Counselor Education Programs M.S. in School Counseling M.S. in Mental Health Counseling

Transcription

1 Counselor Education Programs M.S. in School Counseling M.S. in Mental Health Counseling STUDENT HANDBOOK Effective Fall 2014 TOURO COLLEGE GRADUATE SCHOOL OF PSYCHOLOGY 50 West 23rd Street New York, NY Ph: (212) Fax: (212)

2 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 2 INTRODUCTION The handbook is intended to be a guide to students, informing them of their rights and responsibilities as well as institutional policies and procedures. It does not constitute a contract and therefore the College reserves the right to make changes at any time without prior notice. This edition replaces and supersedes all prior editions. Students are responsible for knowing and observing all regulations which may affect their status at the College. For this reason, they are expected to acquaint themselves with the contents of this Handbook and to read regularly the notices posted on the Touro website. ABOUT TOURO COLLEGE Touro College is a Jewish-sponsored non-profit institution of higher and professional education. Touro College was chartered in 1970 primarily to enrich the Jewish heritage, and to serve the larger American community. Approximately 19,000 students are currently enrolled in its various schools and divisions. Touro College has branch campuses, locations and instructional sites in the New York area, as well as branch campuses and programs in Berlin, Jerusalem, Moscow, Paris, and Florida. Touro University California and its Nevada branch campus, as well as Touro College Los Angeles and Touro University Worldwide, are separately accredited institutions within the Touro College and University System. For further information on Touro College, please go to: ACCREDITATION Touro College was chartered by the Board of Regents of the State of New York in June Touro College is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, Pennsylvania (Tel: ). The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the United States Secretary of Education and the Council for Higher Education Accreditation. This accreditation status covers Touro College and its branch campuses, locations and instructional sites in the New York area, as well as branch campuses and programs in Berlin, Paris, Jerusalem, Moscow, and Florida. Touro University California and its Nevada branch campus, as well as Touro College Los Angeles and Touro University Worldwide, are separately accredited institutions within the Touro College and University System, accredited by the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges (WASC), 985 Atlantic Avenue, Alameda CA (Tel: ). RESERVATION OF RIGHTS CLAUSE This Handbook represents the most up to date information with regard to the Programs in Counselor Education (School Counseling; Mental Health Counseling) described. It will be considered to be in effect until the publication of the next Handbook. However, the board of Trustees and Faculty of Touro College reserve the right to institute changes in Touro s programs and policies. Since information is updated constantly the student is advised to seek further clarification from appropriate administrative offices.

3 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 3 Touro College reserves the right to change rules, policies, fees and curricula without advance notice. In the event of any inconsistency or incompatible terms or provisions, such inconsistency shall be resolved by giving precedence in the following order or importance: (a) any executed agreement between the parties, (b) the specific policy then existing, and (c) this handbook. POLICY OF NONDISCRIMINATION Touro College treats all employees, students, and applicants without unlawful consideration or discrimination as to race, creed, color, national origin, sex, age, disability, marital status, genetic predisposition, sexual orientation or citizen status in all decisions, including but not limited to recruitment, the administration of its educational programs and activities, hiring, compensation, training and apprenticeship, promotion, upgrading, downgrading, demotion, downgrading, transfer, layoff, suspension, expulsion and termination, and all other terms and conditions of admission, matriculation, and employment. IMPORTANT NOTICE This Catalog contains only general guidelines and information. It is not intended to be comprehensive or to address all the possible applications of, or exceptions to, the policies and procedures of Touro. Some of the subjects described in this Catalog are covered in detail in official policy and procedure documents found online and elsewhere. You should refer to these documents for specific information, since this Catalog only briefly summarizes those policies. For that reason, if you have any questions concerning a particular policy or procedure, you should address your specific questions to the Office of Institutional Compliance. Please note that the terms of the full official policies are controlling in the case of any inconsistency. This Catalog is neither written nor meant to confer any rights or privileges on students or impose any obligations on Touro. No individual or representative of Touro (except the President) has the authority to enter into any agreement or understanding contrary to the above. This Catalog is written for informational purposes only and may contain errors. The policies, procedures and practices described herein may be modified, supplemented or discontinued in whole or in part, at any time with or without notice. All changes will be posted on the Touro website. Although we will attempt to inform you of any changes as they occur via the Touro address assigned to you upon activating your mytouro portal account, it is nevertheless your responsibility to keep current on all College policies, procedures and practices. Your assigned Touro address is the official method of contact for all such notices and for all Touro communication. Students are required to investigate for themselves as to whether the program they enroll in meets their personal, educational and career needs. Different jurisdictions have different licensing requirements and standards. While students may expend significant sums associated with higher education, successful completion of a course, program, or degree is dependent on many factors. The payment of tuition permits a student to register and take the courses and programs available and offered by the Touro school or program in which the student is enrolled. Acceptance in a school or program does not form the basis of a contract. Indeed a student s acceptance may be revoked if it is later learned, among other things, that his or her qualifications have been misstated or overstated, or there is some other omission or misrepresentation. Except as noted in the paragraph below, no contract rights exist or are established in the student- educational institution setting by and between Touro and the student. To this end, you waive and Touro disclaims any contract or liability for promises, assurances, representations, warrantees, or other statements made in its marketing or promotional materials, and makes absolutely no promises,

4 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 4 assurances, representations, guarantees, warrantees or other statements concerning our courses and programs and a student's academic success in them. Thus, you waive and Touro further disclaims any liability in tort in connection with any of the foregoing. In order for a degree to be earned, the required grades and grade point averages must be achieved and maintained, and all other requirements of the school and program must be fulfilled. These disclaimers are, in effect, covenants not to sue binding on students, and are tacitly agreed to by a student s matriculation or continued matriculation in our programs. Registration and matriculation at Touro after the issuance of this Catalog is consideration for and constitutes a student's knowing acceptance of the binding Alternative Dispute Resolution ("ADR") mechanisms (including binding arbitration) contained herein. Thus, any dispute, claim or controversy arising out of or related to your application, registration, matriculation, graduation or other separation from Touro and/or this Handbook, which is not resolved through Touro's internal mechanism shall be exclusively resolved through final and binding expedited arbitration conducted solely before the American Arbitration Association ("AAA"), or any successor in interest, in accordance with the AAA Rules then in effect. The location of the arbitration shall be at a convenient office on a Touro campus where the student is (or was last) affiliated. See "Arbitration of Disputes" provision for a more elaborate treatment.

