UNCP Counseling Programs: Clinical Mental Health Counseling Program Professional School Counseling Program Student Handbook

Transcription

1 : Clinical Mental Health Counseling Program Professional School Counseling Program Student Handbook The University of North Carolina at Pembroke School of Education Department of School Administration and Counseling

2 School of Education P.O. Box 1510 Pembroke, NC August August 11, 2012 Dear Students, As Program Directors of the Professional School Counseling Program and the Clinical Mental Health Counseling Program, let us extend a warm welcome to you on behalf of the faculty and staff of the Department of School Administration and Counseling, the School of Education, and UNC Pembroke! Professional Counseling is an exciting career field that offers many rewarding opportunities for personal and professional development. As you work towards becoming a Professional Counselor in a school or clinical mental health setting, please take advantage of the many opportunities that are available to you, both on campus and off, as you fulfill your academic and professional goals. We encourage you to become active in professional organizations such as the American Counseling Association and the North Carolina Counseling Association. This handbook is meant to serve as a roadmap for the Counseling programs. It will provide you with information about your program of study and the field placement experiences: practicum and internship. Consult this manual, the UNCP Academic Catalog, the School of Graduate Studies, and your academic advisor often to ensure smooth progression through the program. Also keep up to date with the program by: following our blog at connect with us on like us on Facebook: and join the listserv at The Counseling Programs at UNC Pembroke are committed to excellence in counselor preparation. We welcome your feedback about your experience of the programs. If we can be of any assistance, please do not hesitate to contact us. Cordially, Angela McDonald, PhD, LPC, NCC Jeffrey Warren, PhD, LPC, NCC, NCSC Program Director and Assistant Professor Program Director and Assistant Professor Clinical Mental Health Counseling Professional School Counseling Department of School Administration and Counseling 2

3 Table of Contents THE COUNSELING PROGRAMS AT UNCP HISTORY OF THE COUNSELING PROGRAMS AT UNCP MISSION OF THE UNIVERSITY ORGANIZATIONAL STRUCTURE AND PHYSICAL LOCATION MEET THE FACULTY PROGRAM POLICIES AND PROCEDURES CLINICAL MENTAL HEALTH COUNSELING PROGRAM DESCRIPTION PROFESSIONAL SCHOOL COUNSELING PROGRAM DESCRIPTION COURSE DELIVERY ADMISSIONS REQUIREMENTS NON-DEGREE SEEKING STUDENTS SCHOOL COUNSELING LICENSURE ONLY STUDENTS TRANSFER CREDITS APPLICANTS AND STUDENTS WITH CRIMINAL CONVICTIONS STUDENT DIVERSITY POLICY GRADUATE ASSISTANTSHIP OPPORTUNITIES PROGRAM ORIENTATION ADVISEMENT GRADUATE STUDENT HANDBOOK ACADEMIC CALENDARS STUDENT EXPENSES PROGRAM RESOURCES ETHICAL CONDUCT PERSONAL COUNSELING POLICY COUNSELING PROGRAMS LISTSERV, BLOG, TWITTER, FACEBOOK PROFESSIONAL MEMBERSHIPS CHI SIMGA IOTA CHAPTER: PHI SIGMA ANNUAL WORKSHOP STUDENT PROGRESS AND ASSESSMENT COURSE SEQUNECING STUDENT LEARNING OUTCOMES FOR THE COUNSELING PROGRAMS EVALUATION AND ASSESSMENT PROCEDURES COURSE GRADES COUNSELING PROGRAMS GRADING POLICY SCHOOL OF GRADUATE STUDIES GRADING POLICY COMPREHENSIVE EXAM STUDENT PROGRESS EVALUATION APPLICATION TO AND ENROLLMENT IN CNS 6120 COUNSELING PRACTICUM ASSESSMENT DURING INTERNSHIP REMEDIATION PROCEDURES

4 UNCP GRIEVANCE PROCEDURES AND POLICIES 30 COUNSELOR LICENSURE AND CERTIFICATION 30 LETTERS OF RECOMMENDATION FOR EMPLOYMENT, ADVANCED STUDIES, AND CREDENTIALING 31 PROGRAM EVALUATION 31 FIELD PLACEMENT COORDINATOR 32 PRACTICUM POLICIES 32 CNS 6100 COUNSELING PRACTICUM (3 HOURS) 32 FIELD EXPERIENCE PLACEMENT PROTOCOL FOR ALL COUNSELING STUDENTS 33 FIELD PLACEMENT PROTOCOL FOR PROFESSIONAL SCHOOL COUNSELING STUDENTS 34 PRACTICUM HOURS 34 DIRECT AND INDIRECT CLIENT CONTACT 34 RECORDING COUNSELING SESSIONS 34 SUPERVISION 35 LIABILITY INSURANCE 35 PROFESSIONAL DISCLOSURE STATEMENT 35 INTERNSHIP COURSES 35 CNS 6120 CLINICAL MENTAL HEALTH COUNSELING INTERNSHIP (3 HOURS, REPEATED ONCE FOR TOTAL OF 6 HOURS) 35 CNS 6130 SCHOOL COUNSELING INTERNSHIP (3 HOURS, REPEATED ONCE FOR TOTAL OF 6 HOURS) 36 INTERNSHIP POLICIES 36 FIELD EXPERIENCE PLACEMENT 36 INTERNSHIP HOURS 36 DIRECT AND INDIRECT CLIENT CONTACT 37 RECORDING COUNSELING SESSIONS 37 SUPERVISION 37 LIABILITY INSURANCE 38 APPENDIX SUGGESTIONS FOR SUCCESS IN ONLINE COUNSELING COURSES PATH TO LICENSURE CHART: PROFESSIONAL SCHOOL COUNSELING COMPREHENSIVE EXAM NATIONAL COUNSELOR EXAM FIELD PLACEMENT FORMS FIELD PLACEMENT PRE-SELECTION DATA SHEET FIELD PLACEMENT REQUEST APPLICATION PROPOSED SITE SUPERVISOR FORM FIELD PLACEMENT CONTRACT CONSENT TO AUDIOTAPE OR VIDEOTAPE CLIENT CONTACT CLINICAL MENTAL HEALTH COUNSELING ADVISING CHECKLIST PROFESSIONAL SCHOOL COUNSELING ADVISING CHECKLIST CURRICULUM: COURSE DESCRIPTIONS

5 THE COUNSELING PROGRAMS at UNCP This student handbook contains general information about the counseling programs at UNC-Pembroke. It also contains information specific to each counseling program. UNCP offers two programs of study in counseling: Clinical Mental Health Counseling and Professional School Counseling. Students are encouraged to also frequently consult the policies of the School of Graduate Studies, the university academic calendars, and the UNCP Academic Catalog. These resources are available online at The information in this handbook is subject to change periodically. Students are advised to consult with their advisors throughout their programs of study for the most up to date information. History of the Counseling Programs at UNCP The Counseling Programs at UNCP have been training and preparing counselors to work in the schools and communities of Southeastern North Carolina since the mid-1990s. The Counseling Programs began as two graduate degree programs: a Master of Arts in School Counseling and a Master of Arts degree in Service Agency Counseling. These programs were among the first of what was then Pembroke State University s graduate degree program offerings. Students began enrolling in the programs in the fall of Originally, both programs were located within the College of Arts & Sciences in the Psychology Department. Over time, the programs were relocated to the School of Education. During the years from , both counseling programs taught their own distinct sets of core counseling courses. In 2008, the faculty in both programs revised the programs to be shared programs with a cohesive counselor education identity, a common core of classes, and a common mission for preparing excellent counselors. In 2009 the Service Agency Counseling Program was phased out and replaced with a 60-credit hour Clinical Mental Health Counseling Program that required additional coursework specifically in mental health counseling issues and required an additional semester of internship for a total of 700 hours of field placement experience upon graduation. During the fall of 2010, the counseling programs began a formal self-study process as the department prepared to pursue accreditation with the Council for the Accreditation of Counseling and Related Education Programs (CACREP). The self-study spurred numerous program improvements including, but not limited to, increasing the required number of credit hours for the Professional School Counseling degree from 48 to 60 credit hours and focusing on student learning outcomes for assessment across both curricula. The self-study was submitted to CACREP in December An initial review of the self-study by CACREP was received by the university in March The outcome of the initial review was that the university was eligible to schedule a site visit. An addendum to the self-study was submitted by the university in August 2012 to address concerns about the self-study raised in the CACREP initial review letter. A site visit was scheduled for October The CACREP standards, state licensure standards, the expertise of the faculty, feedback from students, and the unique needs of the region have provided valuable and ongoing sources of program development inspiration. 5

6 Mission of the University Founded in 1887 as a school for the education of American Indians, The University of North Carolina at Pembroke now serves a distinctly diverse student body and encourages inclusion and appreciation for the values of all people. UNC Pembroke exists to promote excellence in teaching and learning, at the graduate and undergraduate levels, in an environment of free inquiry, interdisciplinary collaboration, and rigorous intellectual standards. Our diversity and our commitment to personalized teaching uniquely prepare our students for rewarding careers, postgraduate education, leadership roles, and fulfilling lives. We cultivate an international perspective, rooted in our service to and appreciation of our multi-ethnic regional society, which prepares citizens for engagement in global society. Students are encouraged to participate in activities that develop their intellectual curiosity and mold them into responsible stewards of the world. UNCP faculty and staff are dedicated to active student learning, engaged scholarship, high academic standards, creative activity, and public service. We celebrate our heritage as we enhance the intellectual, cultural, economic, and social life of the region. Mission of the Counseling Programs The mission of the Graduate Counseling Programs at the University of North Carolina at Pembroke is to train diverse professional counselors committed to improving the mental health and human development of individuals served in schools and communities. Through research, service, and teaching, the faculty members collaborate with students to prepare counseling practitioners who have strong counselor identities, effective clinical and leadership skills, and cultural competence. The counseling programs engage in continual program evaluation and revision to maintain alignment with the counseling profession s national standards. Organizational Structure and Physical Location The Counseling Programs are located within the Department of School Administration and Counseling. The Department of School Administration and Counseling is a department within the School of Education. The School of Education is located in the Education Center building. Dr. Alfred Bryant is the Department Chair of the Department of School Administration and Counseling. Dr. Angela McDonald is the Program Director of the Clinical Mental Health Counseling Program. Dr. Jeffrey Warren is the Program Director of the Professional School Counseling Program and the Field Placement Coordinator. The Interim Dean of the School of Education is Dr. Zoe Locklear and the Interim Associate Dean is Dr. Alfred Bryant. All programs that offer graduate degrees at UNCP are coordinated by the School of Graduate Studies. The School of Graduate Studies sets university-wide policies and procedures for graduate programs. The School of Graduate Studies is located in Lindsay Hall. 6

7 MEET THE FACULTY The core and supporting faculty and select adjunct faculty of the Counseling Programs at UNCP are listed below, alphabetically. Core faculty teach classes and advise students during Fall and Spring semesters, and on a limited basis during Summer semesters. Adjunct faculty instructors teach counseling students from semester to semester. Alfred Bryant, PhD, LPC is an Associate Professor, Chair of the School Administration and Counseling Department, and Interim Associate Dean of the School of Education. He completed his doctoral work in Counselor Education with a minor in Multicultural Counseling at North Carolina State University. His research and scholarship focuses on racial identity development, multicultural counseling and cultural differences in parental emotional communication. He is a member of the American Counseling Association and the Association for Counselor Education and Supervision. He is a Licensed Professional Counselor with experience in community settings and schools. Contact information: [email protected] Angela McDonald, PhD, LPC, NCC is an Assistant Professor in the Department of School Administration and Counseling and the Program Director for the Clinical Mental Health Counseling Program. She is also the co-faculty advisor for Phi Sigma, the counseling honor society on campus, and the campus CACREP liaison. She is an active member of the American Counseling Association and the Association for Counselor Education and Supervision. Dr. McDonald completed her doctoral work in Counselor Education with a cognate in family counseling at the College of William & Mary in Williamsburg, VA. Prior to joining the faculty at UNC-Pembroke, she counseled college students and taught as an adjunct instructor at East Carolina University. Her research, scholarship, and clinical interests focus on family-focused mental health counseling interventions, and gender and sexuality issues in counseling. She has served as a counselor in a women s health clinic, at a substance abuse community agency, in a family counseling clinic, on a college campus, and in a private practice. Dr. McDonald lives in Laurinburg, NC with her husband, three daughters, and three dogs. Contact information: [email protected] Gary Mauk, Ph.D. is an Assistant Professor in the School of Education and teaches full time in the Counseling Programs. Dr. Mauk completed his doctoral work in Psychology (child adolescent development) at Utah State University in Logan, UT. He also holds a M.A. and CAGS in Developmental Psychology and School Psychology, respectively, from Gallaudet University in Washington, DC. Prior to joining the School of Education faculty, Dr. Mauk worked as the Coordinator of Grants Development in the UNCP Office of Sponsored Research and Programs, and as a school psychologist in the Scotland and Moore County school systems. His research and scholarship has focused on earlier identification of hearing loss and early intervention services, as well as child and adolescent mental health issues, especially loss and grief. He is a member of the American Counseling Association and the Association for Counselor Education and Supervision. Dr. Mauk engages in grant development and school psychology-related 7

