implementation and analysis. Knowledge and understanding of professional issues in school psychology, including school psychology s history and foundations; legal and ethical issues; professional issues and standards; and role and function of the school psychologist. METHODS OF MEASUREMENT When a program applies for accreditation from a professional association, it is evidence of an attitude and philosophy that program excellence is a fundamental goal. Accreditation entails assessing a program s quality and its continual enhancement through compliance with specific professional standards. The accreditation process uses both self-assessment and peer assessment to determine how well professional standards are being met. Accredited status indicates to the public at large that a program has accepted and is fulfilling its commitment to educational quality. The Counseling and School Psychology Department is currently in compliance with three separate professional accreditation associations. The CSP Department assessment status is particularly current having gone through National Council for Accreditation of Teacher Education [NCATE] review and National Association of School Psychology [NASP] approval in the academic calendar year. The department has been awarded unconditional approval by the NASP for 5 years, and the School Of Education [SOE] received full NCATE approval in 2009 and State Department of Education approval until Further, the CSP Department has currently just completed and submitted a rigorous evaluative self-study and is preparing for a site visit by the Council for Accreditation of Counseling and Related Educational Programs [CACREP]. The site visit is scheduled for the spring 2010 semester. With this, the status of our understanding of our Student Learning Outcomes in all three programs is particularly current. The Student Learning Outcomes for each program are aggregated by program at each of 4 gates; admission, 1 st year review, pre-field experience review, and exit interview, according to NCATE standards. This model is used to guide students progress and evaluation through the program. At several points in the program the student will be required to provide evidence of growth in these areas. Creating a Portfolio is one of the ways that a student will be able to offer substantiation of his or her competence in the five areas mentioned. [Appendices A7: SC Portfolio Guide, A8: CMHC Portfolio Guide, & A9: SP Portfolio Rubric Overview] 10

11 CSP Department Graduate Review Spring 2010 The application of the assessment framework in CSP is as follows: There are five standards that address the characteristics of NCATE accredited Professional Development Schools: Learning community Accountability and quality assurance Collaboration Equity and diversity, and Structures, resources and roles. All threee CSP programs; School Counseling [SC], Clinical Mental Health Counseling [CMHC], and School Psychology [SP] assess Student Learning Outcomes that align with these 5 NCATE standards at each of 4 gates [admission, 1 st year review, pre-field experience review, and exit interview]. Additionally, each CSP program looks to their individual accreditation associations to form and to assess additional Student Learning Outcomes that align with their association standards at each of the 4 gates. The School Counseling and CMHC programs reflect learning outcomes according to CACREP standards. The CACREP standards are written to ensure that students develop a professional counselor identity and mastery in the knowledge and skills needed to practice effectively. Eight common core curricular areas form the basis of these CACREP standards. Experiences and demonstrated knowledgee in each of f these eight common core curricular areas are required of all students in the SC and CMHC programs. The eight common core curricular areas are: Professional Orientation and Ethical Practice 11

12 Social and Cultural Diversity Human Growth and Development Career Development Helping Relationships Group Work Assessment, and Research and Program Evaluation Each of these standards, domains and common core curricular are addressed course by course, throughout the appropriate program curriculum. Student Learning Outcomes that align with these standards, domains and common core curricular are developed, designated course by course, and then posted on the syllabus for each course offering to ensure compliance with these required learning areas. School Psychology candidates demonstrate entry-level competency in eleven domains of professional practice. Competency requires both knowledge and skills. The School Psychology program ensures that candidates have a foundation in the knowledge base for psychology and education, including theories, models, empirical findings, and techniques in each domain. The School Psychology program ensures that candidates demonstrate the professional skills necessary to deliver effective services that result in positive outcomes in each domain. The eleven domains are: Data-Based Decision-Making and Accountability Consultation and Collaboration Effective Instruction and Development of Cognitive/ Academic Skills Socialization and Development of Life Skills Student Diversity in Development and Learning School and Systems Organization, Policy Development, and Climate Prevention, Crisis Intervention, and Mental Health Home/School/Community Collaboration Research and Program Evaluation School Psychology Practice and Development, and Information Technology Data collection has been extensive thru the NCATE, NASP and CACREP self-study process. Data has been collected and reviewed at each of the 4 gates from admissions thru the exit interview for each of the 3 CSP programs. 12