5 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 5 TABLE OF CONTENTS HISTORY AND INTRODUCTION... 6 MISSION STATEMENT... 6 DESCRIPTION, PHILOSOPHY AND GOALS... 6 PROGRAMMATIC GOALS... 7 GOALS FOR THE MENTAL HEALTH COUNSELING PROGRAM PROFESSIONAL CERTIFICATION/LICENSURE TUITION AND FEES ACADEMIC YEAR WITHDRAWAL POLICY FINANCIAL AID REQUIREMENTS FOR COMPLETION OF THE COUNSELOR EDUCATION PROGRAMS INTERNSHIP/S General Guidelines Internship Eligibility General Requirements PLANS OF STUDY ATTENDANCE AND EXAMINATIONS GRADING Grade Definitions: Additional Grade Definitions Grade Point Average (GPA) Specific Grading Policies Grade Disputes SATISFACTORY ACADEMIC PROGRESS POLICY PROGRAM POLICIES Dress Code Academic Probation Academic Dismissal Appeal of Academic Dismissal REQUEST FOR STUDENT ACCOMMODATIONS FACULTY, ADMINISTRATION AND SUPPORT STAFF FOR PROGRAMS IN COUNSELOR EDUCATION 31 Administrative Faculty Full-Time Faculty Support Staff Field Experience Coordinators... 31

6 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 6 Graduate Programs in Counselor Education HISTORY AND INTRODUCTION The Graduate School of Psychology at Touro College was established in The Graduate School of Psychology currently offers programs leading to Master of Science degrees in School Psychology, Mental Health Counseling, School Counseling and Industrial/Organizational Psychology. MISSION STATEMENT M.S. in Mental Health Counseling The mission of the Master of Science in Mental Health Counseling Program of Touro College s Graduate School of Psychology is to help students develop into ethical and competent mental health counselors. Within the opportunities available to provide mental health services, students are encouraged to give back to underserved communities of need. As such, students will be prepared to provide a wide range of services like: assessment, individual, group, and family counseling, consulting, and advocacy within a variety of settings. M.S. in School Counseling The mission of the Master of Science in School Counseling Program of Touro College s Graduate School of Psychology is to help students develop into ethical and competent school counselors in K-12 settings. Within the opportunities available to provide school counseling services, students are encouraged to give back to underserved communities of need. As such, students will be prepared to provide a wide range of services like: life skills training, career and academic guidance, advocacy, consultation, and become leaders in their respective settings. DESCRIPTION, PHILOSOPHY AND GOALS The Counselor Education Department and its programs are rooted in community-based counselor training with a focus on research-based clinical strategies for helping clients in underserved schools and communities. Additionally, these concepts and skills are further developed through supervised fieldwork experiences (internships) in order to promote positive educational and behavioral environments for clients of all ages in underserved and underrepresented schools and communities. The primary goal of our counselor education program is to provide students with classroom and field-based experiences that will make them ready and able to meet the challenges of achieving state-mandated standards while recognizing that people of all ages learn and develop in differing ways. Each of our counselor education programs, Mental Health Counseling and School Counseling, consists of 60 semester hours of required coursework in the areas of assessment, diagnosis, research, prevention, intervention, report writing, counseling and consultation and multicultural issues. As part of their training, students in the counselor education programs are required to participate in fieldwork and related assignments. The programs may be completed in three years of full-time study. Some summer session coursework may be required.

7 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 7 The curriculum is sequenced with all of the knowledge-based coursework and knowledge-based examination to be completed prior to the internship stages and the skill-based learning to be completed through practice in the internship stages. While our Counselor Education programs are not accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), programmatic goals are aligned with the guidelines established by CACREP and the Office of the Professions of the New York State Department of Education. For more information on these guidelines please visit the following links: and The programs provide classroom and field-based experiences that prepare future counselors to be ready and able to meet the challenges of achieving state-mandated standards. Classes are scheduled in the evenings and some classes are offered online, making outside employment possible for students. In the internship experiences the student must be supervised by a certified school counselor (who is preferably also a licensed Mental Health Counselor) for the School Counseling program, or supervised by a licensed Mental Health Counselor (LMHC) for the Mental Health Counseling program (a licensed Clinical Social Worker or a licensed psychologist are also acceptable). Students must secure an internship site that meets the program requirements. All sites must be approved in advance by the field experience faculty coordinator. Additionally, each student must complete and submit a field placement contract and/or affiliation agreement, which are provided in the field experience handbooks. These documents must be signed by the student, site supervisor and field experience faculty coordinator. PROGRAMMATIC GOALS GOALS FOR THE SCHOOL COUNSELING PROGRAM Upon completion of the School Counseling program: Goal 1 - The graduate of the School Counseling program will demonstrate competency in the area of Counseling, Prevention, and Intervention a. The graduate will demonstrate self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. b. The graduate will demonstrate the ability to provide individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students. c. The graduate will design and implement prevention and intervention plans related to the effects of (i) atypical growth and development, (ii) health and wellness, (iii) language, (iv) ability level, (v) multicultural issues, and (vi) factors of resiliency on student learning and development. d. The graduate will demonstrates the ability to use procedures for assessing and managing suicide risk. e. The graduate will demonstrate the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate.

8 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 8 Goal 2 - The graduate of the School Counseling program will demonstrate competency in the area of Diversity and Advocacy a. The graduate will demonstrate multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. b. The graduate will advocate for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. c. The graduate will advocate for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. d. The graduate will engage parents, guardians, and families to promote the academic, career, and personal/social development of students. Goal 3 - The graduate of the School Counseling program will demonstrate competency in the area of Assessment a. The graduate will assess and interpret students strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. b. The graduate will select appropriate assessment strategies that can be used to evaluate a student s academic, career, and personal/social development. c. The graduate will analyze assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. d. The graduate will make appropriate referrals to school and/or community resources. e. The graduate will assess barriers that impede students academic, career, and personal/social development. Goal 4 - The graduate of the School Counseling program will demonstrate competency in the area of Research and Evaluation a. The graduate will apply relevant research findings to inform the practice of school counseling. b. The graduate will develop measurable outcomes for school counseling programs, activities, interventions, and experiences. c. The graduate will analyze and use data to enhance school counseling programs. Goal 5 - The graduate of the School Counseling program will demonstrate competency in the area of Academic Development a. The graduate will conduct programs designed to enhance student academic development. b. The graduate will implement strategies and activities to prepare students for a full range of postsecondary options and opportunities. c. The graduate will implement differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement.

9 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 9 Goal 6 - The graduate of the School Counseling program will demonstrate competency in the area of Collaboration and Consultation a. The graduate will have the ability to work with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school. b. The graduate will be able to locate resources in the community that can be used in the school to improve student achievement and success. c. The graduate will consult with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development. d. The graduate will use peer helping strategies in the school counseling program. e. The graduate will use referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families. Goal 7 - The graduate of the School Counseling program will demonstrate competency in the area of Leadership a. The graduate will participate in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. b. The graduate will have the ability to plan and present school counseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers). Goal 8 - The graduate of the School Counseling program will demonstrate competency in the area of Professional Development a. The graduate will know history, philosophy, and trends in school counseling and educational systems. b. The graduate will know roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school. c. The graduate will know professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling. d. The graduate will understand current models of school counseling programs (e.g., American School Counselor Association [ASCA] National Model) and their integral relationship to the total educational program. e. The graduate will understand the operation of the school emergency management plan and the roles and responsibilities of the school counselor during crises, disasters, and other traumacausing events. Goal 9 - The graduate of the School Counseling program will demonstrate competency in the area of Ethics The graduate will demonstrate the ability to apply and adhere to ethical and legal standards in School Counseling.