8 consultation with regional school districts, and, when time permits, he enjoys listening to 1970s-era music and playing with his dog, Sadie. Contact information: Monica Osburn, PhD, LPC-S, NCC is the Director of the Counseling Center at North Carolina State University. She is a long-time adjunct instructor in the Department of School Administration and Counseling at UNCP. Dr. Osburn completed her doctoral work at the University of Arkansas at Fayetteville in Counselor Education with a specialty in family and the law. She has served as a counselor in a mental health community agency setting, at a substance abuse community agency, in a family counseling clinic, on a college campus, and in an impatient treatment unit. In addition to being an active member of the American Counseling Association, she serves as a journal board member of Adultspan, for the Association of Adult Development and Aging (AADA), a division of ACA and is president of the American College Counseling Association division of ACA. Dr. Osburn lives in Lumberton, NC with her husband, and two children. Contact information: [email protected] Mark Schwarze, PhD, LPC, NCC, LCAS, CCS, is an Assistant Professor in the Clinical Mental Health Counseling program and the Testing Coordinator for the Counseling Programs. He has worked in a variety of settings providing substance abuse and mental health counseling. Dr. Schwarze s research and scholarship focuses on substance abuse, college counseling, and mindfulness interventions. He completed his doctoral work in Counselor Education at North Carolina State University. He is a Licensed Clinical Addiction Specialist, Certified Clinical Supervisor, Licensed Professional Counselor, and a Nationally Certified Counselor. He is a member of the American Counseling Association, American College Counseling Association, National Association of Alcohol and Drug Abuse Counselors, where he serves on the Workforce Development Committee, and the Addiction Professionals of North Carolina, where he serves as an At-Large Representative on the Board of Directors. Contact information: [email protected] Glen Walter, Ph.D. is a full professor in the Professional School Counseling Program. He earned his Ph.D. from the University of Florida. His research and teaching interests emphasize his passion for working with children and adolescents. In addition to his being an educator, therapist, author and Emmy award winning television host and producer, he is also a proud grandfather. Dr. Walter currently lives full time in Charlotte, NC and part time in Wagram, NC. Contact information: [email protected] Jeffrey M. Warren PhD, LPC, NCC, NCSC, ACS is an Assistant Professor in the School Administration and Counseling Department and Program Director of the Professional School Counseling Program. He is also the Field Placement Coordinator for the Counseling Programs and co-faculty advisor for Phi Sigma, the counseling honor society on campus. Dr. Warren completed his doctoral work in Counselor Education with a cognate in Education at North Carolina State University in Raleigh, North Carolina. He 8

9 has worked as a professional counselor in many settings including school, agency, community, and private practice. Prior to becoming a faculty member at UNC- Pembroke, Dr. Warren was a Teaching Assistant Professor at North Carolina State University. His research and scholarship focuses on Rational Emotive Behavior Therapy, school counselor consultation, integrating technology and counseling, clinical supervision, and teacher beliefs. He has presented at state, national, and international counseling conferences. He currently serves on the Executive Council and is presidentelect-elect of the North Carolina Counseling Association. Dr. Warren resides in Wake Forest, NC with his wife and two children. Contact information: [email protected] 9

10 PROGRAM POLICIES AND PROCEDURES Clinical Mental Health Counseling Program Description Program Director: Angela McDonald The Master of Arts in Education (M.A.Ed.) in Clinical Mental Health Counseling is designed to assist graduate students in the development of competencies necessary for functioning in the role of professional counselor in a variety of settings. The M.A.Ed. in Clinical Mental Health Counseling meets the standards established by the North Carolina Board of Licensed Professional Counselors for Professional Counselor licensure (LPC) and the National Board of Certified Counselors standards for national certification as a professional counselor (NCC). The American Counseling Association Ethics and Professional Standards and the American Mental Health Counseling Association principles are used as guides in developing and revising the program s developmental curriculum. The program is located in the School of Education, Department of School Administration and Counseling, and shares a common core of classes with the Professional School Counseling Program. This program does not prepare students to be school counselors. Students interested in careers in K-12 school counseling should apply to the Professional School Counseling Program at UNCP. The M.A.Ed. in Clinical Mental Health Counseling is organized into three curriculum components: 1. Core counseling courses: Core counseling courses provide a foundation of professional knowledge and skills for counseling students during the first two years of their programs of study. The core counseling courses are shared with the Professional School Counseling Program. Core counseling courses must be successfully completed with a passing grade prior to enrollment in field placement courses. Students are also required to take and pass a comprehensive examination, the Counselor Preparation Comprehensive Exam (CPCE), after completing their core counseling courses. A passing score is required for progression through and graduation from the program. The CPCE is a standardized counseling exam that assesses student learning in the core areas. The cost of the exam is $45 and students are allowed three attempts to pass the exam. Students must submit the application and pay the application fee by the required deadline. Students can obtain information about the CPCE through their academic advisors. 2. Specialty area and elective courses: Specialty area and elective courses build on the foundation of knowledge and skills established in the core counseling courses by providing instruction in setting-specific and population-specific counseling practices. Specialty area courses may be taken concurrently with clinical field placement courses. Students consult with their academic advisors to determine the specialty and elective courses that will meet degree requirements and be best suited to the students needs and interests. 3. Clinical field placement courses: Clinical field placement courses integrate the knowledge and skills addressed during academic course work with real world, supervised experience. The clinical field experiences occur in university-approved community 10

11 agency, mental health clinic, and private practice settings and include on-site supervision and university-based supervision. The Counseling Practicum consists of a 100-hour field placement experience in an approved site and a 3-credit hour course with on campus group supervision and instruction. The Counseling Internship consists of a total of 600- hours of field placement experience taken over two semesters, 300-hours per semester in an approved site and two 3-credit hour courses with on campus group supervision and instruction. Students must complete applications for participation in the clinical field placement courses during the semester prior to beginning their practicum courses. Requirements for M.A.Ed. in Clinical Mental Health Counseling Sem. Hrs Core Counseling Courses 27 CNS 5000 Professional and Ethical Issues CNS 5050 Counseling Skills and Techniques CNS 5500 Research and Program Evaluation CNS 5400 Theories of Counseling CNS 5700 Career Counseling and Development CNS 5025 Lifespan Development CNS 5100 Groups in Counseling CNS 5600 Assessment Practices in Counseling (prerequisite: CNS 5500) CNS 5800 Multicultural and Social Justice Counseling Specialty Area Courses Complete all of the following: 18 CNS 5450 The Clinical Mental Health Counselor CNS 5360 Diagnosis and Treatment Planning CNS 5850 Theory and Process of Family Counseling CNS 5080 Gender and Sexuality Issues in Counseling CNS 5900 Addictions Counseling CNS 5060 Crisis Intervention Elective Courses 6 Select two elective courses from the following: CNS 5250 Counseling Children and Adolescents, CNS 5310 Mental Health Issues in Childhood and Adolescence, CNS 5070 College Counseling and Student Affairs, CNS 5870 The Family and Addiction, or CNSS 5xxx Special Topics in Counseling. (may be repeated for different topics). Clinical Field Placement Courses 9 CNS 6100 Counseling Practicum (Clinical Mental Health Setting) CNS 6120 Clinical Mental Health Counseling Internship (course is repeated once to earn a total of 6-credit hours) Total: 60 11

12 Professional School Counseling Program Description The Master of Arts in Education (M.A.Ed.) in Professional School Counseling is designed to assist graduate students in the development of competencies necessary for functioning in the role of school counselor in public and private elementary, middle, and secondary schools. The M.A.Ed. in Professional School Counseling meets the standards established by the North Carolina Department of Public Instruction for Professional School Counselor licensure and the National Board of Certified Counselors standards for national certification as a professional counselor (NCC). The American Counseling Association Ethics and Professional Standards and the American School Counseling Association standards are used as guides in developing and revising the program s developmental curriculum. The program is located in the School of Education, Department of School Administration and Counseling, and shares a common core of classes with the Clinical Mental Health Counseling Program. This program does not prepare students to be clinical mental health counselors. Students interested in careers in clinical mental health counseling should apply to the Clinical Mental Health Counseling Program at UNCP. The M.A.Ed. in Professional School Counseling is organized into three curriculum components: 1. Core counseling courses: Core counseling courses provide a foundation of professional knowledge and skills for counseling students during the first two years of their programs of study. The core counseling courses are shared with the Clinical Mental Health Counseling Program. Core counseling courses must be successfully completed with a passing grade prior to enrollment in field placement courses. Students are also required to take and pass a comprehensive examination, the Counselor Preparation Comprehensive Exam (CPCE), after completing their core counseling courses. A passing score is required for progression through and graduation from the program. The CPCE is a standardized counseling exam that assesses student learning in the core areas. The cost of the exam is $45 and students are allowed three attempts to pass the exam. Students must submit the application and pay the application fee by the required deadline. Students can obtain information about the CPCE through their academic advisors. 2. Specialty area and elective courses: Specialty area and elective courses build on the foundation of knowledge and skills established in the core counseling courses by providing instruction in setting- specific and population- specific counseling practices. Specialty area courses may be taken concurrently with clinical field placement courses. Students consult with their academic advisors to determine the specialty and elective courses that will meet degree requirements and be best suited to the students needs and interests. 3. Clinical field placement courses: Clinical field placement courses integrate the knowledge and skills addressed during academic course work with real world, supervised experience. The clinical field experiences occur in university- approved community agency, mental health clinic, and private practice settings and include 12

13 on- site supervision and university- based supervision. The Counseling Practicum consists of a 100- hour field placement experience in an approved site and a 3- credit hour course with on campus group supervision and instruction. The Counseling Internship consists of a total of 600- hours of field placement experience taken over two semesters, 300- hours per semester in an approved site and two 3- credit hour courses with on campus group supervision and instruction. Students must complete applications for participation in the clinical field placement courses during the semester prior to beginning their practicum courses. Requirements for M.A.Ed. in Professional School Counseling Sem. Hrs Core Counseling Courses 27 CNS 5000 Professional and Ethical Issues CNS 5050 Counseling Skills and Techniques CNS 5500 Research and Program Evaluation CNS 5400 Theories of Counseling CNS 5700 Career Counseling and Development CNS 5025 Lifespan Development CNS 5100 Groups in Counseling CNS 5600 Assessment Practices in Counseling (prerequisite: CNS 5500) CNS 5800 Multicultural and Social Justice Counseling Specialty Area Courses Complete all of the following: 18 CNS 5350 The Professional School Counselor CNS 5550 Seminar in School Counseling CNS 5250 Counseling Children and Adolescents CNS 5310 Mental Health Issues in Childhood and Adolescence CNS 5900 Addictions Counseling CNS 5060 Crisis Intervention Elective Courses 6 Select two elective courses from the following: CNS 5080 Gender and Sexuality Issues in Counseling, CNS 5850 Theory and Process of Family Counseling, CNS 5070 College Counseling and Student Affairs, CNS 5870 The Family and Addiction, or CNSS 5xxx Special Topics in Counseling (may be repeated for different topics). Clinical Field Placement Courses 9 CNS 6100 Counseling Practicum (School Counseling Setting) CNS 6130 School Counseling Internship (course is repeated once to earn a total of 6- credit hours) Total: 60 13

14 Course Delivery Courses are scheduled in the evenings and also offered during the summer months. The courses are offered in hybrid formats, including online and face-to-face instruction (see Appendix for Suggestions for Success in Online Counseling Courses ). A limited number of courses are also offered entirely online and entirely face-to-face. The Counseling Programs each lead to a 60-credit hour degree and can be completed in three years. Dual-track degree programs of study are not available. Students must select either Clinical Mental Health Counseling or Professional School Counseling. Admissions Requirements The Counseling Programs accept students on a rolling admissions basis. Qualified applicants will be considered until the program fills. In addition to the School of Graduate Studies admissions requirements: 1. All applicants for either the M.A.Ed. degree in Professional School Counseling or the M.A.Ed. degree in Clinical Mental Health Counseling are required to submit an essay detailing their experiences relevant to professional counseling. The essay should demonstrate graduate-level writing skills, provide evidence of programcareer goal compatibility, and indicate the applicant s willingness to work with diverse populations. 2. At least one of the required letters of recommendation must be from a faculty member who has observed the applicant s academic potential and disposition. 3. Qualified applicants are required to participate in an interview with program faculty during the admissions process. Interview candidates will be notified in writing of the interview schedule via the applicant addresses provided on the application form. 4. Students who are accepted into either counseling program will attend an orientation session, scheduled by the School of Graduate Studies prior to the start of their first semester for Fall and Spring admissions. Students who are accepted into the program for Summer admission should attend the Fall orientation session. Non-Degree Seeking Students Prospective students interested in registering for coursework to achieve credentialing in either of the graduate counseling areas should contact the Program Director for information. Requests to take courses for credentialing purposes must be made to the Program Director and will be reviewed by program faculty. Non-degree seeking students, including graduates of either UNCP counseling program, should complete the School of Graduate Studies application form following the procedures for Enrollment for Enrichment Purposes and consult with the Program Director prior to the start of the semester in which the students would like to register for courses. Students who are permitted to take courses as non-degree seeking students will attend an orientation session with the Program Director. Non-degree seeking students are not permitted to take field placement courses at UNCP in either counseling program. School Counseling Licensure Only Students Candidates possessing a graduate degree in a counseling area and who do not desire a degree specifically in school counseling may apply for admittance to the 14

15 Professional School Counseling program for licensure- only status and will be prescribed a Plan of Study. Candidates who wish to enter the school counseling licensure- only program are students who have already earned at least a 48 credit hour master s degree from a regionally accredited institution in a counseling degree program. Students must successfully complete each prescribed course, including three semesters of field experience, and demonstrate competence through the establishment and presentation of a professional school counseling portfolio. The portfolio is presented during the final semester of internship. A summary of the School Counseling Licensure Only protocol and policy is as follows: 1. Candidates seeking licensure- only status must apply for program admission through the School of Graduate Studies. All aspects of the application process must be completed (i.e., essay, letters of reference, interview, and official transcripts of all undergraduate and graduate level coursework). Applications must also include a recent (within 5 years) MAT or GRE score. Licensure- only candidates are subject to the same admission criteria as degree- seeking candidates. Candidates must meet the criteria for full- standing status. 2. Only candidates with at least a 48- hour graduate degree in counseling from a regionally accredited program will be considered for licensure- only status. An example of this situation is when a practicing agency counselor with a recent degree in community counseling desires training and licensure to practice as a school counselor in a public or private school setting. Practicing teachers who hold A or M licensure in a teaching area (e.g., special education, administration, middle grades) and who desire to add counseling to their certificates are not eligible for licensure- only status, but are invited to apply for the full master s degree program. 3. Once admitted, students will be issued a Plan of Study (POS). The POS is recommended by the Counseling Programs Faculty and jointly approved by the School Counseling Program Director and the Teacher Education Licensure Officer. 4. Students must complete their POS within six years. The progression is as follows: first, completion of three school counseling specialty courses, then a school counseling practicum followed by two semesters of school counseling internships, and a portfolio presentation. 5. Students must earn a B or better in all graded coursework applied toward satisfying licensure- only requirements. In courses that are graded on a pass/fail basis, students must earn a pass. Failure to meet this requirement will render the student ineligible to continue licensure- only study and ineligible to receive a recommendation for licensure from UNCP. 6. Students are obligated to adhere to all other policies established by the program, school, and university. 15