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15 To summarize: the results our programs reflect a criterion-mastery model and all student scores tend to be quite high typically reflecting High Mastery Target rather than Mid to Low Mastery Acceptable using the NCATE rubric. The assessment measures used by the CSP department vary widely and are measured at each of the 4 NCATE gates [admission, 1 st year review, pre-field experience review, and exit interview]. Candidates for all CSP Masters Degree programs must; pass a rigorous Comprehensive Examination, maintain a minimum Graduate QPR: 3.0, meet the Student Retention and Continuation Policy requirements described in the Student Handbook, [Appendix A10: CSP Graduate Student Handbook] and complete twenty hours of documented and verifiable community service. SP and SC evaluate Student Learning Outcomes through portfolio assessments. Portfolios are built upon entry into the programs and are developed and expanded with increased requirements at each of the 4 gates. In addition each of the three CSP programs has field site supervisor evaluations at mid and end of semester for all Practicum and Internship experiences. Total course content is measured near program completion through separate comprehensive examinations for each CSP program. CMHC candidates must pass the National Counselor Certification Practice Examination as a measure of total course content for the comprehensive examination and as the program s final assessment gate. In addition to the comprehensive examination, SP graduates sit for the National Certification Exam prior to graduation. Finally, in each of the three CSP programs, students are certified and/or licensed upon graduation; a final measure of assessment. The CSP Department maintains a departmental data base which contains information on students from all 3 programs and assist program coordinators and faculty with continual criterion review of students in each CSP program. This data set is reviewed by faculty from each of the three programs via regular Program Meetings for programmatic improvement and development. Further, Program Coordinators and the CSP Department Chair monitor student progress and program performance in all three programs via monthly Coordinator Meetings, through-out the academic year as students progress through each of the 4 gates, and suggest program modifications as may be warranted to support student success. Further, a portion of each Monthly CSP Department Meeting is devoted to ongoing departmental and programmatic reporting, evaluation, and action planning. EXAMPLES OF ACTION PLANNING AS A RESULT OF ASSESSMENT REVIEW I. As part of a Programmatic Meeting end of the semester review of the status of all SC students, a trend of writing skill deficit among many of our minority students was determined. As a result, a proposal was developed beginning fall 09, to offer a series of programmatic writing workshops for all newly admitted SC graduate students during their first semester of studies. This would also include connection with the SCSU Writing Center, and assignment of a faculty or student writing 15

16 mentor for continued writing support throughout the first year of studies. The program will be reviewed at the final SC Program Meeting in Spring II. III. When a site supervisor evaluation indicated that an Internship student was having difficulty meeting the Student Learning Outcomes required by CACREP standards, and noted on the Internship Seminar syllabus [CSP 676] in a SC field experience an intervention was planned. Through communication among the internship student, the field site supervisor and the CSP faculty seminar leader, a behavioral contract was developed. The contract clearly identified behavioral outcomes and a time line for skill improvement mastery along with an extension of the SC Internship experience. SP data indicates that the 3 credit Consultation in the Schools course is currently offered too late in the program for full integration of theory to skilled practice. As a result SP Faculty will begin discussing how to enfold aspects of consultation theory earlier in the program sequence. They are proposing that the 3 credit Consultation in the Schools course [CSP 674] be adapted to: a 1 credit course focused on Consultation Theory early on in the SP Program; followed by a 2 credit course, focused on Practical Application of Consultation Theory, offered conjunctively with the SP Internship experience. 3. SPECIFIC ENTRY AND EXIT REQUIREMENTS: ENTRANCE REQUIREMENTS All application information for all three CSP programs can be obtained online, or in hard copy form by contacting Ms. Tanya Jones, the CSP Department secretary or a CSP program coordinator. All tracking and processing of admission application materials for each program are the responsibility of each CSP program coordinator. Review of completed admission files and interviewing is the responsibility of each program admissions committee. All applicants are required to complete the graduate school application online or view online at: All applicants are required to send transcripts (indicating an undergraduate GPA above 3.0) to the graduate school and a copy of transcripts to the respective Program Coordinator. School Counseling and School Psychology applicants must additionally take the Praxis I, a state requirement and must indicate a passing grade and send scores to the graduate school, with a copy of scores to the respective Program Coordinators. Applicants must also send a copy of their resume to the program coordinators. CMHC, SC and SP applicants are required to submit three professional recommendation forms from 3 separate recommenders. These recommendations for all three programs, SC 16

