Professional Counseling Student Handbook

Transcription

1 new mexico highlands university Professional Counseling Student Handbook Professional Counseling School Counseling Rehabilitation Counseling The Professional Counseling emphasis follows the recommendations of the Council for Accreditation of Counseling and Related Education Programs(CACREP) and has been approved by the New Mexico Counseling and Therapy Practice Board. The School Counseling emphasis has been approved by the New Mexico Public Education Department. The Rehabilitation Counseling emphasis is accredited by the Council on Rehabilitation Education (Core). The Rehabilitation Counseling emphasis has been approved by the New Mexico Public Education Department. School of Education New Mexico Highlands University Box 9000 Las Vegas N.M Updated Fall 2015

2 School of Education Clinical Mental Health, School, & Rehabilitation COUNSELING DEPARTMENT STUDENT HANDBOOK Master of Arts in Education We hope this Handbook will be of assistance to you, providing policies and answers to questions which you may have throughout your graduate work in the counseling field. Please feel free to contact us if you have any questions or concerns. Las Vegas: Phone Website: Office Telephone E- mail Dr. Geri Glover Las Vegas Campus (505) Chair Santa Fe Center (505) Dr. Douglas Main Las Vegas Campus (505) Rehabilitation Counseling Dr. Jill Griffin Las Vegas Campus (505) Clinical Counseling Santa Fe Center Dr. Lori Rudolph Rio Rancho Center (505) Clinical Counseling Michael Morad- McCoy Rio Rancho Center (505) Clinical Counseling Dr. Jeannette Baca Rio Rancho Center (505) School Counseling Dr. Michael O Brien Coordinator Rehabilitation Counseling Dr. Kathryn Dziekan Rehabilitation Counseling Dr. Chris Graham Rehabilitation Counseling [email protected] [email protected] [email protected] This Handbook is meant to supplement policies and procedures already established at New Mexico Highlands University. Guidelines and policies in this handbook change due to changes at the national, state, school, and/or departmental level. You are required to keep current with changes as they affect your status and program. Effective FALL 2015 (In Process) 2 of 95

3 TABLE of CONTENTS WELCOME... 6 EDUCATION DEPARTMENT S CONCEPTUAL FRAMEWORK... 7 NMHU COUNSELING PROGRAM... 7 Master of Arts Degree... 7 MISSION OF THE COUNSELING DEPARTMENT... 7 Mission of the Education Department... 7 Counseling Education Program Philosophy... 7 Self- Awareness... 8 Counseling Disposition Inventory... 8 PROGRAM PROCEDURES... 9 Admission... 9 Recruitment of Students... 9 The Student s Advisor... 9 REVIEW OF PROGRESS... 9 GPA and Passing Grades... 9 Probation and Remediation... 9 Review of Counseling EXIT CRITERIA FOR COUNSELING AND GUIDANCE Professional Paper Counselor Preparation Comprehensive Exam (CPCE) Degree Check PROGRAMS OF STUDY, LICENSURE, CERTIFICATION Core Courses Clinical Mental Health Counseling Emphasis Emphasis Objectives Emphasis Competencies Emphasis Area Courses School Counseling Emphasis Emphasis Objectives Emphasis Competencies Emphasis Area Courses Rehabilitation Counseling Emphasis Emphasis Objectives Effective FALL 2015 (In Process) 3 of 95

4 Emphasis Competencies Emphasis Area Courses Vocational Evaluation Counseling Certificate Programs PRACTICUM AND COUNSELING INTERNSHIPS Practicum Internship Goals & Learning Objectives Internship Requirements Liability Insurance Selection of Internship Site Expectations of Counseling Program Expectations of Site Expectations of the Student Faculty Supervisor On- Site Supervisor Qualifications Evaluation of Student Course Grading Policy Course Attendance Policy Documentation Requirements for Practicum and Internships PROFESSIONAL PAPER Recommended Outline Title Page SEQUENCING YOUR PROGRAM Clinical Mental Health Counseling Emphasis... Error! Bookmark not defined. School Counseling Emphasis... Error! Bookmark not defined. Rehabilitation Counseling Emphasis... Error! Bookmark not defined. FORMS Sequence of Important Forms Checklist for Graduate Admission/Progress in Counseling Framework & Program of Study Clinical Mental Health Counseling Emphasis School Counseling Emphasis Vocational Rehabilitation Counseling Emphasis Course Substitution/Addition/Deletion Form Graduate Transfer of Credit Internship Documentation Internship Log Internship Agreement Internship Activities Proof of Liability Insurance Effective FALL 2015 (In Process) 4 of 95