16 7. All of the courses listed below are important to the school counselor profession. Therefore, the following are required to complete the 21 hours licensure- only process. The courses are listed in order of progression through the program. Students must, at a minimum, complete the following UNCP courses: I. School Counseling Specialty Courses (12 Semester Hours) Required: CNS 5350, CNS 5550 Select 2 courses from CNS 5250, CNS 5310, CNS 5060 II. Practicum and Internship Requirement (9 Semester Hours) CNS 6100 (in a school setting) CNS 6130 (course is repeated once) TOTAL HOURS REQUIRED: 21 Semester Hours 8. Students must take Praxis II Specialty Area Test in School Counseling. Official scores must be submitted to the Teacher Education Licensure Officer and to NCDPI. Students who do not achieve a passing Praxis II score set by the North Carolina Department of Public Instruction (NCDPI) will be ineligible to receive a recommendation for licensure from UNCP. 9. Students should be aware that UNCP makes recommendation for licensure only; licensure is granted by the NCDPI. Thus, there may be other requirements mandated by NCDPI before a license will be issued. Transfer Credits New students may apply to transfer in up to six credit hours of graduate study from outside institutions. New students make application to transfer in coursework to the School of Graduate Studies immediately upon accepting an offer of admission to the university using the Transfer Credit Request form from the School of Graduate Studies webpage ( Any credits transferred into the Counseling Programs must have prior approval of the Program Director and the School of Graduate Studies. Current students may take courses at other institutions during Summer months with prior written approval of the School of Graduate Studies and the Program Director. A form is available on the School of Graduate Studies webpage ( for this request and this form must be submitted prior to enrolling in external coursework. No more than six credits may be transferred into UNCP, including any credits that were transferred in at the time of admissions. Applicants and Students with Criminal Convictions Applicants and current students should be aware that certain criminal convictions may be prohibitive to placement in some field placement settings. Some field placement settings require background checks and/or fingerprinting. Because field placement is a degree 16

17 program requirement for both, students should be aware that failure to meet the field placement requirement will result in an inability to graduate from either counseling program. Additionally, some criminal convictions may negatively impact a graduate s ability to obtain credentials in the field of counseling as a Professional School Counselor or a Clinical Mental Health Counselor. Applicants and current students to whom this information applies are responsible for inquiring with their respective credentialing boards and field placement sites about their specific circumstances. Student Diversity Policy Diversity is an inherent facet of the academic environment and student life at UNCP, both historically and presently. The Counseling Programs at UNCP build upon a campuswide legacy of respect for diverse perspectives and persons. Consistent with the University s Institutional Distinctiveness Statement, the Counseling Programs faculty believes that diversity provides opportunities for discovery and in this context, students learn valuable insights from each other. Therefore, a population of graduate counseling students that encompasses a wide range of dimensions of personal identity enriches the instructional and training environments of counselor education at UNCP. The faculty are committed to the development of counselors who embrace diversity and who possess the knowledge, skills and dispositions necessary to promote wellness, mental health, and learning in affirmative environments. To this accomplishment the faculty seek to: 1) recruit students representing diverse dimensions of personal identity, including developing a student body that reflects the regional diversity; 2) recruit faculty members who possess a knowledge base for teaching diverse populations and who remain committed to ongoing growth through professional development in areas of diversity and counselor education; 3) develop, teach, and assess a counselor education curriculum that provides critical analysis of the field of counseling for diverse populations; and, 4) provide field experiences that enable students to develop multicultural counseling competence. This policy is implemented to ensure that regardless of applicants and students characteristics, they are evaluated using the same application of University and Counseling Programs policies and procedures. The Counseling Programs faculty will evaluate the effectiveness of the policy on a regular basis to see if the diversity goals of this policy are being achieved. Graduate Assistantship Opportunities Numerous graduate assistantship positions are available on campus to full time graduate students. The graduate assistant contract entails a financial stipend for 20/week of work during an academic semester. Working hours vary from site to site. The Counseling Programs typically employ 3-4 graduate assistants per semester to assist with program operations and faculty research and service projects. The Counseling and Testing Center and the Career Center also employ graduate assistants and provide excellent on campus 17

18 employment opportunities for graduate counseling students. The Career Center maintains a web portal for on campus employment opportunity, Brave Opportunities for Students: Program Orientation New students should plan to attend the program orientation meeting during their first semester of study. These meetings are scheduled by the School of Graduate Studies on the Saturday before the start of Fall and Spring semesters. Students admitted during Summer sessions should plan to attend the Fall orientation. The Program Directors host a program introduction session during this event. In addition to providing specific program orientation, the orientation meetings provide students with an introduction to campus services that are relevant to all graduate students and training in using online course software (see also Appendix for Suggestions for Success in Online Counseling Courses ). Advisement Students are assigned academic advisors during the admissions process. The academic advisor assignment is listed on the letter of acceptance to the program. Upon receiving their acceptance letters, new students should Counseling students are required to meet with their advisors during their first semester of admission to the Counseling Programs to design program of study plans. It is the responsibility of each student to initiate scheduling of advising meetings initially and in subsequent semesters. During these meetings the advisor and the student will develop and revise, as needed, a program of study plan that projects when the student will meet each program requirement. Advisors meet with students face-to-face, online using or Skype, and by phone during scheduled appointments. Graduate Student Handbook The School of Graduate Studies publishes a Graduate Student Handbook each year. A copy of the most recent edition is available on the School of Graduate Studies webpage at: This handbook contains information about graduation requirements, grade policies, and appeal policies. Academic Calendars Graduate students at UNCP have the responsibility of following two academic calendars: the Graduate Student Academic Calendar, available here: and the University Academic Calendar, available here: The academic calendars provide information about university holidays, deadlines for graduation applications, and course registration and withdrawal periods. Student Expenses Every effort is made by the Counseling Programs Faculty to minimize financial expenses to students. In addition to tuition, university fees, and textbooks, counseling students can anticipate these additional expenses: 18

19 Counselor Preparation Comprehensive Examination (CPCE) fees: $45 per attempt. Students are permitted 3 attempts. Students register for the CPCE with the Testing Coordinator. The first attempt of the CPCE should take place during CNS 6100 Counseling Practicum enrollment. Liability insurance policy (Proof of liability policy required during field placements, see Field Placement Manual for additional information.). Many professional organizations, such as the American Counseling Association, offer free liability policy coverage with student membership (varies, $93 for 2012 student membership with ACA). Study guides for comprehensive exam and National Counselor exam (Not required, but many students find these to be helpful when preparing for exams. The UNCP Livermore Library also maintains current copies of study guides. Ask your advisor for suggestions.) Praxis Exam ($115, Professional School Counseling students only. See you advisor for details.) National Counselor Exam (Not required, however students are encouraged to take the NCE during their field placement semesters after successfully passing the CPCE. The NCE meets state licensing exam criteria and national certification exam criteria. UNCP offers the NCE on campus. The $298 registration fee includes the exam fee and the credentialing fee for certification as a National Certified Counselor.) Laptop and video recorder (Not required, however many students find these items to be helpful to their academic progress. The Counseling Programs have a limited number of digital video recorders available for student use. These can be checked out through one of the program graduate assistants, see the Counseling Clinic Policies and Procedures Manual for additional details. Some students prefer to purchase their own equipment, instead of checking out the program s equipment.) Program Resources The School of Education provides two spaces for student use in the Education Center: The School of Education Curriculum Lab and the Counseling Clinic. School of Education Curriculum Lab: The School of Education maintains a Curriculum Lab that is available for student use. The Curriculum Lab provides students with access to computers, a printer, copy machines, and work space/meeting space suitable to small groups. The Curriculum Lab is located in the School of Education on the first floor. Counseling Clinic: The Counseling Clinic is staffed by program graduate assistants and monitored by program faculty. The area is comprised of two small individual or couples counseling rooms with one-way mirrors for observation and in-room recording equipment; a locking office space with computer, printer, and locking file cabinet; a waiting area with chairs and a work table; and a larger room suitable for small group, play therapy, or family counseling role plays. This area is available for counseling students to record counseling sessions, analyze recorded sessions, and observe counseling skills in practice. Portable video recorders are available for 19

20 checkout by students to use for class assignments and field placement recordings. The Counseling Clinic also contains therapeutic resources such as games and puppets, books, and journals. A Counseling Clinic Policies and Procedures Manual is located in the clinic and should be reviewed by all students using the clinic. The policies manual includes the most current ACA Code of Ethics, and information about clinic hours and reservations, confidentiality policies, emergency procedures, recording policies, and clinical paperwork. Ethical Conduct Students should be familiar with and abide by the most recent edition of the Code of Ethics published by the American Counseling Association. Students will be evaluated based on their abilities to comprehend and apply the Code of Ethics throughout their programs of study. Violation of the Code of Ethics is grounds for dismissal from the program. A pdf file of the Code of Ethics and other highlights from the Code of Ethics is available in the Counseling Clinic and on the American Counseling Association webpage at: Personal Counseling Students can request personal and confidential counseling at any time by contacting the UNCP Counseling and Testing Center at The UNCP Counseling and Testing Center provides free individual counseling to all currently enrolled students. If you contact the Counseling and Testing Center, please indicate to the receptionist that you are a graduate student in the counseling programs so that you will not be assigned to meet with a staff member who also serves as an adjunct instructor in the Counseling Programs. This will minimize risk of dual relationships. If students prefer counseling from an off-campus resource, faculty members can provide additional local referral sources, at the student s request. The faculty members of the Counseling Programs strongly recommend that all counseling trainees experience personal counseling with a licensed professional counselor early in their professional development and at any time they experience personal stressors or difficulties. Seeking personal counseling is a selfcare strategy that all counselors should rely on when needed. Faculty members may also make recommendations that students seek counseling services to address personal issues that impact student professional development. Policy Students are required to have and maintain UNCP accounts during their studies. These accounts are provided free of charge to all UNCP students. Students should check UNCP accounts frequently for program and course related information and announcements. communication between faculty and students is a professional form of communication and should therefore follow guidelines for professional etiquette. Students should sign their full names to each that they send to faculty members. Faculty members are typically available to respond to student s during normal business hours and not during evenings/nights, weekends, and university holidays. Counseling Programs Listserv, Blog, Twitter, Facebook Stay up to date about program events by: 20

21 following our blog at connecting with us on liking us on Facebook. In 2010, a counseling student created the UNCP Counseling Club that is open to all currently enrolled UNCP counseling students and alumni. The Club is entirely student-led and hosts social and networking events on and off campus throughout the year. The primary source of communication for club activities is through the Facebook page: joining the listserv at Alumni are encouraged to maintain connection to the Counseling Programs through social media after graduation. Professional Memberships Students are encouraged to join professional organizations such as the American Counseling Association (ACA) ( and the North Carolina Counseling Association (NCCA) ( These organizations often offer reduced-price memberships for students, student liability policies, and discounted membership rates at professional conferences. Each organization also maintains divisions in specialty areas, such as multicultural counseling, that may be of interest to students. Brochures about several of these organizations are available in the Counseling Clinic. Occasionally, faculty and students may collaborate on delivering professional presentations at area conferences for these organizations. If students are interested in making professional presentations at conference or simply attending counseling conferences, please speak with a faculty member about upcoming opportunities. Organizations of interest to counseling students include, but are not limited to: American Counseling Association: American School Counseling Association: American Mental Health Counseling Association: North Carolina Counseling Association: Chi Sigma Iota Chapter: Phi Sigma The maintain an active chapter of the international counseling honor society, Chi Sigma Iota. Our chapter is Phi Sigma. Students are invited to participate in Phi Sigma and join Chi Sigma Iota after they have completed at least 9 hours of coursework at UNCP in the Counseling Programs with a grade point average of at least 3.5. Students are invited to participate by the faculty chapter advisors and will receive notification of their eligibility via . Phi Sigma hosts an annual induction ceremony for new members and is managed by student officers and two faculty advisors. Chapter activities include community service, a Career Paths in Counseling Panel, a new student mentor program, and facilitation of focus groups about the Counseling Programs. For more information about Chi Sigma Iota: Chi Sigma Iota: 21

22 Annual Workshop Each spring, the Counseling Programs host a drive-in workshop. This event brings a keynote speaker relevant to the field of counseling to campus. Following the keynote address, breakout sessions on current issues in Professional Counseling are offered during morning and afternoon sessions. The conference is free and offered to both the community and students as a service from the Counseling Programs. Students are encouraged to attend this Annual Drive-In Workshop and network with their future colleagues from the surrounding communities. Field placement supervisors of our counseling students are also encouraged to attend the annual drive-in workshop. 22