10 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 10 GOALS FOR THE MENTAL HEALTH COUNSELING PROGRAM Upon completion of the Mental Health Counseling program: Goal 1 - The graduate of the Mental Health Counseling program will demonstrate competency in the area of Counseling, Prevention and Intervention a. The graduate will be able to describe the principles of mental health, including prevention, intervention, consultation, education, and advocacy, as well as the operation of programs and networks that promote mental health in a multicultural society. b. The graduate will know the etiology, diagnostic process and nomenclature, treatment, referral, and prevention of mental and emotional disorders. c. The graduate will know the models, methods, and principles of program development and service delivery (e.g., support groups, peer facilitation training, parent education, self-help). d. The graduate will know the disease concept and etiology of addiction and co-occurring disorders. e. The graduate will understand the range of mental health service delivery such as inpatient, outpatient, partial treatment and aftercare and the clinical mental health counseling services network. f. The graduate will understand the principles of crisis intervention for people during crises, disasters, and other trauma-causing events. g. The graduate will know the principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning. h. The graduate will recognize the importance of family, social networks, and community systems in the treatment of mental and emotional disorders. i. The graduate will understand professional issues relevant to the practice of clinical mental health counseling. Goal 2 - The graduate of the Mental Health Counseling program will demonstrate competency in the area of Diversity and Advocacy a. The graduate will understand how living in a multicultural society affects clients who are seeking clinical mental health counseling services. b. The graduate will understand the effects of racism, discrimination, sexism, power, privilege, and oppression on one s own life and career and those of the client. c. The graduate will understand current literature that outlines theories, approaches, strategies, and techniques shown to be effective when working with specific populations of clients with mental and emotional disorders. d. The graduate will understand effective strategies to support client advocacy and influence public policy and government relations on local, state, and national levels to enhance equity, increase funding, and promote programs that affect the practice of clinical mental health counseling. e. The graduate will understand the implications of concepts such as internalized oppression and institutional racism, as well as the historical and current political climate regarding immigration, poverty, and welfare. f. The graduate will know public policies on the local, state, and national levels that affect the quality and accessibility of mental health services.

11 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 11 Goal 3 - The graduate of the Mental Health Counseling program will demonstrate competency in the area of Assessment a. The graduate will know the principles and models of assessment, case conceptualization, theories of human development, and concepts of normalcy and psychopathology leading to diagnoses and appropriate counseling treatment plans. b. The graduate will understand various models and approaches to clinical evaluation and their appropriate uses, including diagnostic interviews, mental status examinations, symptom inventories, and psychoeducational and personality assessments. c. The graduate will understand basic classifications, indications, and contraindications of commonly prescribed psychopharmacological medications so that appropriate referrals can be made for medication evaluations and so that the side effects of such medications can be identified. d. The graduate will be able to identify standard screening and assessment instruments for substance use disorders and process addictions. Goal 4 - The graduate of the Mental Health Counseling program will demonstrate competency in the area of Research and Evaluation a. The graduate will understand how to critically evaluate research relevant to the practice of clinical mental health counseling. b. The graduate will know models of program evaluation for clinical mental health programs. c. The graduate will know evidence-based treatments and basic strategies for evaluating counseling outcomes in clinical mental health counseling. Goal 5 - The graduate of the Mental Health Counseling program will demonstrate competency in the area of Diagnosis a. The graduate will know the principles of the diagnostic process, including differential diagnosis, and the use of current diagnostic tools, such as the current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM). b. The graduate will understand the established diagnostic criteria for mental and emotional disorders, and describe treatment modalities and placement criteria within the continuum of care. c. The graduate will know the impact of co-occurring substance use disorders on medical and psychological disorders. d. The graduate will understand the relevance and potential biases of commonly used diagnostic tools with multicultural populations. e. The graduate will understand appropriate use of diagnosis during a crisis, disaster, or other trauma causing events.

12 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 12 Goal 6 - The graduate of the Mental Health Counseling program will demonstrate competency in the area of Professional Development a. The graduate will understand the history, philosophy, and trends in clinical mental health counseling. b. The graduate will understand the roles and functions of clinical mental health counselors in various practice settings and the importance of relationships between counselors and other professionals, including interdisciplinary treatment teams. c. The graduate will know the professional organizations, preparation standards, and credentials relevant to the practice of clinical mental health counseling. d. The graduate will understand a variety of models and theories related to clinical mental health counseling, including the methods, models, and principles of clinical supervision. e. The graduate will recognize the potential for substance use disorders to mimic and coexist with a variety of medical and psychological disorders. f. The graduate will become aware of professional issues that affect clinical mental health counselors (e.g., core provider status, expert witness status), access to and practice privileges within managed care systems. g. The graduate will understand the management of mental health services and programs, including areas such as administration, finance, and accountability. h. The graduate will understand the impact of crises, disasters, and other trauma-causing events on people. i. The graduate will understand the operation of an emergency management system within clinical mental health agencies and in the community. Goal 7 - The graduate of the Mental Health Counseling program will demonstrate competency in the area of Ethics The graduate will demonstrate the ability to apply and adhere to ethical and legal standards in Mental Health Counseling as well as understand ethical and legal considerations specifically related to the practice of Clinical Mental Health Counseling. PROFESSIONAL CERTIFICATION/LICENSURE M.S. Program in School Counseling: Upon successful completion of the 60-credit program, students will be eligible to apply for a provisional School Counseling certificate in New York State. (Permanent certification usually requires two years of post-master s experience in a school setting). M.S. Program in Mental Health Counseling: Upon successful completion of the 60-credit program, students who wish to apply for licensure as Mental Health Counselors in New York State must secure placement for 3,000 post- Master s hours of training and, upon completion of these post-master s hours, must pass the National Clinical Mental Health Counseling Examination (NCMHCE). Students who wish to engage in the practice of School Counseling or Mental Health Counseling outside of New York State should familiarize themselves with the requirements of those venues. Some states may require additional coursework and may impose alternative or additional requirements. Please also