17 [Appendix A11: SC Recommendation Form], CMHC [Appendix A12: CMHC Recommendation Form] and SP [Appendix A13: SP Recommendation Form] require the recommender to rate the student on scholarship, communication skills, attitude, sensitivity to cultural differences, integrity, leadership, team-building and service skills, among other characteristics. Once an applicant file is complete, it is reviewed by one or more members of that program s admissions committee using the appropriate Application Rating Form [Appendices A14: SC Application Rating Form, Appendix A15: CMHC Application Rating Form, & Appendix A16: SP Application Rating Form]. The file review includes a thorough assessment of candidate s qualifications including academic history, writing ability, personal attributes, knowledge of the counseling profession and interest in becoming a counselor or school psychologist. Documents within the file include past transcripts, resume, professional recommendations and an admissions essay. Each document is evaluated on a numerical scale, ranging from 0 to 3, with 3 representing the highest rating. Together these documents provide a good representation of the prospective applicant s: 1) potential in forming effective and culturally relevant interpersonal relationships as a future counselor or school psychologist, 2) aptitude for graduate study, and 3) relevance of the applicant s career goals. Based upon the ratings tallied on the Application Rating Forms, the most qualified applicants are selected for interviews. The candidate interview process is conducted in a group format. In SC and CMHC the process is as follows: On the day of the interview, candidates participate in a group activity which involves the discussion of possible ethical situations and issues related to multicultural competence. Students are presented with hypothetical ethical dilemmas, some of which involve diverse clients and families. This activity is facilitated by both faculty and current student committee members. This provides the committee the opportunity to see prospective students participate in a group context, to evaluate their potential performance with graduate level content, as well as to evaluate their sensitivity to multicultural issues. In terms of group skills, the committee members look for candidate insight, leadership, and cooperation among group members. Following this activity, candidates are interviewed individually by a faculty committee member. Interview ratings and qualitative notes are recorded on the Interview Rating Forms [Appendices A17: SC Interview Rating Form, A18: CMHC Interview Rating Form, & Appendix A16: SP Applicant Screening Form]. During the group interview process, candidates have the opportunity to participate in a question and answer session with current graduate student committee members and gather more insight into the program, their prospective student colleagues and the profession. 17

18 In the SP program The School Psychology Admissions Committee consists of 3 full-time faculty members; 2 are nationally certified school psychologists with extensive professional school experience and one is a fellow in the American Psychological Association and is a licensed psychologist who holds diplomate status in the International Academy for Behavioral Medicine Counseling and Psychotherapy who has worked across the nation in multiple diverse environments, including schools. Every paper admission file submitted by the February 1 deadline is fully reviewed and carefully considered by each member of the School Psychology Admissions Committee. From this file review, the committee meets to select candidates who will be chosen to move to the next sequential tier of admissions consideration which includes an additional writing sample to be done at the time of the interview and a personal interview conducted by the committee members as a unit. The committee has learned that while grades and a paper file review are important evaluative pre-screening tools, that the interpersonal communication skills, as well as the ability to be able to reason and respond with skill in written expression, are each so critical to the success of a professional school psychologist, that these skills must be assessed at this early stage of admissions by the School Psychology team. Thus, for this assessment; the Admissions Committee as a group interviews each candidate at this stage asking the candidate to respond to a structured series of questions. Those responses are collaboratively rated by the committee according to a designed scale. The School Psychology Admissions Committee reviews the written sample just prior to the interview so that any questions about the writing sample can be asked at that time. Each candidate responds to the same written question in any cohort being evaluated. This process, while extensive, yields extremely positive results. The School Psychology Program has a very low rate of attrition that may be influenced only by family or personal emergencies. The committee is proud of its retention rate and is proud of its placement rate. Further, this admission process, in our view, provides the savvy candidate with an opportunity to meet the primary program faculty, ask questions, and learn how and whether this program is the right fit for them personally. In other words, in our view, there is opportunity on both sides to determine goodness of fit. Each program has its own Admissions Committee. The SP Admissions Committee was describes above. The SC Admissions Committee consists of 3 school counseling faculty members and 3 to 6 current graduate students. The CMHC Admissions Committee consists of 3 clinical mental health counseling faculty members and 2 to 3 current graduate students. The admissions committee shares the responsibility of the interview process. The graduate student involvement is meaningful and contributes positively to the experience. The graduate student committee members do not review candidate files but are involved in the interviews and discussion about the potential of candidates, their contributions are respected by other committee members. Admissions deadlines are the same for all three CSP programs: Admissions to the program occurs once a year. All application materials 18