23 STUDENT PROGRESS AND ASSESSMENT How much a student learns is frequently as dependent upon how much he or she invests in the process as on the conditions for learning created by institutions and program. CHEA Statement of Mutual Responsibilities for Student Learning Outcomes. Retrieved from Course Sequencing The course sequencing for the Counseling Programs is moderately flexible. The program of study can be flexed to accommodate part-time and full-time student schedules. However, the program is intended to follow a developmental sequence of learning events. Students begin their programs of study by registering for Core Counseling Courses. One core course has a prerequisite: the prerequisite to CNS 5600 Assessment Practices in Counseling is CNS 5500 Research and Program Evaluation. CNS 5500 must be taken prior to CNS This prerequisite may be waived for students with successful records of undergraduate coursework in research, statistics, and/or assessment. The Core Counseling Courses consist of 27 credit hours of coursework and most students find that this can be completed in 4 academic terms (for example Fall, Spring, Summer, Fall). Upon successful completion of the Core Counseling Courses, students apply to enroll in CNS 6100 Counseling Practicum. The Field Placement Policies and Procedures section of this handbook describes the practicum application policies. Students should also plan to register for the comprehensive exam, the CPCE, during their practicum semesters. The Testing Coordinator provides information each Fall and Spring semester about CPCE testing dates. Most students who start the program in a fall semester, find that they are ready to begin CNS 6100 Counseling Practicum during the Spring semester of their second year of study. Students should be aware that CNS 6100 Counseling Practicum is not available to Professional School Counseling students during Summer Semester. After successfully competing CNS 6100 Counseling Practicum, students continue to their first semester of CNS 6120 or CNS 6130, the Counseling Internship in a school or clinical mental health setting. Students complete two sections of CNS 6120 (CMHC students) or CNS 6130 (PSC students). The two sections of internship must be completed during separate semesters. Internship courses are not available to any students during summer months. Students may choose to register for the National Counseling Exam (NCE) during one of their internship semesters, after passing the CPCE. The NCE is not required, but it is recommended that students take the exam (additional information provided in handbook) for credentialing purposes. Many states, including North Carolina, accept the NCE as partial fulfillment of the licensure requirements. The Counseling Programs faculty do not recommend attempting the NCE until after passing the CPCE. The NCE is available to Professional School Counseling students and Clinical Mental Health Counseling students. Students enroll in Specialty Area Courses concurrently with the field placement courses, Practicum and Internship. Students are permitted to register for Electives at any point during their programs of study. Some Specialty and Elective courses are offered only 23

24 once per academic year. Students design their programs of study with consultation from their advisors. A student who begins in a fall semester and attends full time year round would have a program of study similar to this example: Fall Semester Year 1: Core Counseling Courses Spring Semester Year 1: Core Counseling Courses Summer Semester Year 1: Core Counseling Courses Fall Semester Year 2: Core Counseling Courses Spring Semester Year 2: Counseling Practicum, 2 Specialty Courses: CNS 5060 and CNS 5900, CPCE Summer Semester Year 2: Specialty Courses, Elective Courses Fall Semester Year 3: Internship I, Specialty Courses, Elective Courses Spring Semester Year 3: Internship II, NCE, graduation Student Learning Outcomes for the Counseling Programs Upon completion of the Counseling Program, students will show evidence of being reflective practitioners and critical thinkers who seek to respect diverse worldviews, demonstrate self-evaluation and self-reflection strategies, and engage in ongoing interpersonal skill development. Students will develop professional identities as counselors. Furthermore, each student will develop knowledge and demonstrate competency in the areas of: 1. Human growth and development, including an understanding of biopsychosocial models of development; 2. Personal characteristics, professional orientation, and ethical practices of counselors consistent with the American Counseling Association Code of Ethics and state and federal laws that govern the practice of counselors; 3. Theoretical approaches to counseling and case conceptualization, including articulation of a personal theory of counseling and an integrative approach to wellness and prevention as a professional counselor; 4. Helping relationships and counseling skills and techniques; 5. Group dynamics, process, and counseling, including process-oriented groups and psychoeducational groups; 6. Career development and practice that is appropriate to the student s employment setting; 24

25 7. Multicultural and social justice issues in counseling, including an approach to advocacy for the profession and diverse client populations; 8. Appraisal and assessment, including application of developmental theory; 9. Crisis intervention, including skills necessary to communicate and collaborate with, or refer to, multidisciplinary teams in professionals in schools, agencies, and other appropriate settings; 10. Issues in addictions and substance abuse; 11. Research and program evaluation methods, including use of research and evaluation methods necessary to identify and critique evidence based practices and to use data to improve program outcomes; and 12. Clinical Mental Health Counseling OR Professional School Counseling specific roles, skills, duties, and issues (depending on students selected programs of study) Evaluation and Assessment Procedures All faculty members that teach within the Counseling Programs have a collective responsibility to ensure that the agreed upon student learning outcomes are achieved with competence by each individual learner. The Counseling Programs conduct systematic, developmental assessment of each student s progress throughout the program. Therefore, multiple benchmarks are evaluated regarding student learning. These benchmarks are collectively referred to as the Individual Student Assessment Plan and are described below. Evaluation and assessment is an ongoing part of students experience in the counseling program. The program faculty members meet each semester to discuss students progress. The focus of these meetings is on students skills development, interpersonal functioning and disposition, professionalism, and academic performance. From the ensuing discussion at these meetings, a meeting with the student may be deemed necessary. If a meeting is scheduled with the student, the meeting will take place between the student, the student s advisor and two additional faculty members. Based on the outcome of the meeting, remediation procedures may be enacted. Remediation procedures are described in the next section of this handbook. Students are also formally evaluated using the following means: Course-specific assessments, reflections and grades Comprehensive exam results Field placement evaluations prepared by site supervisors Detailed descriptions of these procedures are listed below. In addition to these formal evaluation procedures, students can expect to receive feedback regarding their dispositions as future counselors. Students professional performance will be holistically assessed based on these nine criteria that have been identified as necessary characteristics 25

26 for effective professional counseling practice: openness to new ideas, flexibility, cooperativeness with others, willingness to accept and use feedback, awareness of own impact on others, ability to deal with conflict, ability to accept personal responsibility, ability to express feelings effectively and appropriately, and attention to ethical and legal considerations (Frame & Stevens-Smith, 1995). Furthermore, students will be evaluated on their ability to adhere to the American Counseling Association s Code of Ethics and other relevant standards of practice. If a student is deemed inappropriate for the program or makes an ethical violation, faculty members will help facilitate the transition of the student out of the program, and if possible, into a more suitable area of study. Records of student progress and assessment are maintained by program directors and advisors. Course Grades Students receive grades for courses assignments and activities, as well as course letter grades in Core, Specialty, Practicum, and Elective courses. Internship courses are graded on a Pass/Fail basis. Students should consult the syllabi and instructors for each individual course that they are enrolled in for specific criteria and requirements for course grades. If a student is unclear about the expectations of a particular course, the instructor should be consulted. The course instructor is the first order of consultation regarding course grades. The UNCP Academic Catalog and School of Graduate Studies are additional student resources for policies related to course grades, including procedures on the academic appeals process, course withdrawals, and the academic warning/probation/dismissal procedures related to course grades. Counseling Programs Grading Policy The Counseling Programs faculty considers course grades of C or below to be indicative of a problem. Students earning overall course grades of C or below will be subject to faculty review at the Student Progress Meeting held each semester. School of Graduate Studies Grading Policy The university academic catalog provides the following policies regarding graduate letter grades: A grade of A designates that the graduate student s performance has been superior, going above and beyond what is normally expected in a graduate class. A grade of B designates that the graduate student s performance has been satisfactory and that the student demonstrated the level of understanding normally expected in a graduate class. A grade of C designates that the graduate student s performance has been poor and that the student has demonstrated significantly less understanding than what is normally expected in a graduate class. Graduate students who earn a third grade of C are dismissed from their degree programs and are ineligible to receive a graduate degree. 26

27 For grades of A, B, and C, faculty have the option of assigning a plus (+) or minus (-) in addition to the letter grade, but these do not affect the computation of the grade point average. A grade of F designates failure of the course. A graduate student who receives an F is ineligible to continue graduate studies at the University. The I, or incomplete, grade is given when a student is unable to complete required work because of unavoidable circumstances such as illness. It is not to be given to enable a student to do additional work to improve a grade. Assigning the I grade is at the discretion of the individual instructor. It is the student s responsibility to request the I grade. (See academic catalog for additional information.) Comprehensive Exam All students, Professional School Counseling (60 credit hour program) and Clinical Mental Health Counseling, are required to take and pass a comprehensive examination after completing their Core Counseling Courses and prior to graduation. Students should register to take the comprehensive exam during the same semester in which they are enrolled in CNS 6100 Counseling Practicum. It is suggested that students be concurrently enrolled in, or have already completed CNS 5060 Crisis Intervention and CNS 5900 Addictions Issues in Counseling when they take the comprehensive exam. The Counseling Programs use the Counselor Preparation Comprehensive Exam (CPCE), a nationally standardized counseling exam, as the comprehensive exam and to assess student learning in the core areas. A passing score on the CPCE is required for progression through and graduation from the program. A passing score is within one standard deviation of the national mean, recalculated with each testing cycle. The cost of the exam is $45 and students are allowed three attempts to pass the exam. If students do not pass the exam on their second attempt they must meet with program faculty to determine a remediation plan. Students who do not pass the exam on their first attempt may wish to meet with program faculty to determine a remediation plan. Students who do not pass the CPCE after a third attempt will not be permitted to progress and will be dismissed from the program. Students must submit the application and pay the application fee to take the CPCE by the required deadline. Students can obtain information about the CPCE through their academic advisors. Material from the following core areas of study is included on the examination: Professional and Ethical Issues Group Counseling Assessment in Counseling Issues in Life-Span Development Fundamentals of Counseling Research and Program Evaluation 27

28 Career Development and Education Multicultural Counseling and Education The examination is administered once each fall and spring semester, on a Saturday date from 8:00AM-12:00PM, held on campus. Students who register to take the examination and then decide not to take the examination will be credited with an unsuccessful attempt unless they cancel their registration by the required deadline. Please see the handout about the CPCE in the appendix of this handbook for additional details. National Counselor Examination The National Counselor Examination is an optional exam to be taken for credentialing purposes. UNC-Pembroke participates in a program with the National Board of Certified Counselors that permits students to take the NCE before graduation. The NCE is strongly correlated to the CPCE. Therefore, Students should delay registration for the NCE until receiving a passing score on the CPCE. Students should plan to take the CPCE during their enrollment in CNS 6100 Counseling Practicum. Students should meet with their advisors after receiving their CPCE scores, to discuss the CPCE results in preparation for preparing for and taking the NCE. Student Progress Evaluation Each semester, the Counseling Programs faculty meets to review all students progression through the program at the Student Progress Meeting. At this meeting, instructors and advisors present concerns about students progress to the faculty group for discussion and consultation. Students academic progress and overall progression of development as professional counselors is monitored through review of courses grades and participation. Any student who earns a C during a core course is reviewed and a plan developed for follow-up action. Two courses have been singled out for additional monitoring of student progress. CNS 5050 Counseling Skills and techniques is used to collect evidence of students skills as measured by the Counseling Skills Scale Revised (CSS-R). CNS 5100 Groups in Counseling is used to monitor student and interpersonal functioning through live observation of student engagement in classroom experiential groups. Students receiving grades of C or below on any Signature Assignments in the Specialty area courses will also be similarly discussed and processed (see Appendix for Signature Assignment chart). Any additional student whom faculty raise a significant concern about will also be discussed, an action plan developed if necessary, and documentation added to the student s program file. Application to and Enrollment in CNS 6120 Counseling Practicum Another assessment point in students programs of study is during the semester prior to CNS 6100 Counseling Practicum. Students must apply for placement in practicum one semester prior to enrolling in that course (see Appendix for application materials). The applications are reviewed by the Field Placement Coordinator. Once enrolled in CNS 6100 Counseling Practicum, students must earn a course grade of B or better in order to advance to CNS 6120 or CNS

29 Internship. Students that fail to earn a grade of B or better must participate in remediation and will be permitted to advance to Internship after the remediation plan is successfully fulfilled. Assessment during Internship Students are assessed based on live and/or recorded observation of site-based counseling work, development and presentation of a Professional Counseling Portfolio, and site supervisor evaluations. Remediation Procedures Students exhibiting difficulties in attaining proficiency of basic and advanced counseling skills, showing evidence of ethical violations, and or exhibiting other indicators of unsatisfactory professional performance will meet with their instructors and/or advisors to create plans of action to overcome difficulties that may be inhibiting growth and development. The Counseling Program faculty, course instructors, and possibly site supervisors, in consultation with the student, will develop an individualized plan of remedial action whenever necessary. Possible plans of action may include requiring a student to desist all field placement hours while receiving additional training and/or supervision, requiring a student to receive additional supervision and or training, requiring a student to take additional coursework, requiring a student to provide evidence of some or all of the following measures: Personal counseling from an appropriate outside provide (documentation of attendance would be required, however session material would be confidential), Conferences with faculty and or site supervisors, Written or oral projects or assignments related to the deficiency, And/or live supervision. Failure to engage in or make adequate progress in these remediation efforts may result in a failing grade for the corresponding course, an incomplete grade for the corresponding course, a withdrawal grade for the corresponding course, or termination of the student s enrollment status from the program. Additionally, the Counseling Programs adhere to all university conduct policies and expectations. Depending upon the nature of the situation, the Counseling Programs faculty may seek input from the Deans of the School of Graduate Studies and/or the School of Education or other appropriate university staff. The university is in no way obligated to support or accommodate students whose conduct violates professional ethics or codes of conduct. Counseling students who are in field placement experiences should also note that unacceptable practices on the part of other employees or students at their field placement sites will not constitute an effective defense of a student s unacceptable practice or unprofessional conduct. Students are, when possible, guided towards more suitable areas of study if their performance is found to be incompatible with counseling skills, disposition, and professional performance expectations. 29