13 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 13 visit the National Board of Certified Counselors ( for information on different national counselor education certification options. TUITION AND FEES ACADEMIC YEAR Tuition $1,750 per course (M.S. in School Counseling) $1,750 per course (M.S. in Mental Health Counseling) Application Fee Administrative Fee Late Registration Fee Transcript Fee Technology Fee $50 (non-refundable) $100 per semester (non-refundable) $50 per semester $10 per transcript $50 Fall & Spring Graduation Fee $200 Returned Check Fee $40 Tuition and fees are set annually by the Board of Trustees and are subject to review and change without further notice. Students should anticipate expenses of up to $800 for preparation materials for certification and/or licensure, examination fees, and certification or licensure application fees. WITHDRAWAL POLICY In the event you wish to drop any or all classes, please be sure to speak to your Bursar representative before doing so. In accordance with the withdrawal policy, dropping classes or nonattendance may result in a tuition liability and all or partial loss of Financial Aid. Please contact Mr. Nelson Diaz (Ph: x 5751) [email protected]. TUITION REFUND SCHEDULE Students wishing to withdraw from the college must contact the Office of the Registrar. When withdrawing from ALL classes, the following tuition refund schedule will apply: Before the beginning of the classes: 100% of tuition During the first week of classes: 90% of tuition During the second week of classes: 75% of tuition During the third week of classes: 50% of tuition During the fourth week of classes: 25% of tuition After the fourth week of classes: No refund

14 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 14 Please contact the Bursar Office if you have any Bursar related questions. BURSAR S OFFICE Please contact Nelson Diaz concerning Bursar issues. By Phone (212) x 5751 By [email protected] FINANCIAL AID Matriculated students may also apply for a subsidized or unsubsidized loan. The loan may be subsidized or unsubsidized or a combination of both. A free Application for Financial Aid (FAFSA) is required before applying for a Stafford Loan. Transcripts are also required from all postsecondary institutions that a student attended. This transcript is mandatory regardless of whether financial aid was received at the institution(s) attended or not. For more information, please contact Naomie Ganthier (Ph: x 5322) [email protected] through the Office of Financial Aid.

15 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 15 REQUIREMENTS FOR COMPLETION OF THE COUNSELOR EDUCATION PROGRAMS A. Program: The program may be completed on a full-time, 3 year schedule. Students requesting to complete the program in more than 3 years must obtain written permission from the Program Director. The program must be completed in the sequences outlined on the respective plans of study (on the next pages). B. Grade Point Average: Students must maintain a B (3.0) grade point average in order to remain matriculated in the program as well as to continue receiving financial aid. C. Seminars: In accordance with New York State law, all Mental Health Counseling graduates are mandated to provide documentation that they have completed seminars in Child Abuse Identification and Reporting. Before receiving certification, School Counseling graduates must provide documentation that they have completed the following seminars: (a) Training in Harassment, Bullying and Discrimination Prevention and Intervention: The Dignity for All Students Act (DASA), (b) Child Abuse Identification and Reporting (c) School Safety/Violence before receiving certification. For further information and/or to register for these required seminars please contact Jessica Flores at x [email protected]. D. Culminating Experience-Professional Performance-Based Portfolio: All students in their internship year will be required to prepare a Professional Performance-Based Portfolio for submission to the faculty. The requirements of the portfolio include: a) Table of Contents, indicating which standard(s) each work sample and reflection corresponds (see Programmatic Goals). b) Personal Statement, including description of current professional accomplishments, explanation of how they correspond to programmatic Goals, and statement of long term professional goals. c) The student s current resume or CV. d) A summary page at the beginning and end of each section. E. Student Professional Behavior: Students must demonstrate professional academic and work characteristics including ethical and professional conduct. All students must follow the ACA Ethical Code found at: The Touro College and University System Academic Integrity Policy can be found at: F. Requirements to Advance to Internship(s): Students must successfully complete all coursework prior to starting the internship. All courses require a minimum grade of B. The cumulative GPA of 3.0 must be maintained to remain in good academic standing. Please refer to the grading policies section for more specific details. G. Continuity of Study: Students wishing to return to the program after a leave of absence or other break in continuity must first obtain the written approval of the Program Director. The student may be required to repeat outdated coursework or meet additional requirements to ensure that the student s competencies are maintained.

16 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 16 INTERNSHIP/S General Guidelines All internship sites must be approved by the program chair prior to the start of a student s formal internship experience. Touro College will assist students in finding placements but is not responsible for securing a placement for any individual student. Internship Eligibility Students are encouraged to begin applying for internships beginning approximately one year before the experience will commence. Interns must maintain logs documenting the days and hours spent at the internship site and summarizing the student s responsibilities at the internship site. These logs must be signed by the student s supervisors and submitted to the Internship course instructor every month. Electronic logs are acceptable provided they are sent from the supervisor s address. Students will receive credit for the internship placement only if signed logs are submitted on time. Students interview for internships during the academic year prior to the internship. Application requirements and deadlines vary from site to site. There are a limited number of highly competitive internships available with the New York City Department of Education and in facilities approved by the New York State Office of Mental Health. Additional details on internships and the application process are available through the Program Director. During the internship experience, students continue to receive college-based supervision and be introduced to new materials. General Requirements 1. Regular attendance at internship meetings on campus. 2. Case presentation (40% of the course grade). Information about the case presentation is available under course documents in the online shell (Blackbaord). Students are expected to present their case to the class and include a PowerPoint presentation. Case Grading Rubric Analysis of key areas Grammar and use of language PowerPoint presentation and handouts to students Poor = points Good = points Excellent = points The case assignment did The case assignment The case assignment not fully address all the included responses for all included responses to all key key areas of the key areas but these were areas and fully addressed all assignment not sufficiently developed assignment questions Poor = 6 points Good = 8 points Excellent = 10 points The paper included The paper included a few grammatical and spelling grammatical errors and errors and was not clear was generally clear The paper was clearly written with no grammatical errors Poor = 3 points Good = 5 points Excellent = 7 points The student did not The PowerPoint include either a presentation and handouts PowerPoint presentation to students were not or handouts to students sufficiently developed The PowerPoint presentation and handouts to students were excellent

17 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS Conference Call During the semester a conference call will be scheduled between the internship instructor, the student, and the site supervisor. The call will last about 15 minutes and will have the following agenda: Review the goals of the internship course and the student s progress in meeting these goals. Work to resolve any difficulties experienced at the internship site. Encourage a close working relationship between the student, site supervisor, and Touro internship instructor. Clarify Touro College s expectations of the internship experience. 4. Completion of all internship forms including the supervisor evaluation of student performance, counseling completion form, student site evaluation form, student evaluation of supervisor form, and logged hours form. Submission of these forms is required for successful completion of the internship course. Supervisor evaluation of student performance form, the form is an evaluation by the site supervisor of the student s performance during the internship, signed by both the supervisor and the student. Counseling completion form, signed by the supervisor, documenting the number of hours the student completed at the site. Student site evaluation form, on which the student evaluates the site. Student evaluation of supervisor form, on which the student evaluates the supervisor s performance. Logged hours form (10% of the grade), documenting the student s activities at the internship site, by day and hours worked, and type of activity: for example, direct client hours, supervision hours, time spent completing paperwork, and other assigned activities. 5. Site Supervisor Evaluation (50% of the course grade). PLANS OF STUDY The following are the courses of study required for completion of the M.S. in School Counseling or the M.S. in Mental Health Counseling at Touro College. These programs are offered full-time (3 year). Completion of 20 courses (60 credits) and required seminars leads to the M.S. degree. All Mental Health Counseling graduates must provide documentation that they have completed seminars in Child Abuse Identification and Reporting. Graduates of the M.S. in School Counseling must provide documentation that they have completed seminars in: (a) Training in Harassment, Bullying and Discrimination Prevention and Intervention: The Dignity for All Students Act (DASA), (b) Child Abuse Identification and Reporting (c) School Safety/Violence. Full course descriptions are located at the end of this handbook.