19 must be received by February 1 for fall admission. The remainder of the process specific for each program is described below. The following application information for all three programs, SC, CMHC and SP, is taken from the SCSU Graduate Catalogue and the CSP Department Web Site. SCHOOL COUNSELING PROGRAM APPLICATION Candidates for the program must: have a minimum undergraduate quality point ratio of 3.0 take the following pre-requisites o Introduction to Psychology o Statistics in Psychology (or Research Methods) o Abnormal Psychology o Introduction to Exceptional Children (a list of acceptable courses is available at the CT State Department of Education's website) submit a 500-word essay describing the basis of their interest in the School Counseling program and their desire to enter the profession. submit a resume. submit a minimum of three recommendations attesting to their professional promise and academic ability. Most of those providing recommendations also include a personal letter about the applicant. pass the PRAXIS - I exam, an essential skills test which is administered by the Educational Testing Service. For complete information on taking this test, see the CT State Department of Education website. o Students can waive the exam if they have achieved high scores on any of the following tests: Scholastic Aptitude Test (SAT), Graduate Record Exam (GRE), American College Testing (ACT) or the Prueba de Aptitud Academica (PAA)/ESLAT/TOEFL. The passing scores necessary for waiving the exam are listed on the CT State Department of Education website. meet with the School Counseling Faculty members for an admissions interview. Application Procedures Complete SCSU Graduate Application and pay application fee through Graduate School Send official transcripts and Send PRAXIS - I scores or Waiver Form & Evidence to: SCSU School of Graduate Studies - Engleman B-110 Southern Connecticut State University 501 Crescent Street New Haven, CT Create a packet of the following items: o Copy of transcripts 19

20 o Copy of PRAXIS-I scores or Waiver Form & Evidence (If Applicant has a Teaching Certificate, they should send this as well) o Personal Essay [Appendix A19: SC Personal Essay Cover Page] o Resume o Three completed recommendation forms (Recommenders may prefer to enclose in an envelope with their signature across the envelope seal OR to send directly) o These materials must be sent to: Dr. Margaret Generali, Coordinator School Counseling Program Davis Hall, Room 126 Southern Connecticut State University 501 Crescent Street New Haven, CT CLINICAL MENTAL HEALTH PROGRAM APPLICATION PROCESS Candidates for the program must: have a minimum undergraduate quality point ratio of 3.0 take the following pre-requisites: o Introduction to Psychology o Statistics in Psychology (or Research Methods) o Abnormal Psychology submit a 500-word essay describing the basis of their interest in the Clinical Mental Health Counseling program and their desire to enter the profession. submit a resume. submit a minimum of three recommendations attesting to their professional promise and academic ability. Most of those providing recommendations also include a personal letter about the applicant. meet with the Clinical Mental Health Counseling Faculty members for an admissions interview. Application Procedures Complete SCSU Graduate Application and pay application fee through Graduate School Send official transcripts to: SCSU School of Graduate Studies - Engleman B-110 Southern Connecticut State University 501 Crescent Street New Haven, CT Create a packet of the following items: o Copy of transcripts 20

21 o Personal Essay with [Appendix A-20: CMHC Personal Essay Cover Page] o Resume o Three completed recommendation (Recommenders may prefer to enclose in an envelope with their signature across the envelope seal OR to send directly) [Appendix A-9: CMHC Candidate Recommendation Forms] o These materials must be sent to: Dr. Louisa Foss, Coordinator Clinical Mental Health Counseling Program Davis Hall, Room 126 Southern Connecticut State University 501 Crescent Street New Haven, CT SCHOOL PSYCHOLOGY PROGRAM ADMISSION REQUIREMENTS Admission to the program is based upon the following criteria: Academic background: students must have a minimum undergraduate GPA of 3.0 for the master's program and/or a minimum graduate GPA of 3.0 for the sixth year professional diploma. The State of CT requires that all applicants to this certification program must have successfully passed the PRAXIS - I exam, an essential skills test which is administered by Educational Testing Service. For complete information on taking this test, go to the CT State Department of Education website: Students who have already achieved high scores on any of the following tests may be able to waive taking the PRAXIS exam: o Scholastic Aptitude Test (SAT), Graduate Record Exam (GRE), American College Testing (ACT), or the Prueba de Aptitud Academica (PAA)/ESLAT/TOEFL. o The passing scores necessary for waiving the PRAXIS exam based on these tests are listed on the State Dept of Education website: o To waive the PRAXIS test requirement, first check to see that you have achieved the necessary score; then complete the ED-192 Form (click on this link to get the form) from the CT State Dept. of Education. Although no particular undergraduate major is required, students are required to have taken a minimum of 15 credits in psychology. Most applicants have an undergraduate major in psychology; those who do not should have taken course work in the following areas: o Developmental Psychology or Child Development o Educational Psychology or Theories of Learning o Theories of Personality o Abnormal Child Psychology or Psychopathology o Psychological Statistics 21