30 UNCP Grievance Procedures and Policies The UNCP Graduate Student Handbook provides detailed information about the fair process and appeals processes for students who have a grievance. See page 11 of the handbook at: The university s student grievance brochure is available for download at: This website also contains information about the Code of Conduct, relationships between faculty and students, academic honor code, the drug and alcohol policy, and student judicial processes. Please attempt to resolve grievances directly with Counseling Program faculty members. All faculty members are available to consult with students at any time. Counselor Licensure and Certification Students are encouraged to obtain professional licensure following graduation as Licensed Professional Counseling Associates (LPCA). The Licensed Professional Counselor Associate (LPCA) credential is the preliminary license earned prior to the Licensed Professional Counselor (LPC) credential in North Carolina. Supervisors and university faculty recommend students for credentialing during the final internship semesters. Only degree-seeking students can be evaluated for credentialing recommendations. Students seeking licensure as LPCA/LPC in North Carolina should plan to complete their applications for licensure as LPCAs during their final internship semesters. The university faculty supervisor must complete and sign Verification of Graduate Counseling Forms as part of each student s application for licensure. See also: North Carolina Board of Licensed Professional Counselors: Additionally, students in the Counseling Programs at UNC Pembroke are eligible to take the National Counselor Exam (NCE) during their internship semesters. Students are encouraged to seek certification through the National Board of Certified Counselors as National Certified Counselors (NCC). Students should speak with their advisors during their practicum semesters regarding registration for the NCE. The NCE is a required examination for certification as an NCC and is also currently an approved examination for North Carolina licensure as an LPCA/LPC. The NCE is not a substitute for the Comprehensive Exam, the CPCE. The NCE is optional; the Comprehensive Exam is required for graduation and is administered to students after their completion of the core counseling courses. Please see the handout about the NCE in the appendix of this handbook for additional details. See also: National Board of Certified Counselors: Students consult national and state credentialing boards for the clinical supervision requirements mandated by those boards in addition to the educational and examination requirements. Counselor licenses vary from state to state. The Counseling Programs meet all of the educational requirements for LPC licensure in North Carolina. Students who wish to be licensed in other states are advised to consult with the boards in those states. American Association of State Counseling Boards: 30

31 Professional School Counseling students should follow the protocol for licensure as school counselors set forth by the Department of Public Instruction in North Carolina. School counselors must complete the counseling portion of the PRAXIS exam to be licensed as school counselors in North Carolina public schools. North Carolina Department of Public Instruction: Please also refer to the Path to Licensure charts available in the appendix of this handbook. Letters of Recommendation for Employment, Advanced Studies, and Credentialing Students may request faculty members to write letters and/or make recommendations on the student s behalf during and after graduate school. In doing so, faculty review students files, including transcripts and other forms of evaluation data. Faculty members who choose to fulfill these requests, may endorse students for employment, study, and credentialing in their degree program areas. All endorsements, therefore, will identify the student s degree program affiliation (Professional School Counseling or Clinical Mental Health Counseling) and the nature of the student s field placement experiences (for example setting, duties performed, client population served). Please make requests to faculty members for these supporting materials at least three weeks in advance of any requisite deadlines. Program Evaluation Students will be invited to participate in evaluation of the Counseling Programs during their programs of study and after graduation. Currently enrolled students are invited to participate in survey evaluations, focus groups, and exit interview assignments during Internship. The survey evaluations are completed as online, anonymous surveys annually. This evaluation process allows students share feedback about their experiences as students in the Counseling Programs. The feedback also allows the Counseling Programs faculty to identify and assess weaknesses and strengths and incorporate student ideas into future program development plans. In addition to formally collected feedback, students are invited to provide informal feedback to program faculty members throughout their affiliation with UNCP. 31

32 FIELD PLACEMENT POLICIES & PROCEDURES The culminating experiences of the Counseling Programs are the supervised field placement courses: practicum and internship. The benefits of supervised field experiences for counselor development are numerous. The supervisor and supervisee work together to develop competence with the latest best practices in the field. The supervision relationship builds connectedness between professionals in the field. Supervision also provides one resource for counselors to use when coping with the stressors of the field, either as graduate students or as seasoned professionals. Supervision is a defined as: a distinctive, structured approach in which an often more experienced professional counselor responds to a counselor trainee or supervisee s needs with attention to the supervisee s differing developmental and competency levels (Russell-Chapin & Ivey, 2004). Field Placement Coordinator The Field Placement Coordinator (FPC) for the Counseling Programs at UNC-Pembroke is responsible for coordinating all practicum and internship experiences for Clinical Mental Health Counseling students and Professional School Counseling students. The FPC works with the University-School Programs office to place interns in regional public schools. The FPC coordinates final approval of field placements with the course instructors. The FPC schedules, organizes, and conducts pre-practicum meetings for eligible students each semester. The FPC is responsible for updating and revising field placements forms as needed. The FPC is also the person to whom inquiries regarding practicum and internship are referred throughout the year. The FPC works with the Counseling Programs faculty to design and implement professional development and service opportunities for regional site supervisors. Current Field Placement Coordinator: Dr. Jeffrey Warren Practicum Policies CNS 6100 Counseling Practicum (3 hours) The practicum is a field placement course. The field placement is required to take place in a setting appropriate to the students' graduate counseling program of study. All placements must have approval from the program faculty the semester before enrollment. The practicum experience allows for enhanced skill development and exposure to professional practices in a supervised and university-approved setting. Students must complete a total of 100 clock hours at the field placement site. Sixty percent of the 100 clock hours must be in direct client contact. In addition to the field placement requirement, students will attend class for continued instruction and professional development. Prerequisite: Completion of core counseling courses and a minimum of a grade point average of

33 Field Experience Placement Protocol for All Counseling Students Students must apply for placement in CNS 6100 Counseling Practicum one semester prior to enrollment. Students are required to find and secure their own practicum placement sites prior to the start of the practicum semester. All practicum hours must be completed at one site only. The Field Placement Coordinator and the student s Program Director must approve the site. Students should not begin their field placement experiences until these conditions have been met: permission is secured by the Field Placement Coordinator, all preliminary paperwork has been completed, submitted, and approved, the first class session has been held. The site should offer: direct and indirect client contact (including group counseling) permission for the student to audiotape/videotape client contact appropriate supervision for the student. Some sites may require additional prerequisites specific to the setting (health certificate, TB test, etc.). It is the student s responsibility to fulfill these requirements in a timely manner so that fulfillment of these responsibilities does not interfere with the student s ability to complete the required hours for the course. Students with criminal convictions are reminded of the previous Applicants and Students with Criminal Convictions section within this handbook. Field Placement Request Procedure: 1. Students should begin looking for sites during the semester prior to the semester in which they plan to register for practicum. Students may choose to use the enclosed Field Placement Pre-selection Data Sheet during this period when interviewing potential sites. A pre-practicum meeting will be held for all upcoming practicum students during the semester prior to enrollment. Policies and procedures related to the field placements will be reviewed at this time. Students will be notified by the Field Placement Coordinator about the prepracticum meeting time and location. 2. Students complete the Field Placement Request Application and the Proposed Site Supervisor Form, and then submit both forms to the Field Placement Coordinator by the date specified at the pre-practicum meeting. Pre-practicum meetings take place each Fall and Spring semester and are facilitated by the Field Placement Coordinator. All application materials must be received and approved during the semester prior to enrollment in CNS 6100 Counseling Practicum (i.e. a student attempting to enroll in Fall CNS 6100 Counseling Practicum should attend a pre-practicum meeting and submit application materials to the Field Placement Coordinator during the Spring semester before the Fall course.) 3. The Field Placement Coordinator reviews and approve or does not approve the request in consultation with the proposed sites and supervisors. The Field Placement Coordinator will notify the student via when the request is approved. If the application is not approved, it is returned to the student with 33

34 specific instructions/suggestions for improvement and time frames for resubmission. 4. The student makes arrangements to complete the Practicum/Internship Contract with the university instructor for the practicum course and the site supervisor. Field Placement Protocol for Professional School Counseling Students In addition to following the above procedures, Professional School Counseling students will work with the UNCP School of Education Office of University-School Programs in securing permission for placements within local public schools. Practicum Hours Students must complete a total of 100 clock hours during the practicum semester. At least sixty of the 100 total hours must be in direct client contact and no more than forty hours may be fulfilled by indirect contact completing related professional responsibilities that do not involve client contact. Students may not begin accruing hours until after the first class session or at the discretion of the course instructor and must complete all hours by the last day of classes for the semester or at the discretion of the course instructor. Students must remain engaged in their roles at their placements for the entire duration of the semester, even if the hours requirement is met earlier. Direct and Indirect Client Contact Examples of activities that fulfill the direct contact hours are telephone intake interviews, co-counseling sessions, individual or group counseling sessions, and classroom guidance for Professional School Counseling students. Examples of indirect contact hours include staff meetings, record keeping, assessment instruments, information and referral, treatment team meetings, supervision, professional development training. Class time does not constitute direct or indirect client contact. Recording Counseling Sessions Approved sites give permission for students to audiotape/videotape direct client contact. In addition to site permission, students must secure written consent from every client prior to audiotaping/videotaping any contact. Students must obtain consent using the Client Consent to Audiotape/Videotape Form (see appendix for form), and any additional site-specific paperwork that may be required. Students should express to clients when seeking permission to audiotape/videotape that the purpose of the tape is to evaluate the student counselor and improve upon counseling skills, not to evaluate the clients or the issues discussed by the clients. The audiotapes/videotapes will be shared in individual and group supervision at the site and in the practicum class. Additionally, students must take great care when transporting the recordings either physically or electronically. The material contained in the recordings is considered confidential. Students are expected to maintain the highest level of ethical and professional behavior during the practicum experience. Violating the confidentiality of a client is considered an ethical breach of conduct and grounds for dismissal from the practicum course. Practicum students must submit at least 5 recordings of counseling sessions to their instructor and present at least 1 case presentation to the practicum class. 34

35 Supervision Students may receive individual and group supervision at their sites. In addition to any group supervision available at the site, each student s site supervisor must also agree to provide at least one hour of individual supervision per week. An appropriate site supervisor will have at least two years of post-licensure counseling experience and have a professional license in good standing: such as LPC-S, LPC, LMFT, or licensed school counselor. The department prefers that students be supervised by Licensed Professional Counselors (LPC), but may approve other clinical credentials when an LPC or LPC-S is not available and all other criteria for a site are met. Additionally, the site supervisor will be asked to provide midterm and final evaluations of the student s professional performance at the site. These evaluations are considered part of the formal evaluation of student progress in the course. The university instructor will also discuss student progress with the site supervisor during the semester in person or via telephone communication. Liability Insurance Students are required to obtain proof of professional liability insurance before beginning practicum and internship courses. Proof of this insurance is required at the first class meeting. Students will not be allowed to proceed in the practicum without this liability insurance. Liability insurance is available through many professional organizations such as the North Carolina Counseling Association, the Licensed Professional Counselors Association of North Carolina, American Counseling Association, and the American School Counseling Association (school counselors only). Professional Disclosure Statement Students are required to develop Professional Disclosure Statements during the practicum class. At a minimum, the Professional Disclosure Statement should include information about services provided, counselor credentials and relevant experience, fees, billing information, confidentiality, supervision arrangements, how records will be handled, and informed consent. Additional information about Professional Disclosure Statements is available on the North Carolina Board of Licensed Professional Counselors website. Internship Courses The same application procedures apply to students switching to new sites after CNS 6100 Counseling Practicum for CNS 6120 or CNS 6130 and between Internship I and II. CNS 6120 Clinical Mental Health Counseling Internship (3 hours, repeated once for total of 6 hours) The clinical mental health counseling internship is a field placement course. The field placement is required to take place in a setting appropriate to the students' graduate counseling program of study. All placements must have approval from the program faculty the semester before enrollment. The internship experience provides opportunity for in-depth application of counseling skills and techniques. Students will demonstrate their ability to apply theory to practice. Students receive field-based supervision at their sites and university-based group supervision during class time. Students must complete a total of 300 clock hours at the field placement site during each semester of enrollment in this course. Sixty percent of the 300 clock hours must be in direct client contact each semester that the course is completed. The course is completed twice for a total of 6 35

36 credit hours and 600 clock hours. Prerequisite: Completion of CNS 6100 Counseling Practicum and a minimum of a grade point average of 3.0. CNS 6130 School Counseling Internship (3 hours, repeated once for total of 6 hours) The school counseling internship is a field placement course. The field placement is required to take place in a setting appropriate to the students' graduate counseling program of study. All placements must have approval from the program faculty the semester before enrollment. The internship experience provides opportunity for in-depth application of counseling skills and techniques. Students will demonstrate their ability to apply theory to practice. Students receive field-based supervision at their sites and university-based group supervision during class time. Students must complete a total of 300 clock hours at the field placement site during each semester of enrollment in this course. Sixty percent of the 300 clock hours must be in direct client contact each semester that the course is completed. The course is completed twice for a total of 6 credit hours and 600 clock hours. Prerequisite: Completion of CNS 6100 Counseling Practicum I and a minimum of a grade point average of 3.0. Internship Policies The following Internship Policies apply to students taking both the Clinical Mental Health Counseling Internship and the School Counseling Internship. Setting-specific policies will be addressed during internship classes. Field Experience Placement As with the practicum course, Clinical Mental Health Counseling students are required to find and secure their own internship sites during the practicum semester or may choose to continue at the same site through practicum and internship. Professional School Counseling students will continue to work with the Office of University-School Programs to secure permission to work within local public schools. Sometimes, faculty will require students to change locations from practicum to internship if a site is deemed to be an inappropriate fit for a student s optimal learning experience. If a student does continue placement at the same setting from the practicum to the internship, the student should follow the academic calendar for internship scheduling. Students can not accrue hours for CNS 6120 or CNS 6130 between academic semesters. For example, students who complete practicum courses during the fall must wait to begin the internship when the spring semester begins. All internship hours must be completed at one site only. Students who are changing sites between practicum and internship should submit both the Field Placement Request Application and the Proposed Site Supervisor Form to the Field Placement Coordinator by the established deadline. Students should not begin their field placement experiences until permission is secured by the Field Placement Coordinator and all preliminary paperwork has been completed and submitted. As with the practicum, the internship site should offer: direct and indirect client contact permission for the student to audiotape/videotape client contact appropriate supervision for the student. Internship Hours Students must complete a minimum total of 300 clock hours during each internship 36