18 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 18 M.S. IN SCHOOL COUNSELING THREE-YEAR FULL-TIME PLAN OF STUDY SPRING (YEAR 1) PSY 631: Counseling Families of Exceptional Children FALL (YEAR 1) EdPs 620: Child Development EdSE 640: Assessment of Individual Differences in General Education and Special Education: A Socio- Cultural Perspective SC 641: Academic Functioning: Educational Intervention PSY 636: Appraisal in Child and Adolescent Counseling I PSY 678: Life Style and Career Development SC 682: Contemporary Issues in School Counseling I SUMMER (YEAR 1) PSY 688: Perspectives in Risky Behavior in School Aged Children: Violence, Sex and Sexually Transmitted Diseases SC 676: School and Community Relations SC 683: Contemporary Issues in School Counseling II FALL (YEAR 2) PSY 637: Appraisal in Child and Adolescent Counseling II SC 658: Legal and Ethical Issues in School Counseling PSY 632: Multicultural Counseling FALL (YEAR 3) SC 656: Organization & Administration of School Counseling Services SC 652: Advanced Issues in Vocational Counseling SPRING (YEAR 2) SC 648: Classroom Management: Students as Change Agents PSY 670: Best Practices in Crisis Intervention SC 654: Topics in Educational Psychology PSY 680: Group Dynamics SPRING (YEAR 3) *Exit Examination SC 687: Internship * The Exit Examination must be taken prior to starting the internship. M.S. IN MENTAL HEALTH COUNSELING THREE YEAR FULL-TIME PLAN OF STUDY SPRING (YEAR 1) EdPs 620: Child Development MNH 640: Legal and Ethical Issues in Counseling MNH 681: Psychopathology PSY 688: Perspectives in Risky Behavior in School Aged Children: Violence, Drugs and Sexually Transmitted Diseases *(Comprehensive Written Examination) FALL (YEAR 1) MNH 600: Foundation of Mental Health and Counseling and Consultation MNH 611: Essentials of Measurement, Evaluation and Research Analysis MNH 630: Individual and Group Counseling FALL (YEAR 2) MNH 662: Adult Life and Aging MNH 683: Assessment and Appraisal of Individual, Couples, Families and Groups MNH 702: Integrating Evaluation and Report-Writing Skills for Mental Health Counselors MNH 707: Professional Orientation FALL (YEAR 3) **(Exit Examination) MNH 770: Internship I SUMMER (YEAR 1) PSY 678: Life Style and Career Development MNH 638: Assessment and Clinical Evaluation in Addiction Counseling PSY 636: Appraisal in Child and Adolescent Counseling I SPRING (YEAR 2) MNH 691: Counseling the Culturally Diverse, Theory and Practice MNH 692: Group Psychotherapy and Counseling NMH 693: Trauma and Crisis Intervention NMH 694 Contemporary Issues in Family Therapy SPRING (YEAR 3) MNH 771: Internship II *The Comprehensive Written Examination I will be given halfway through the program and will be administered onsite at The Graduate School of Psychology. ** The Exit Examination must be taken prior to starting the internship.

19 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 19 ATTENDANCE AND EXAMINATIONS Students are expected to attend each lecture and laboratory session on a regular basis and to complete assignments in a timely fashion. Excessive absence or failure to complete assignments may lead to a grade of F and loss of financial aid. Each class meets for 12 weekly sessions. If the class includes a final examination, there will be a 13 th weekly session for the examination. The examination will be given at the usual day and time of the class meeting and in the same room in which the class normally meets, unless otherwise specified by the instructor. Students must take comprehensive examinations: a Comprehensive Written Examination administered at The Graduate School of Psychology midway through the program (only for the students enrolled in the M.S. in Mental Health Counseling program) and an Exit Examination administered at The Graduate School of Psychology (for students enrolled in both programs) taken after completing all coursework and prior to starting the internship. GRADING Grade Definitions: A A A B B B C C C D F 0-64 Additional Grade Definitions P = Pass INC - Student did not complete all coursework and received the instructor s permission to complete course requirements (see below for details) within a specified time period. W - After the second week, and through the eighth week, students may officially drop a course with the notation of W on the transcript. To drop a course, the student must complete an add-drop form in person and submit it to the Registrar. Because dropping courses can affect financial aid, students are urged to consult with a Financial Aid officer prior to dropping a course.

20 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 20 WU A students who stops attending a course during the first eight weeks of the semester but does not follow official withdrawal procedures will receive a grade of WU for the course. A students who stops attending after the first eight weeks will receive a letter grade for the course; in many cases, this will be an F. WNA - Student never attended class. Not included in calculating the student s GPA. Grade Point Average (GPA) The GPA is obtained by dividing the total number of quality points earned by the total number of course credits attempted. Specific Grading Policies The following grading policies are in effect as of the Fall 2014 Semester: 1) Grades of B and above are considered to meet generally accepted standards of successful graduate work. Students are required to maintain a cumulative GPA of B (3.0) or better in order to remain in good academic standing. 2) Students MUST complete all coursework in their respective counselor education programs before being allowed to take the internship. 3) Students must retake any course for which they earn a grade of B- or lower. Students who earn less than a Bin the retaken course may be dismissed from the program. 4) Students may repeat NO MORE than two (2) courses in the full program, and no course may be repeated more than once. 5) When passed courses (i.e., courses with grades other than F) are repeated, only the second (repeat) grade is calculated into the student s GPA. The original grade remains on the student s transcript, but the credit value for the earlier course is reduced to 0. 6) The grade of Incomplete (INC) may be given only in unavoidable circumstances, and only when the student s whose work in the course is otherwise satisfactory. a) A grade of INC must be requested from the instructor prior to the last class session of the course or the due date of the final assignment, whichever comes first. After that point, any such request requires the approval of the Program Director and the Dean of the Graduate School of Psychology. b) In order to receive a grade of INC, the student must make a written agreement with the instructor specifying the work that is to be completed and the date by which it must be completed, and file a copy of that agreement with the Program Director. Students are allowed a maximum of three weeks to complete the coursework related to grades of INC. After two semesters, a grade of INC is automatically converted into an F c) Students may not begin Internship until all INC grades are resolved. d) A student may carry no more than one grade of INC on his or her academic record at any time. Students with two or more such grades may not register for subsequent semesters until at least one of the INC grades has been satisfactorily resolved.