22 Have met the State Department of Education's special education requirement, which is a course that reviews all types of educational disorders as specified in federal and state statutes, as well as the requirements for mainstreaming children with disabilities. This requirement is a course that is offered at many colleges and universities in Connecticut (at SCSU: SED 481 OR 482). A list of those courses is available at the CT State Department of Education's Web site. You may take this course at any accredited college or university. You may apply even though you have not completed this requirement. If you are accepted, you must complete this course prior to beginning your graduate studies (most students take this course in the summer prior to beginning their school psychology program). You will be given a conditional acceptance until this requirement is met. See more detailed information about this under the "Other Information" section of our web site. Evidence of a desire to enter the profession and knowledge of the field. Evidence of exceptional interpersonal skills (relationships and communication). Strong recommendations from at least three individuals who know the candidate in a professional and/or academic setting. Evidence of superior writing skills. The following are the application materials you must submit: o SCSU Graduate School application form and fee (you may apply on-line). o Transcripts with official seal. o Send application form and official transcripts directly to: School of Graduate Studies - Engleman B-110 Southern Connecticut State University 501 Crescent Street New Haven, CT o Copy of your PRAXIS-I scores or a copy of your PRAXIS-I waiver letter. o Three completed recommendation forms. Written letters are welcome to accompany the recommendation form, but not that the recommendation form is required. At least one recommendation should be from someone who can speak to your intellectual and academic skills. o Personal essay with cover letter: Explain your reasons for wanting to enter the field of school psychology and the SCSU School Psychology program in particular. This typed/word processed essay should be approximately words in length. [Appendix A21: SP Cover Letter] o Send copies of your PRAXIS I scores, recommendation forms, and personal essay with cover letter to the address provided below: Admissions Committee School Psychology Program Davis Hall - Room 126 Southern Connecticut State University 501 Crescent Street New Haven, CT

23 When all materials have been received, the admissions committee screens the application materials. The admissions committee selects the strongest candidates, who are then contacted for a personal interview. The program has become quite competitive; in the last several years, 25 out of nearly 100 applicants are chosen for personal interviews, and approximately 15 are offered admission. ADMISSION DEADLINES Master's level: All application material must be received by February 1. Students are admitted once a year. Specialist level: Students holding an advanced degree in psychology may apply at any time. Students wishing to take courses as a non-matriculated student, prior to admission, may do so consistent with graduate school regulations. EXIT REQUIRMENTS Exit requirements for all three CSP program are rigorous and include: the successful completion of each student s planned program of study. the successful passing of the comprehensive examination. Those who fail may petition the program coordinator for a second examination. completion of all course work and other requirements within six years of the date of entrance into the program. review of a Professional Portfolio of academic, service, and field work materials documenting academic and practitioner rigor in their chosen field of study[in Appendices A7: SC Portfolio Guide, A8: CMHC Portfolio Guide, A9: SP Portfolio Rubric Overview] demonstrated affiliation within the professional organizations of their chosen field of study. demonstrated professional development participation beyond their graduate program. successful completion of the requisite number of hours of field practice (practicum and internship) as designated by each program. verifiable documented 20 hours of community service an exit interview with the program coordinator [Appendix A22: Exit Interview Form] Note: Master Degree candidates must successfully pass the comprehensive examination in their respective program. A candidate who fails the comprehensive examination may petition the program coordinator for a second examination. If the petition is not granted, the student will be dismissed from the program. Failure in the second examination results in both dismissal from the program and exclusion from further candidacy. All course work and other requirements for a graduate degree must be completed within six years of the matriculation date. If one or more courses that are part of the planned program were taken more than six years earlier than the matriculation date, the course of 23