37 semester. During each semester of internship, at least 180 internship hours must be completed through direct client contact and the remaining 120 hours may be fulfilled through indirect contact with the student engaged in completing related professional responsibilities that do not involve client contact. Students may not begin accruing hours until after the first class session or at the discretion of the course instructor and must complete all hours by the last day of classes for the semester or at the discretion of the course instructor. Direct and Indirect Client Contact Examples of activities that fulfill the direct contact hours are telephone intake interviews, co-counseling sessions, individual or group counseling sessions, and classroom guidance (for Professional School Counseling interns). Examples of indirect contact hours include staff meetings, record keeping, assessment instruments, information and referral, treatment team meetings, supervision, and professional development training. Class time does not constitute direct or indirect client contact. Recording Counseling Sessions Approved sites give permission for students to audiotape/videotape direct client contact. In addition to site permission, students must secure written consent from every client prior to audiotaping/videotaping any contact. Students must obtain consent using the Client Consent to Audiotape/Videotape Form and any additional site-specific paperwork (see appendix for form). Students should express to clients when seeking permission to audiotape/videotape that the purpose of the tape is to evaluate and improve upon the demonstrated counseling skills and not to evaluate the clients or the issues discussed by the clients. The audiotapes/videotapes will be shared in individual and group supervision at the site and in the internship class. Students must take great care when transporting the recordings, physically or electronically. The material contained in the recordings is considered confidential. All information shared in individual and group supervision is considered confidential. Students are expected to maintain the highest level of ethical and professional behavior during the practicum. Violating the confidentiality of a client is considered an ethical breach of conduct. Internship students must submit at least 5 recordings of counseling sessions to their instructor and present at least 2 case presentations to the internship class. Supervision Students may receive individual and group supervision at their sites. In addition to any group supervision available at the site, each student s site supervisor must also agree to provide at least one hour of individual supervision per week. An appropriate site supervisor will have at least two years of post-licensure counseling experience and have a professional license in good standing: such as LPC-S, LPC, LMFT, or licensed school counselor. The department prefers that students be supervised by Licensed Professional Counselors (LPC), but may approve other clinical credentials when an LPC or LPC-S is not available and all other criteria for a site are met. Additionally, the site supervisor will be asked to provide midterm and final evaluations of the student s professional performance at the site. These evaluations are considered part of the formal evaluation of student progress in the course. The university instructor will also discuss student progress with the site supervisor during the semester in person or via telephone communication. 37

38 Liability Insurance Students are required to obtain proof of professional liability insurance before beginning practicum. Proof of this insurance is required at the first class meeting. Students will not be allowed to proceed in the practicum without this liability insurance. Liability insurance is available through many professional organizations such as the North Carolina Counseling Association, the Licensed Professional Counselors Association of North Carolina, American Counseling Association, and the American School Counseling Association (school counselors only). 38

39 APPENDIX Suggestions for Success in Online Counseling Courses Signature Assignment Chart Path to Licensure Chart for Clinical Mental Health Counselors Path to Licensure Chart for Professional School Counselors Comprehensive Exam Information National Counselor Exam Information Field Placement Forms Advising Checklist: Clinical Mental Health Counselors Advising Checklist: Professional School Counselors Curriculum: Course Descriptions 39

40 Suggestions for Success in Online Counseling Courses From the Faculty 1. Most online learning at UNCP occurs using Blackboard. You can access Blackboard here: You can view tutorials, including How To videos, about Blackboard here: and here: A Blackboard introductory training session is offered at Graduate Student Orientation each Fall and Spring semester. Technical support for Blackboard is available at UNCP s Division of Information Technology is available to help at This online video tutorial series was created by UNCP's Distance Learning center and should be helpful to students in online and hybrid courses: 2. The Livermore Library provides resources to support distance education. Use these resources to help you creating projects, doing research, and completing course assignments: 3. UNCP provides several on campus computer labs for student use. You can find a list of computer labs here: Computer labs and a campus wireless connection provide additional options, besides your home computer system, to access online materials. 4. Counselors (faculty and students) are typically people who like being around people. Sometimes students miss the face-to-face contact provided in traditional classroom instruction, even when they value the convenience and opportunity of online instruction. Help bridge the divide by visiting with your course instructors on campus and participating in on campus events with other students! 5. Would you like to learn how to use programs such as PowerPoint or Excel? Consider participating in a free on campus training. See the training calendar here: 6. As with all courses, you must take responsibility for your education. If you are falling behind, confused, or in need of support reach out to your classmates and course instructor. Reach out early! Ask for additional feedback as needed. 7. Create boundaries for work that you do at home. Help your family understand that when you are online for class you are working. 8. When communicating online with your instructor and your classmates remember how difficult it can be to convey tone and meaning in written word, so carefully construct your s and discussion board posts. Always include your name and the course you are referencing when communicating with your instructor. When replying to classmates, consider using quotations of their posts to be precise. Use 40

41 correct spelling, grammar, capitalization, and punctuation. Be concise and brief get to the point! 9. Try to be yourself online just as you are in the classroom. Your humanness in your online communication enhances and personalizes course discussions. 10. If you use cut and paste from an outside source, make sure you cite your source. 11. If you re feeling burned out with too much computer time, consider changing your environment. Many fast food restaurants and public gathering places offer free wireless connections. Maybe a change of scenery will help. 12. Purchase all required material in advance of the course. You don t want to start the semester behind while you wait for books to be shipped to you. You can look up textbooks in advance on UNCP s Bookstore webpage: and find information from the Bookstore about distance education here: Check your often. Check the Announcements on Blackboard often. 14. Back up your work! Save your work to your hard drive, a jump drive, and your Find a study partner in class and schedule regular face-to-face meetings to review course content with your study partner. 16. Print, read, and refer to your course syllabus. Follow the course schedule. Write due dates in your paper or electronic calendar. 17. Remember to protect confidential data, such as counseling role plays, when you listen to recordings from home or elsewhere and when transferring data between devices. You should use password protected files and delete all copies of confidential materials from your hard drive and recording devices. 18. Make sure your computer, especially at home, is technically up to date and has the appropriate connection speed. Computer issues: cache, security settings, Internet connection, browser Internet options, etc. may create problems with the proper display or interaction with online classroom functions. A call to the Division of Information Technology (DoIT) Help Desk ( ) can assist you in reviewing your settings. Also check out DoIT s list of to dos for new students and their DoIT Welcome Student Packet: Don t use texting language in communication with professors or classmates. 20. Complete end of course evaluations. Your feedback helps! 41

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43 Counseling Programs Program Outcomes Signature Assignments Program Outcomes Signature assignment Upon completion of the Counseling Program, students will show evidence of being reflective practitioners and critical thinkers who seek to respect diverse worldviews, demonstrate self-evaluation and self-reflection strategies, and engage in ongoing interpersonal skill development. Students will develop professional identities as counselors. Furthermore, each student will develop knowledge and demonstrate competency in the areas of: 1. Human growth and development, including an understanding of biopsychosocial models of development; CNS 5025 Personal Developmental History & Critical Analysis Paper 2. Personal characteristics, professional orientation, and ethical practices of counselors consistent with the American Counseling Association Code of Ethics and state and federal laws that govern the practice of counselors; 3. Theoretical approaches to counseling and case conceptualization, including articulation of a personal theory of counseling and an integrative approach to wellness and prevention as a professional counselor; CNS 5000 CNS 5400 Ethics Paper Statement of Theory Paper 4. Helping relationships, counseling skills and techniques; CNS 5050 Final Interview Session 5. Group dynamics, process, and counseling, including process-oriented groups and psychoeducational groups; CNS 5100 Group Counseling Theory Paper 6. Career development and practice that is appropriate to the student s employment setting; CNS 5700 Reflective Career Paper 7. Multicultural and social justice issues in counseling, including an approach to advocacy for the profession and diverse client populations; CNS 5800 Personal Narrative 8. Appraisal and assessment, including application of developmental theory; CNS 5600 Case Report 9. Crisis intervention, including skills necessary to communicate and collaborate with, or refer to, multidisciplinary teams in professionals in schools, agencies, and other appropriate settings; CNS 5060 Personal Reflection Paper 10. Issues in addictions and substance abuse; CNS 5900 Case Conceptualization and Presentation 11. Research and program evaluation methods, including use of research and evaluation methods necessary to identify and critique evidence based practices and to use data to improve program outcomes; CNS 5500 Review & Synthesis of Recent Research Paper on a Counseling Topic 12. Clinical Mental Health Counseling specific roles, skills, duties, and issues; CNS 5450 Mental Health Center Project, Paper, and Presentation CNS 5360 Case Conceptualization Presentation CNS 5850 CNS 5080 Family Education and Support Program Project Case Study and Treatment Plan 13. Professional School Counseling specific roles, skills, duties, and issues; CNS 5310 Child/Adolescent Mental Health Disorder In-service CNS 5550 Professional School Counseling Portfolio CNS 5250 Counseling Children Project 43

44 CNS 5350 Professional School Counseling Portfolio 44

45 Path to Licensure Chart: Professional School Counseling 45

46 Path to Licensure Chart: Clinical Mental Health Counseling 46

47 Comprehensive Exam If you have additional questions about the Comprehensive Exam, please speak with our Testing Coordinator. Current Testing Coordinator: Dr. Mark Schwarze About the comprehensive exam: All CMHC and PSC (60 credits) students are required to pass the CPCE. UNCP uses the Counselor Preparation Comprehensive Exam (CPCE). The cost of the CPCE is $45. All CMHC and PSC (60 credits) students are required to pass the CPCE. Register for the CPCE during the semester for which you are also enrolled in CNS 6100 Counseling Practicum. We recommend, but do not require, completion or concurrent enrollment in CNS 5900 and CNS The comprehensive exam must be passed prior to graduation. You are eligible to take the comprehensive exam after you have successfully completed your all of core counseling courses. The comprehensive exam is offered twice per year: Fall and Spring semesters. You have three attempts to pass the exam. Each attempt must be taken in a separate semester. The testing date is always on a Saturday. The testing time is always 8:00AM- Noon. Students apply to take the exam through their advisors and program directors. The exam covers material from these content areas (UNCP courses that most closely correspond to the content area are listed beside each content area): o Human Growth and Development: CNS 5025 o Social and Cultural Foundations: CNS 5800 o Helping Relationships: CNS 5050 and CNS 5400 o Group Work: CNS 5100 o Career and Lifestyle Development: CNS 5700 o Appraisal: CNS 5600 o Research and Program Evaluation: CNS 5500 o Professional Orientation and Ethics: CNS 5000, and ACA Code of Ethics Study Guides: These study resources are available at the UNCP Livermore Library and can be used for the National Counselor Exam (NCE) or the Comprehensive Exam (CPCE). Additional information about NCE Study Guides is available at: Mastering the National Counselor Examination and the Counselor Preparation Comprehensive Examination by Erford, Hays, Crockett, and Miller Encyclopedia of Counseling by Rosenthal The Counseling Clinic (3 rd floor ED Center) has a bookshelf of donated study resources for your use. Consider attending a study session or forming a study group. 47

48 National Counselor Exam Clinical Mental Health Counseling or Professional School Counseling Students The National Counselor Examination is an optional exam to be taken for credentialing purposes. UNC-Pembroke participates in a program with the National Board of Certified Counselors that permits students to take the NCE before graduation. The NCE is strongly correlated to the CPCE. Therefore, Students should delay registration for the NCE until receiving a passing score on the CPCE. Students should plan to take the CPCE during their enrollment in CNS 6100 Counseling Practicum. Students should meet with their advisors after receiving their CPCE scores, to discuss the CPCE results in preparation for preparing for and taking the NCE. About the National Counselor Exam: The National Counselor Exam (NCE) is an optional examination offered on campus at UNCP to currently enrolled students and recent graduates twice a year during Fall and Spring semester. Students who are enrolled in internship are eligible to take the NCE. The Counseling Programs faculty recommends taking the NCE after achieving a passing score on the CPCE. The NCE is comprised of 200 questions (only 160 questions are scored, the remaining 40 questions are being field tested) and must be completed within 4 hours. The NCE is a paper-and-pencil examination. The cost of the examination is $295 (payable by money order) and includes the cost of the NCC credential application. Students who pass the NCE will be Nationally Certified Counselors (NCC) upon graduation. The NCC is a nationally recognized counseling credential, not to be confused with state licensure. In North Carolina, the NCE is an approved exam for state licensure purposes. Examination Content: The following content areas are addressed on the NCE: Human Growth and Development - studies that provide an understanding of the nature and needs of individuals at all developmental levels. Social and Cultural Foundations - studies that provide an understanding of issues and trends in a multicultural and diverse society. Helping Relationships - studies that provide an understanding of counseling and consultation processes. Group Work - studies that provide an understanding of group development, dynamics, counseling theories, group counseling methods and skills, and other group work approaches. Career and Lifestyle Development - studies that provide an understanding of career development and related life factors. Appraisal - studies that provide an understanding of individual and group approaches to assessment and evaluation. 48