21 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 21 Grade Disputes Any student may dispute a grade by using the following protocol: a) The student must meet immediately with the instructor to discuss the grade and review the grading policies for the course. b) If the student is not satisfied with the instructor s response, then, within 30 days after receiving the grade, the student must submit to the instructor a written request for a formal grade review. If the student does not request a formal review of the grade within the 30-day period, the student will be deemed to have accepted the grade and will no longer be able to protest it. The instructor will make every effort to respond to the written request within 14 days after receiving it. c) If student is not satisfied with the instructor s response to the student s written request for a formal review of the grade, the student may refer the matter to the Program Director. The Program Director will either deny the request for further review, or grant it by remanding the matter back to the instructor with written instructions for reconsideration. d) The student may appeal the Program Director s decision by submitting the matter to the Academic Standards Committee of the Touro Graduate School of Psychology. The Chair of the Committee will review the case and make a recommendation to the Dean of the Graduate School of Psychology. Examples of recommendations include, but are not limited to, changing the student s grade; allowing the student to re-submit an assignment; or leaving the original grade in place. Any such appeal must be in writing and must be received by the Chair of the Academic Standards Committee within 10 business days after the Program Director s determination. Any appeal not received by the Chair of the Academic Standards Committee within the 10-day period is deemed to have been waived. SATISFACTORY ACADEMIC PROGRESS POLICY Students must maintain Satisfactory Academic Progress (SAP) to be eligible for financial aid. A detailed description of this policy can be found at The two fundamental components of the School s SAP policy: 1) The Master s programs in School Counseling and Mental Health Counseling are (each) 60 credits in length. Completion of each program will take three years of full-time study (see plans of study). The programs may not be taken simultaneously. 2) Students must maintain a 3.0 cumulative GPA. PROGRAM POLICIES Dress Code Students are expected to present themselves in a professional manner and wear clothing that is appropriate for a professional environment, both in the classroom and at internship sites. Students attending classes at Touro s site in Borough Park, Brooklyn, are encouraged and expected to respect the local community s standards of attire.

22 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 22 Academic Probation A student may be placed on academic probation for the following reasons: 1) The student fails to maintain a 3.0 GPA. 2) The student receives a grade lower than Bin any course. 3) The student is carrying more than one grade of INC on his or her academic record at any one time. Academic Dismissal A student may be dismissed from the program for the following reasons: 1) The student receives a grade lower than B when repeating any course. 2) The student needs to repeat more than two individual courses. 3) The student is on probation at the end of the first semester and fails to achieve a 3.0 GPA by the end of the second semester. 4) The student is placed on probation following the second semester and fails to achieve a GPA of 3.0 or higher within the next two semesters or by the completion of the next 15 course credits, whichever comes first. The Program Director and the student s faculty advisor will monitor the student s academic performance and status in the program. Students placed on Academic Probation may register for no more than 9 credits. Since not all counselor education courses are offered every semester, students on probation also may find themselves out of sequence in their progression through the program, an issue that should be discussed with their faculty advisors and/or the Program Director. Appeal of Academic Dismissal A student may appeal an academic dismissal by filing a written appeal with the Dean of the Graduate School of Psychology within 14 calendar days after the date of the notice of dismissal. Any appeal not submitted within such period will be deemed conclusive acceptance of such dismissal by the student and a waiver of the student s right to appeal. An academic dismissal may be reversed if the student can demonstrate that his or her poor academic standing in the program resulted from a significant mitigating hardship such as a major health issue affecting the student or the department, an unexpected military deployment, or other serious circumstances outside of the student s control. REQUEST FOR STUDENT ACCOMMODATIONS Under the Individuals with Disabilities Education Act (IDEA), students with a documented learning, medical, or other disability may apply for reasonable accommodation. However, the student MUST provide a medical and/or psychoeducational evaluation to the Program Director in writing who will submit this request to be reviewed by The Graduate School of Psychology Student Disability Services Committee chair who will instruct the student on how to proceed, to include filing the appropriate forms for accommodation requests. Upon review of the documentation submitted, The Student Disability

23 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 23 Services Committee will determine what accommodations are necessary and will provide continuous support for the student s success. With regard to requesting accommodations of any kind for any reason to the disabilities committee, forms must be completed prior to any consideration of accommodation which will be provided to the student by the Program Director. Please note that accommodations granted by The Graduate School of Psychology Student Disability Services Committee can only be used for the purpose of taking coursework at Touro College.

24 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 24 COURSE DESCRIPTIONS IMPORTANT NOTE: ALL coursework must be taken in accordance with the plans of study, unless otherwise approved by the director. Please note that not every course is offered every semester, so it is important that students work to earn the required minimum grades necessary to progress to subsequent courses. Failure to do this may result in not being able to start field experiences (e.g., internship) in a timely manner and/or graduate on time. All courses carry 3 credits Mental Health Counseling Courses EdPs 620: Child Development This course focuses on the nature of physical, cognitive, emotional, social, and moral development from birth through adolescence, with implications for learning and teaching; major perspectives on the study of child development, including Vygotsky s socio-cultural theory of child development and learning; periods of child development from birth through adolescence, seen in cultural context, with implications for learning and teaching; integration of theory and research findings from the fields of developmental and educational psychology; and multicultural contexts for growth, development, and learning with diverse student populations. MNH 600: Foundations of Mental Health Counseling and Consultation This course is designed to provide a comprehensive overview of the foundations of mental health counseling, the scope of practice, and an introduction to Mental Health Counseling and Consultation approaches. MNH 611: Essentials of Measurement, Evaluation and Research Analysis Introduction to principles, concepts and operations that are necessary for an understanding of individual and group assessment, and of empirical research methodology; derivation of standard scores and other attributes of normative test construction; correlation; reliability; validity; presentation of data in tables and graphs; descriptive statistics and their computation; fundamentals of inferential statistics, including comparison of mean differences by t-tests, simple analysis of variance; chi-square; individual differences and their measurement; and reading and interpreting research reports. MNH 630: Individual and Group Counseling This course covers counseling related to all ages in both individual and group formats. Students work on general counseling skills, for example, active listening, empathy, and open-ended questioning. Students learn the advantages and disadvantages of individual versus group counseling and how and when to best employ the different formats.