49 Research and Program Evaluation - studies that provide an understanding of types of research methods, basic statistics, and ethical and legal considerations in research. Professional Orientation and Ethics - studies that provide an understanding of all aspects of professional functioning including history, roles, organizational structures, ethics, standards, and credentialing. In addition, the NCE is based on the following five work behaviors: Fundamentals of Counseling Assessment and Career Counseling Group Counseling Programmatic and Clinical Intervention Professional Practice Issues To register for the NCE: The Testing Coordinator will distribute an announcement twice per academic year about the upcoming testing date for the following semester. Application packets must be picked up and returned on campus. Payment by money order (payable to NBCC) is due when the application is submitted. Current Testing Coordinator: Dr. Mark Schwarze For more information about the NCE: Study Guides: These study resources are available at the UNCP Livermore Library and can be used for the National Counselor Exam (NCE) or the Comprehensive Exam (CPCE). Additional information about NCE Study Guides is available at: Mastering the National Counselor Examination and the Counselor Preparation Comprehensive Examination by Erford, Hays, Crockett, and Miller Encyclopedia of Counseling by Rosenthal The Counseling Clinic (3 rd floor ED Center) has a bookshelf of donated study resources for your use. 49

50 Field Placement Forms Field Placement Pre-selection Data Sheet (The Counseling Program faculty suggests students use the questions on this sheet to assist in locating field placements.) Name of site: Contact information: Type of site and client population served: Supervision (group, individual, and credentials): Will the site allow audiotape/videotape? Does the site have equipment available for taping? What are the types of direct service provided that students could deliver (individual counseling, group counseling, couples counseling, inpatient therapy, outpatient therapy, substance abuse counseling, career counseling, counseling with children, family counseling, classroom guidance)? What are the types of administrative and indirect services provided that students could experience (testing, report writing, record keeping, treatment planning, consultation, referral, staff meetings, treatment team meetings)? Will training or health screenings (such as TB testing) be required prior to placement at this site? Is it possible to complete non-clinical training or screenings prior to the start of the field placement? Are professional training or research opportunities available? Has the site had practicum and/or interns previously? How does the site handle crisis situations and what is the expectation of students roles in crises? 50

51 Field Placement Request Application (To be completed by student) I. Applicant Information Name: Phone:(h) (c) Mailing Address: Street/P.0. Box City State Zip UNCP Address: II. Site Information A. I request that my practicum or internship (circle one) begin: Semester (circle one): Fall Spring Year: B. Have you, at the time of this application, 1. any incomplete grades? yes no 2. successfully completed the core counseling courses? yes no C. I request this site: Agency/School Name: Street City State Zip 1. Name and position of the person at the proposed site with whom I have spoken about my field placement: Name Position Phone Number Address 2. The person I request to serve as Site Supervisor: Name, credentials, and years post-licensure (LPC) or certification (NCC): Position within School/Agency/Organization: Phone: address: 51

52 Note: The Proposed Site Supervisor MUST complete the Proposed Site Supervisor Form and return to the Field Placement Coordinator before the request can be considered. 3. If you are also employed at this site have you been approved by your employer to perform your field placement obligations over and above your employment duties? yes no If yes, what arrangements have been made? (Arrangements must be more substantial than approval to perform internship duties "during lunch ) 4. Briefly (1 page), on an attached sheet describe the appropriateness of your requested site to your career and educational goals, and the potential professional benefit available at this site. If you have a previous relationship with this site (such as prior employment), please describe this relationship. III. Informed Consent I understand that prior to beginning my field placement I must have in hand a professional liability insurance policy (e.g., ACA Professional Liability -student rate). I understand that I will be charged a tuition fee for group insurance through the University. This policy covers physical accidents but does not cover any losses due to my negligence. I understand that all requests concerning field placements must be made in writing. I understand that a request for a field placement, either at a specific site or county, is subject to review and final approval from the counseling program faculty. I understand that I may be requested to complete an interview with the site prior to approval. I understand that if I refuse a potential placement that there is no guarantee that an alternate site can be found for the requested semester. I understand that once a field placement has been finalized, it is considered binding. I understand that I may be required to complete additional requirements particular to my site. 52

53 I understand that I may be required to have a medical check-up at my expense prior to beginning my field placement. I hereby attest that I have read and understood the American Counseling Association ethical standards and will practice my counseling in accordance with these standards. Any breach of these ethics or any unethical behavior on my part will result in my removal from practicum/internship and a failing grade, and documentation of such behavior will become part of my permanent record. I agree to adhere to administrative policies, rules, standards, and practices of the practicum internship site. I understand that my responsibilities include keeping my practicum/internship supervisors informed regarding my practicum/internship experiences. I understand that I will not be issued a passing grade in practicum or internship courses unless I demonstrate the specified minimal level of counseling skill, knowledge, and competence and complete course requirements as required. Signature of Applicant Date 53

54 Proposed Site Supervisor Form (to be completed by proposed site supervisor) Thank you for your interest in serving as a site supervisor for, a student in the Counseling Program at the University of North Carolina at Pembroke (UNCP). The field placement experience provides a capstone experience for the student by allowing the student to obtain supervised practice of knowledge and skills application. As site supervisor you will play an intricate role in this process. You will serve as the primary contact for the student, conduct weekly supervision sessions, evaluate student progress, and oversee the student s activities. The University Instructor will communicate with you and the student to approve the field placement contract, observe the student s work, and discuss the student's progress and evaluation. The student will be responsible for developing the contract, arranging supervisory meetings, completing the terms of the contract, and alerting supervisors of any difficulties experienced during field placement experience. Site Supervisor Qualifying Questions Note: Specific site supervisor qualifications are mandated by the UNCP counseling program faculty in accordance with professional counseling program accreditation standard. 1. Do you have a current, valid license as a Licensed Professional Counselor and/or school counseling license in North Carolina? 2. Provide license # and year initially obtained: 3. Do you hold any other current, valid licenses or certifications? 4. Do you have at least two years of post-licensure experience as a counselor? 5. Please list your graduate degree(s) earned including major and degree-granting institution. 6. Do you have education and training in counselor supervision (if yes, please specify)? UNCP provides training materials to all site supervisors. 7. Do you have experience providing supervision to counselors-in-training? 54

55 8. Indicate any areas that you believe the student will be able to receive supervision or an opportunity to engage in activities during the internship (check all that apply): counseling individuals counseling groups counseling couples/families substance abuse counseling career counseling professional development program planning counseling diverse individuals classroom guidance play therapy program development and evaluation 9. Do you believe that the student will be able to fulfill the required number of direct and indirect contact hours during the semester (100 hours for practicum/300 hours for each semester of internship with 60% of all hours being in direct client contact)? 10. Do you believe that the student will be able to audiotape/videotape client sessions and have the tapes viewed by the University supervisor and field placement class (with client consent) on the campus of UNCP? 11. Are you willing to provide the student with, on average, one hour of face-to-face supervision per week? 12. Will you also be available for daily consultation if needed? 13. Are you willing to provide the student with case supervision that may include a combination of co-counseling, live observation, case consultation, and review of videotapes/audiotapes? 14. Are you willing to participate in UNCP facilitated supervision training? Comments: 55

56 I am willing to serve as site supervisor for (student name) at (site). Signature Date Phone Number address 56

57 Field Placement Contract (to be completed by site supervisor and UNCP) Memorandum of Agreement Between THE UNIVERSITY OF NORTH CAROLINA AT PEMBROKE COUNSELING PROGRAM and Field Placement Site The University of North Carolina at Pembroke, acting through its Counseling Graduate Program, ("UNCP") designates the above agency or school as an approved setting for field instruction in the University's program of graduate education for counseling by the signing of this agreement. Also, by the signing of this agreement, both UNCP and the Agency commit themselves cooperatively to provide field instruction for students enrolled in UNCP's Counseling Program (the "Program") as described below. This agreement becomes effective on, and remains in force for a period of one year, and renews itself annually on August 15 of each calendar year unless either UNCP or the Agency provides written notice of intent not to renew the agreement prior to the renewal date for that year. Minor adjustments may be agreed upon by letter agreement if signed by representatives of each party who are duly authorized to make such agreements, and such letter agreements should be then attached to each copy of this document. UNCP agrees to: 1. Provide guidelines to students defining student educational objectives and field learning experiences. 2. Take final responsibility for the administration of the field instruction program, including decisions that affect the progress of the student, such as grades, credits, and field instruction hours at the site. 3. Respect the site s judgment as to the final acceptance of the individual student for placement. 4. Provide the site with pertinent written information concerning final decisions regarding placement. 57

58 5. Provide a designated member of the UNCP faculty to serve as the University Instructor to the site in matters pertaining to field instruction. The University Instructor will: a. Make biweekly contact with the site to review student progress and consult with the site supervisor on learning patterns or problems; b. Be available to the site supervisor for consultation when requested; and c. Share with the site supervisor knowledge of the educational program and pertinent information about the student to the extent allowed by applicable privacy laws, including the Family Educational Rights and Privacy Act. The Site agrees to: 1. Accept the standard of the University that students be treated without discrimination based upon race, creed, color, ethnic origin, age, sex, religion, veteran status, or disability. 2. Accept the guiding principle that any agency for field instruction should provide educationally sound field placements for Mental Health Counseling students. 3. Provide the Program Director (or other position designated in writing by UNCP) with a current description of the placement (the function and purpose of the agency), including the learning opportunities anticipated. 4. Provide students with opportunities to participate in the overall program and activities as appropriate to educational needs, educational preparation and practice competency. 5. Accept and help to implement the objective of the Program that field instruction should provide opportunities to reinforce learning from all areas of the curriculum. 6. Provide qualified field instruction for students by the nomination of, subject to the approval of the Program, those persons who will serve as site supervisors. 7. Ensure that each site supervisor has adequate time within his/her work schedule to: a. Meet the educational needs of the student, including: orientation to the site and its services; development of learning opportunities that include depth and variety; preparation for at least weekly conferences with each student; b. Meet with the University Instructor at periodic intervals to discuss learning opportunities and student performance; c. Prepare evaluations as required by the Program; and 58

59 d. Be available to the student on an as-needed basis. 9. Provide opportunities for planned student contact with site staff members, in addition to the site supervisor(s), through whom appropriate learning opportunities can be provided. 10. Permit use of its facilities, as indicated, by students of the Program during the period of placement, including: a. Sufficient space for students in an area sufficiently private for carrying on his/her independent work and activity; b. Convenient access to a telephone; c. Permission to videotape counseling sessions with client consent; d. Office supplies needed to perform responsibilities; e. The site's usual clerical service for those records and reports which the student is expected to produce the agency, and f. Access to client and agency records appropriate to the student's learning experience. The Student agrees to: 1. Maintain professional and ethical conduct consistent with the ACA Code of Ethics. 2. Keep a log of professional activities completed for the fulfillment of the direct and indirect hours requirement. 3. Make and adhere to a consistent schedule with the site, including remaining engaged at the site for the duration of the semester. 4. Attend all scheduled UNCP class sessions for practicum and/or internship. 5. Complete records and assignments as required by the site supervisor and the university supervisor. 6. Dress appropriately for the site. 7. Maintain a current liability policy specific to counseling students. 59

60 8. Notify the on-site supervisor and the university supervisor of any anticipated absences or schedule changes. The field placement will begin on: and will end on:. Student signature: Date: Site Supervisor: Date: Site Administrator: Date: University Supervisor: Date: 60

61 Consent to Audiotape or Videotape Client Contact (to be completed by clients and counseling student) UNIVERSITY OF NORTH CAROLINA at PEMBROKE School of Education Counseling Program Post Office Box 1510 Pembroke, NC The field experience component of the Master s Degree Programs in Counseling at UNC Pembroke includes field placement courses. The field placement experience is a period of supervised practice in which graduate students observe and practice individual and group counseling, as well as other counseling-related activities. Students are supervised by site staff and also attend instructional sessions on the campus of UNC Pembroke. Counselors and Counselor-Trainees have found the use of audiotapes and videotapes to be an effective teaching and learning tool. Tapes are used to improve the services you receive, and to facilitate the skill development and training of the student counselor. The tapes are reviewed by agency and university staff and will be viewed by other counselorsin-training. Videotaping and/or audiotaping requires your permission and consent. These tapes and the content therein, are held in the highest confidence. Exceptions/Limitations to this confidentiality include the following situations that are also included in traditional counseling services informed consent: You direct me, in writing, to discuss your case with someone else. You are deemed to be a threat to yourself or someone else. A court order directs me to disclose your information. If the abuse of a child or elderly person on indicated. Any other use of these tapes requires your express written consent. Recordings are destroyed after supervision according to University policy. By signing this form, you are giving permission to have the sessions involving you or your child and the counselor-in-training video and/or audio taped. Audio or video recording is completely voluntary. If you decide that you do not want to be video/audio taped, you will not be penalized and you will continue to receive services. If you have any questions or concerns please feel free contact to the UNCP Field Placement Coordinator, Dr. Jeffrey Warren at [email protected] or I (client name(s)), understand the above conditions and agree to be video/audio taped by (Counselor-in-Training). Client and/or Guardian if under 18 Date Counselor-in-Training Date 61

62 Clinical Mental Health Counseling Advising Checklist Student Name: Banner ID: Student Address: Admission Date: Anticipated graduation: FT/PT: Attended orientation session: Courses Semester Completed Grade Core Courses CNS 5000 Professional & Ethical Issues CNS 5050 Counseling Skills & Technique CNS 5500 Research & Program Eval. CNS 5400 Theories of Counseling CNS 5700 Career Counseling & Dev. CNS 5025 Lifespan Development CNS 5100 Groups in Counseling CNS 5600 Assessment in Counseling CNS 5800 Multicultural & Social Justice Specialty Area and Elective Courses CNS 5450 The Clinical Mental Health C. CNS 5360 Diagnosis & Treatment Plan. CNS 5850 Theory & Process Family Counseling CNS 5080 Gender & Sexuality Issues CNS 5900 Addictions Counseling CNS 5060 Crisis Intervention Elective 1: Elective 2: Clinical Field Placement Courses CNS 6100 Counseling Practicum CNS 6120 I CMHC Internship CNS 6120 II CMHC Internship Exams Comprehensive Exam NCE Exam Student Signature: Advisor Signature: 62