25 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 25 PSY 636: Appraisal in Child and Adolescent Counseling I This course is designed to give the counselor a working familiarity with, and understanding of, the various aspects and components of the assessment process, as well as familiarity with various types of assessment tools and their uses. Regardless of the setting in which the Mental Health Counselor practices he or she will frequently be asked to perform an assessment of a potential client. Assessment is the fundamental step in ascertaining what, if any, intervention on the part of the counselor will be warranted. Furthermore, it will shape the nature of that intervention should it be decided that service is necessary. MNH 638: Assessment and Clinical Evaluation in Addiction Counseling The course provides students with a thorough understanding and practical knowledge of the multitude of issues involved in addiction counseling. Assessment and treatment methods with adolescents, adults, and families are explored in detail. MNH 640: Legal and Ethical Issues in Counseling This course provides an overview of the major legislative decisions that have influenced the practices of psychology and counseling, a review of the federal and state laws regulating the practice of psychology and counseling, and introduction to the principles of professional ethical conduct as outlined by the American Counseling Association and the American Psychological Association. MNH 662: Psychology of Adult Life and Aging This course examines psychological, cultural and societal aspects of development in the adult years. The course further explores lifestyle choices, opportunities, end of life issues and clinical intervention for older adults. PSY 678: Lifestyle and Career Development This course is designed to provide a comprehensive overview of theoretical and practice aspects of career development across the life-span. In this context, the major career development theories will be presented as well as the treatment implications for counseling and psycho-educational interventions. PSY 688: Perspectives in Risky behavior in School Aged Children: Violence, Sex and Sexually Transmitted Diseases The course focuses on cases of adolescent morbidity and mortality that can be attributed to preventable risky behaviors. Students learn how drugs, alcohol, tobacco and sexual behavior dominate healthcompromising behaviors, and how risky behaviors are on-set by a myriad of factors: family, community, peers, ethnicity, personality, stressors, and emotional/behavioral problems. The course aims to teach students how to identify those students who are at risk, and exploring the interventions strategies that can reduce that risk and, more important, ways to prevent violence and risky behavior. MNH 681: Psychopathology The course provides an in-depth review of a broad spectrum of psychopathological conditions as defined in the DSM-5. The focus of this review includes the etiology, prevalence & incidence, signs & symptoms,

26 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 26 and criteria for differential diagnosis. The emphasis of this review is on comparing and contrasting different theoretical perspectives on each disorder, as well as reviewing the empirical literature in support of these theoretical perspectives. As a graduate level course, this course is at an advanced level and presumes mastery of the content of an undergraduate Abnormal Psychology course. MNH 683: Assessment and Appraisal of Individuals, Couples, Families and Groups This unique course integrates different perspectives in individual and group assessment while providing an overview of the complex dynamics involved in the assessment and appraisal of individuals, couples, families and groups. Students focus on the different processes involved in assessing the needs of these individuals/groups as well as the provision of counseling and the different counseling techniques MNH 691: Counseling the Culturally Diverse: Theory and Practice This course is designed to provide an overview of the issues involved in social psychology as well as theories that relate to multiculturalism in our society, especially with regards to the provision of counseling services to culturally diverse clients in the community. MNH 692: Group Psychotherapy and Counseling The course provides an overview of the issues involved in Group Psychotherapy and Counseling. The course also explores various psychotherapeutic techniques as they apply to decision making, problem solving, and resolution of conflict involving groups of people of all ages. MNH 693: Trauma and Crisis Intervention: Theory, Response Models and Techniques This course covers the theory, response models and techniques used with people of all ages. It focuses on identification, intervention, and treatment of people of all ages who exhibit signs of distress or who are atrisk for future mental health problems. Individual and group work are explored as a means to therapeutically intervene with those who exhibit signs of traumatic stress. MNH 694: Contemporary Issues in Family Therapy The course introduces Family Systems theory and explores the family s culture and cultural beliefs as they pertain to the ways in which children develop. The course further addresses the interactions between family members, especially within socio/economic and cultural contexts. MNH 702 Integrating Evaluation and Report-Writing Skills for Mental Health Counselors This course continues to train students in psychoeducational and social-emotional assessment. Students are equipped to integrate their knowledge in these areas of assessment and begin to write varied and detailed reports regarding assessment data, classification outcomes, and recommended remediation strategies with diverse youth and adult populations. In addition, students training to become Mental Health Counselors will be encouraged to develop their clinical skills in a multicultural environment. MNH 707: Professional Orientation The course provides a comprehensive examination of the role of the counselor as a professional in the field of mental health. The course includes seminars to address contemporary professional and practice

27 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 27 issues. The course emphasizes the rules and regulations pertaining to professional conduct and the scope of practice for counselors. Legal and ethical responsibilities of counselors are examined. MNH 770 Internship I Students complete 20 to 25 hours per week (350 hours total) of clinical practice in a community placement while continuing to come to class for support, consultation, and further training. Interns receive a minimum of one hour per week of individual supervision by a licensed mental health professional. Eligibility for this course requires having satisfactorily completed all other coursework in the Master of Science in Mental Health Counseling program and the approval of the chair. MNH 771 Internship II Students complete an additional 350 hours as outlined in MNH 770 Internship I School Counseling Courses EdPs 620: Child Development This course focuses on the nature of physical, cognitive, emotional, social, and moral development from birth through adolescence, with implications for learning and teaching; major perspectives on the study of child development, including Vygotsky s socio-cultural theory of child development and learning; periods of child development from birth through adolescence, seen in cultural context, with implications for learning and teaching; integration of theory and research findings from the fields of developmental and educational psychology; and multicultural contexts for growth, development, and learning with diverse student populations. EdSE 640 Assessment of Individual Differences in General Education and Special Education: A Socio-Cultural Perspective This course focuses on assessment in general and special education of individuals differences in intelligence, learning potential, personality, motivation and school achievement; management of data from assessment and monitoring of student progress; characteristics of standardized tests; the role of educational testing in program design and informing instruction, particularly for students with disabilities, including children with autism; assessment of young children; use of achievement tests; introduction to dynamic (or interactive) assessment; differences between static and dynamic assessment; the use of teacher-made informal tests; opportunity to observe and practice use of achievement tests and curriculumbased assessment approaches in classrooms. PSY 631: Counseling Families of Exceptional Children The focus of this course is to develop an understanding of the role and dynamics of a family in the management of exceptional children. The course introduces Family Systems theory and also explores the family as a mediator of the culture and as a context within which the child develops. The course addresses the interactions of families with children with handicapping conditions such as medical conditions and learning problems. A focus is on the impact of the child with special needs on parents and siblings.