63 Professional School Counseling Advising Checklist Student Name: Banner ID: Student Address: Admission Date: Anticipated graduation: FT/PT: Attended orientation session: Courses Semester Completed Grade Core Courses CNS 5000 Professional & Ethical Issues CNS 5050 Counseling Skills & Technique. CNS 5500 Research & Program Evaluation CNS 5400 Theories of Counseling CNS 5700 Career Counseling CNS 5025 Lifespan Development CNS 5100 Groups in Counseling CNS 5600 Assessment in Counseling CNS 5800 Multicultural & Social Justice Specialty Area and Elective Courses CNS 5350 The Professional School Coun CNS 5550 Seminar in Prof. School Coun. CNS 5250 Counseling Children & Adolesc CNS 5310 MH Issues in Children & Adol. CNS 5900 Addictions Counseling CNS 5060 Crisis Intervention Elective 1: Elective 2: Clinical Field Placement Courses CNS 6100 Counseling Practicum CNS 6130 I Counseling Internship CNS 6130 II Counseling Internship Exams Comprehensive Exam NCE Exam Student Signature: Advisor Signature: 63

64 Curriculum: Course Descriptions CNS 5000 Professional and Ethical Issues (3 hours) This course is an introduction to the profession of counseling and includes a study of the history, philosophy, ethical and legal considerations, and professional organizations related to the delivery of counseling, consultation, and advocacy. Students will learn about the ethics, credentialing practices and standards of the counseling profession, the suggested disposition and self-care practices of counselors, and the administrative procedures of counseling, consulting, and referral services in multiple settings. Students will also receive an introduction to the supervision processes and practices in the role of the professional development of counselors. Prerequisite: Admission to the Clinical Mental Health or Professional School Counseling Program. CNS 5025 Lifespan Development (3 hours) This course is designed to help counselors address the needs of clients at all developmental levels in multicultural contexts. The course focus emphasizes strategies for facilitating optimal development. Theories and models of growth and learning, personality development, wellness, and resilience for individuals and families are presented. The course addresses contextual factors that influence normal and abnormal behavior. Students are encouraged to apply the theories and models of development in intervention selection and conceptualization of problems in living. Prerequisite: Admission to the Clinical Mental Health or Professional School Counseling Program. CNS 5050 Counseling Skills and Techniques (3 hours) Students will learn counseling skills and techniques through classroom instruction and experiential learning activities. Counselor characteristics and behaviors that influence the counseling process will be addressed. This course focuses on the use of empathic listening and interviewing skills in developing therapeutic relationships with diverse clients in a multicultural society. The course also includes an orientation to wellness and prevention in the counseling process. Prerequisite: Admission to the Clinical Mental Health or Professional School Counseling Program. CNS 5060 Crisis Intervention (3 hours) This course will explore the role, function, and responsibilities of professional counselors in periods of crisis and disaster. Crisis intervention theory will be studied in an effort to inform professional practice in clinical and educational settings during emergencies and disasters. The effects of crises, disasters, and other trauma-causing events will be addressed. Suicide prevention and intervention models, including the use of psychological first aid strategies are included in the course content. Ethical and cultural considerations in the delivery of crisis intervention services will be examined. Prerequisite: Completion of core counseling courses or permission of the instructor. CNS 5070 College Counseling and Student Affairs (3 hours) 64

65 This course provides an overview of student services in higher education, and a study of the history, philosophy, issues, and trends in college counseling. Topics to be covered include college student development, college and career counseling issues and strategies, and student affairs services such as advisement, placement and enrollment planning, residence life, academic support, and student activities. Prerequisite: Completion of core counseling courses or permission of the instructor. CNS 5080 Gender and Sexuality Issues in Counseling (3 hours) This course is designed to develop students' knowledge related to human sexuality and gender issues relevant to professional counseling. Students will develop an understanding of the varied sexuality issues which may be encountered in a variety of practice settings and also learn appropriate skills in assessment and intervention. Reflection activities will be used to increase awareness of personal perceptions, attitudes, and affect related to sexuality issues. The course provides an overview of the counselor's role in counseling students, individuals, couples, and families with sex-related concerns. Prerequisite: Completion of core counseling courses or permission of the instructor. CNS 5100 Groups in Counseling (3 hours) This course addresses the principles of group dynamics, group leadership skills, theories of group counseling, and group counseling methods. Current trends in group work, including professional, ethical, and legal issues relevant to working with groups in a multicultural society are explored. Students will learn the fundamental skills and techniques for designing and implementing group counseling activities during experiential learning activities in which students participate as group members. Prerequisite: Admission to the Clinical Mental Health or Professional School Counseling Program. CNS 5250 Counseling Children and Adolescents (3hours) This course provides an opportunity for students to practice counseling strategies that are designed to address factors that impact student learning and development. Specific topics discussed include effective communication with parents and school personnel, leadership styles, play media, and special needs children. Ethical and legal considerations specific to the practice of counseling children and adolescents in schools and educational systems are presented. Prerequisite: Completion of core counseling courses or permission of the instructor. CNS 5310 Mental Health Issues in Childhood and Adolescence (3 hours) From an integrative ecological perspective that acknowledges biological, psychological, social, and cultural contextual influences and their interdependence, this course will focus on the origin and course of child and adolescent mental health issues. The course will include: discussion of etiological factors of various child and adolescent DSM mental disorders; associated diagnostic criteria and assessment; contextual and relational variables that influence children s and adolescents risk and resilience; and prevention and intervention approaches/strategies. Students will learn strategies to address these 65

66 issues using school and community referral resources. Prerequisite: Completion of core counseling courses or permission of the instructor. CNS 5350 The Professional School Counselor (3 hours) This course emphasizes the history, philosophy, and trends in school counseling and educational systems. Students will learn the roles (e.g. leader, advocate, counselor, and consultant), functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the schools. Additional content focuses on professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling. Current models of school counseling programs (e.g., American School Counselor Association [ASCA] National Model) and their integral relationship to the total educational program are highlighted. Prerequisite: Completion of core counseling courses or permission of the instructor. CNS 5360 Diagnosis and Treatment Planning (3 hours) The focus of this course is the development of counseling skills necessary for making mental health and developmental diagnoses with diverse clients. The understanding of principles and development of skills necessary for biopsychosocial case conceptualization, treatment planning, and prevention programming are emphasized. A study of the history, theories, symptoms, and etiology of mental and emotional disorders, including sociocultural factors related to mental health, is provided. Students will demonstrate proficiency in using diagnostic tools and providing clinical documentation. Students are expected to critically evaluate research and practices relevant to the practice of clinical mental health counseling. Prerequisite: Completion of core counseling courses or permission of the instructor. CNS 5400 Theories of Counseling (3 hours) Students in this course will be introduced to existing and emerging counseling theories that can be used as models to conceptualize clients' concerns. Students will learn about the interventions associated with each of the theories and the client populations, such as individuals or families, most appropriate for each of the interventions. The counseling theories will be critiqued from a multicultural perspective. Recurring themes, such as self-awareness, will be emphasized to assist students in consciously reflecting on their philosophy on life and its influence on their approaches to counseling. Students are expected to begin to articulate their personal models of counseling based on the information that they are exposed to in this course. A theory-to-practice approach is utilized to promote counseling effectiveness with individuals, families, and groups throughout the lifespan and across diverse populations. Prerequisite: Admission to the Clinical Mental Health or Professional School Counseling Program. CNS 5450 The Clinical Mental Health Counselor (3 hours) This course provides an understanding of the history, philosophy, and standards in clinical mental health counseling. The roles and functions, skills and techniques, and professional issues of the clinical mental health counselor in a multicultural society are discussed. Students will develop an understanding of how clinical mental health 66

67 counselors interact with government agencies, health care providers, and social service organizations during policy making, financing of services, advocacy for clients, and during interdisciplinary consultation. Topics specific to state, regional, and national mental health trends and issues are also addressed. Prerequisite: Completion of core counseling courses or permission of the instructor. CNS 5500 Research and Program Evaluation (3 hours) This course is designed to provide counselors with the research knowledge and skills necessary to evaluate counseling interventions and programs, inform evidence-based practices, and conduct needs assessments. The course provides an overview of statistical methods and computer-based research and analysis tools. Ethical and culturally relevant strategies for conducting and interpreting qualitative and quantitative research studies are addressed. Prerequisite: Admission to the Clinical Mental Health or Professional School Counseling Program. CNS 5550 Seminar in Professional School Counseling (3 hours) This course is a seminar about the principles, procedures, and emerging trends in professional school counseling. A variety of topics that are currently addressed in the professional school counseling literature will be studied. This course is designed to examine the development, organization, administration, and evaluation of comprehensive developmental P-12 school counseling programs that promote access and equity for all students. Prerequisite: Completion of core counseling courses or permission of the instructor. CNS 5600 Assessment Practices in Counseling (3 hours) This course will provide students with an understanding of current and historical perspectives on the uses of standardized and non-standardized assessment and appraisal methods, techniques, and instruments in counseling. The assessment of abilities, behaviors, symptoms, achievement, personality, interests, and other characteristics relevant to the counseling process will be addressed. Issues related to assessment including selection, statistical concepts, social and cultural factors, and ethical testing procedures will be presented. Prerequisite: Admission to the Clinical Mental Health or Professional School Counseling Program. CNS 5700 Career Counseling and Development (3 hours) This course includes an overview of career development theories and career decision making models appropriate for a multicultural society and global economy. The course is designed to assist counselors in the processes of career development program planning, organization, implementation, administration and evaluation. A lifespan perspective that addresses the interrelationship of work, family, culture, and historical era in career development is used to present the career planning and decision making interventions. Prerequisite: Admission to the Clinical Mental Health or Professional School Counseling Program. CNS 5800 Multicultural and Social Justice Counseling (3 hours) 67

68 This course emphasizes theories of multicultural counseling, identity development, and social justice. Students learn about multicultural and pluralistic trends, such as characteristics and concerns within and among diverse groups, nationally and internationally. Also, attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students understanding of self and culturally diverse clients. The counselors roles in developing cultural self-awareness, promoting cultural diversity, social justice, advocacy, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body; and counselors roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination are reviewed. Prerequisite: Admission to the Clinical Mental Health or Professional School Counseling Program. CNS 5850 Theory and Process of Family Counseling (3 hours) This course is a study of established models and theories of family counseling, including systemic and contemporary approaches to family counseling. Each approach will be examined in terms of theoretical formulations, family development, goals of counseling, conditions for change, techniques, and strengths and weaknesses. This course also examines the impact of gender roles and culture within the practice of family counseling. Prerequisite: Completion of core counseling courses or permission of the instructor. CNS 5870 The Family and Addiction (3 hours) This course will examine the impact of chemical and process addictions on the family system. Coursework will focus on the integration of assessment, theory, and technique. Related sociocultural implications of assessment and treatment will be discussed. Prerequisite: Completion of core counseling courses or permission of the instructor. CNS 5900 Issues in Addictions for Counselors (3 hours) The focus of this course will be on the assessment, diagnosis, prevention, and treatment of substance abuse related disorders and process addictions across the lifespan. Students will learn about the intersection of addictions issues with mental health issues from diagnostic and intervention perspectives. Current research and evidence-based practices in the treatment of addictions will be emphasized. The course will address ethical, legal, and cultural aspects of addictions counseling. Students will become familiar with practices, philosophies, and treatment modalities related to the field of addictions counseling. Students will develop an understanding of the impact of various addictions on all clinical and educational settings. Prerequisite: Completion of core counseling courses or permission of the instructor. CNS 6100 Counseling Practicum (3 hours) The practicum is a field placement course. The field placement is required to take place in a setting appropriate to the students' graduate counseling program of study. All placements must have approval from the program faculty the semester before enrollment. The practicum experience allows for enhanced skill development and exposure to professional practices, such as documentation, in a supervised and university-approved 68

69 setting. Students must complete a total of 100 clock hours at the field placement site. Sixty percent of the 100 clock hours must be in direct client contact. In addition to the field placement requirement, students will attend class for continued instruction and professional development. Prerequisite: Completion of core counseling courses and a minimum of a grade point average of 3.0. CNS 6120 Clinical Mental Health Counseling Internship (3 hours, repeated once for total of 6 hours) The clinical mental health counseling internship is a field placement course. The field placement is required to take place in a setting appropriate to the students' graduate counseling program of study. All placements must have approval from the program faculty the semester before enrollment. The internship experience provides opportunity for in-depth application of counseling skills and techniques. Students will demonstrate their ability to apply theory to practice. Students receive field-based supervision at their sites and university-based group supervision during class time. Students must complete a total of 300 clock hours at the field placement site during each semester of enrollment in this course. Sixty percent of the 300 clock hours must be in direct client contact each semester that the course is completed. The course is completed twice for a total of 6 credit hours and 600 clock hours. Prerequisite: Completion of CNS 6100 Counseling Practicum and a minimum of a grade point average of 3.0. CNS 6130 School Counseling Internship (3 hours, repeated once for total of 6 hours) The school counseling internship is a field placement course. The field placement is required to take place in a setting appropriate to the students' graduate counseling program of study. All placements must have approval from the program faculty the semester before enrollment. The internship experience provides opportunity for in-depth application of counseling skills and techniques. Students will demonstrate their ability to apply theory to practice. Students receive field-based supervision at their sites and university-based group supervision during class time. Students must complete a total of 300 clock hours at the field placement site during each semester of enrollment in this course. Sixty percent of the 300 clock hours must be in direct client contact each semester that the course is completed. The course is completed twice for a total of 6 credit hours and 600 clock hours. Prerequisite: Completion of CNS 6100 Counseling Practicum and a minimum of a grade point average of 3.0. CNSS 5xxx. Special Topics in Counseling (3 hours) This course will provide an opportunity for in-depth exploration of advanced areas and topics of interest. May be repeated for different topics. Prerequisite: Completion of core counseling courses or permission of the instructor. 69