28 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 28 Students develop skills in assessing the family s interactions with the referred child, and evaluation of the family s needs. They become familiar with the impact and relevance of the socio/economic and cultural context for families with special needs children. PSY 632: Multicultural Counseling This course is designed to provide an overview of different perspectives on multiculturalism in North American society, including theories and models of identity development as they pertain to ecological and societal forces influencing the provision of counseling services to culturally diverse clients in educational and community settings. The aim of this course is to provide students with skills to increase their effectiveness in serving underrepresented and minority populations. PSY 636: Appraisal in Child and Adolescent Counseling I This course is designed to give the counselor a working familiarity with, and understanding of, the various aspects and components of the assessment process, as well as familiarity with various types of assessment tools and their uses. Regardless of the setting in which the Mental Health Counselor practices he or she will frequently be asked to perform an assessment of a potential client. Assessment is the fundamental step in ascertaining what, if any, intervention on the part of the counselor will be warranted. Furthermore, it will shape the nature of that intervention should it be decided that service is necessary. PSY 637: Appraisal in Child and Adolescent Counseling II This course is a continuation of PSY 636 and examines additional disorders and their assessments. The course focuses on utilizing rating scales and more quantifiable methodology to assess social-emotional status, and contrasts clinical and non-clinical populations. Work, school and home intervention techniques are emphasized and include topics such as functional behavioral assessment, and behavior management applications. PSY 670: Best Practices in Crisis Intervention This course covers the theoretical foundations and current research on the impact of trauma and disasters on children, adolescents and adults. It focuses on best practices for short-term and crisis intervention to support a return to normalcy and resilience in youth. A major focus is on identification, intervention, and treatment of children who exhibit signs of distress or who are at-risk for future mental health problems. Group work is explored as a means to therapeutically intervene with youngsters who exhibit signs of traumatic stress. PSY 678: Lifestyle and Career Development This course is designed to provide a comprehensive overview of theoretical and practice aspects of career development across the life-span. In this context, the major career development theories will be presented as well as the treatment implications for counseling and psycho-educational interventions.

29 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 29 PSY 680: Group Dynamics The course provides an overview of techniques of group procedures as they appropriately apply to decision making, problem solving, and resolution of conflict. An emphasis is placed on dynamics of group behavior and on self-understanding as applied to group procedures. PSY 688: Perspectives in Risky behavior in School Aged Children: Violence, Sex and Sexually Transmitted Diseases The course focuses on cases of adolescent morbidity and mortality that can be attributed to preventable risky behaviors. Students learn how drugs, alcohol, tobacco and sexual behavior dominate healthcompromising behaviors, and how risky behaviors are on-set by a myriad of factors: family, community, peers, ethnicity, personality, stressors, and emotional/behavioral problems. The course aims to teach students how to identify those students who are at risk, and exploring the interventions strategies that can reduce that risk and, more important, ways to prevent violence and risky behavior. SC 641 Academic Functioning: Educational Intervention For School Counselors, understanding teaching and learning is critical. Besides testing and counseling, School Counselors are expected to serve on pre-referral intervention teams and to consult with overworked teachers on a variety of issues. This course provides students with tools to perform those functions. Students attain a basic understanding of how people learn, as well as the most popular theories about learning as a social and cognitive process. Focus is on recognizing where and how learning problems typically arise, tools and strategies to prevent and/or remediate such problems. While there is an assessment component, this is not a testing course. The assessment in this course is dynamic in nature and used directly in intervention planning. Consultation issues are briefly covered. SC 648 Classroom Management: Students as Change Agents This course examines the role of the school counselor in serving children and adolescents who present behavior problems in the school and/or community. The course introduces basic behavior management techniques. The course further focuses on teaching social skills (primarily through cognitive or cognitive behavioral interventions) with an emphasis on teaching students self-regulations and strategies aimed at changing their own behavior. SC 652 Advanced Issues in Vocational Counseling This course provides a solid understanding of the process of improving high schools so that more students are able to excel in freshman-level college courses or entry-level jobs, laying a solid foundation for lifelong growth and success. The course also provides guidelines for high school faculty to adapt their programs of instruction in the direction of enhanced college/career readiness. Further explored are practical strategies for improving students' content knowledge and academic behaviors through best practices and research-based recommendations for change.

30 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 30 SC 654 Topics in Educational Psychology The course provides a detailed analysis of modern learning theories and practices as they relate to the k- 12 environment. The course investigates the major research in educational psychology focusing on cognition and further explores emotional and behavioral perspectives. SC 656 Organization & Administration of School Counseling Services This course covers a range of issues involved in managing a school counseling program, from writing student assessments and dealing with school crises to setting budgets and running effective meetings. The course addresses the transformed role of school counselor as it pertains to the American School Counselor Association's National Model for Counseling Programs. The course further provides the necessary knowledge for developing a comprehensive school counseling program by working through the planning, designing, implementing and evaluating stages. SC 658 Legal and Ethical Issues in School Counseling The course explores the legal and ethical issues involved in School Counseling and the research relevant to ethical behavior of counselors in mental health, career, and school settings. The course further explores the study of important legal developments related to confidentiality, testing, and supervision. SC 676 School and Community Relations This course provides an examination of the role and importance of the community in the school system. It also provides an important look at the significance of community relations within the school system and its impact on the students, teachers and administration. This course is meant as an introduction to the principles of the community collaboration in school-student-parent relations. SC 682 Contemporary Issues in School Counseling I This course provides a solid understanding of the process of counseling in K-12 environment through experiential exposure. SC 683 Contemporary Issues in School Counseling II Through the latest evidence-based research and as a continuation to SC 682, this course furthers students understanding of the process of counseling in K-12 environment through experiential exposure. SC 687 Internship The purpose of this practicum experience is to provide opportunities for students to work with diverse clients and client situations, affording students a structured and supportive environment in which to apply counseling theories, techniques and skills learned in previous course work. Focusing on the school environment (K-12), students also develop skills in observations, feedback, case preparation, interview analysis and reporting as well as become aware of a variety of professional resources and community referral agencies.

31 TOURO COLLEGE HANDBOOK FOR COUNSELOR EDUCATION PROGRAMS 31 FACULTY, ADMINISTRATION AND SUPPORT STAFF FOR PROGRAMS IN COUNSELOR EDUCATION Administrative Faculty Richard Waxman, Ph.D., Acting Dean of the Graduate School of Psychology and Associate Professor Ph: x [email protected] Yair Maman, Ph.D., NCC, Chair of Programs in Counselor Education Ph: x [email protected] Dan Sharir, Ph.D., NCC, Deputy Chair of Programs in Counselor Education Ph: x [email protected] Full-Time Faculty Giuseppe Costantino, Ph.D., Professor Ph: x [email protected] Arthur Sullivan, Ph.D., Professor Ph: x [email protected] Erica Weissman, J.D., Psy.D., Associate Professor Ph: x [email protected] Support Staff Jenny Ilina, Program Assistant Ph: x [email protected] Field Experience Coordinators 1) Dan Sharir, Ph.D., NCC Ph: x [email protected] 2) Martin Herskowitz, LCSW Ph: x 6077