5 Internship Evaluation Supervisor Form APPENDICES Standards Mental Health Core Curriculum Requirements Licensure for School Counselors, Pre K Licensure in Rehabilitation Counseling, Grades Pre K Post- Masters Procedures for Licensure Community Counselors School Counselors Tips From Your Fellow Students Planning Your Degree Practicum & Internship Organizations Internship Advice WEB Links Frequently Asked Questions INDEX Effective FALL 2015 (In Process) 5 of 95

6 WELCOME! Dear Counseling Student, Welcome to the New Mexico Highlands University Counseling Program. You have entered during an exciting time for the profession. Counselors across the country are involved in growth and development. In the upcoming years, you will be an important part in the lives of others and in the advancement of the counseling profession. We are here to make certain that you will receive the required training to prepare you in your future job as a clinical mental health counselor, school counselor or a rehabilitation counselor. This handbook will provide you with critical information to make the matriculation process most effective and efficient. Included at the end of the handbook are samples of many of the required forms (e.g., program plan) that you will need to complete as you progress. Also included are various Website links that we hope you will find valuable. Stay in frequent communication with your advisor throughout your program to ensure that you are making the best decisions concerning your academic and professional career. We recommend advising at least once per semester. Again, welcome to the Counseling program at NMHU. Sincerely, Geri Glover, Ph.D., LPCC, RPT- S Chair, Counseling Department Effective FALL 2015 (In Process) 6 of 95

7 SCHOOL OF EDUCATION S CONCEPTUAL FRAMEWORK The NMHU School of Education believes in democratic access to an education, both theoretical and authentic, that allows the reflective learner to continue to develop cultural schemas and diverse cognitive processing skills to construct a knowledge base, practice skills and develop professional dispositions in authentic settings needed to excel in education, leadership, counseling or other self- determined endeavors. NMHU COUNSELING DEPARTMENT Master of Arts Degree New Mexico Highlands University offers a Master of Arts (MA) degree program with an emphasis in Clinical Mental Health Counseling, School Counseling or Rehabilitation Counseling. Students interested in working toward a graduate degree in counseling are encouraged to contact the Counseling Program, the NMHU Admissions Office, and the NMHU Graduate Office to receive the necessary forms and information concerning the application procedure. The clinical mental health counseling emphasis area is designed to meet requirements set by the New Mexico Counseling and Therapy Practice Board for licensure as a licensed mental health counselor (LMHC).The school counseling emphasis area is designed to meet requirements for licensure in school counseling set by the State of New Mexico Public Education Department. The rehabilitation counseling emphasis is designed to meet requirements set by the National Commission on Rehabilitation Counselor Certification for certified rehabilitation counselors. The rehabilitation counseling emphasis also meets requirements for Licensed Rehabilitation Counselor in the schools set by the State of New Mexico Public Education Department. Mission of the Counseling Department The mission of the NMHU Counselor Education Program is to train entry- level counselors who are prepared for positions in community service agencies as mental health counselors, in school systems as school counselors, or in rehabilitation settings as rehabilitation counselors. Throughout their program of training, the emphasis is on the growth and development of each student to promote a positive self- concept and to maximize potential in all domains. The program is student- centered and outcome- based, seeking to train individuals who are skilled in working with diverse populations and who are ethical, competent, reflective practitioners. Proactive, knowledgeable, professional counselors are crucial to the growth of the profession. Counseling Department Philosophy The Counseling Department supports and promotes the following statements: 1. The counselor is a vital component in the mental health delivery system, the school system, and rehabilitation settings. 2. Effective counselors are client- centered and outcome- based. Effective FALL 2015 (In Process) 7 of 95

8 3. The growth and development of each person requires an ongoing daily interaction which promotes positive self- concept and mental health. 4. The highest level of ethics is required in order to experience the most effective counseling. 5. Team participation and cooperation are necessary to promote positive client outcomes. 6. Proactive, knowledgeable counselors are needed if counseling is to thrive and expand. 7. The personal and professional growth of each counselor directly affects all of us. Self- Awareness The counselor s self development is a vital ingredient in the helping relationship, and counselor trainees within the program understand the necessity for learning about themselves and their relationship with others. As such, the program emphasizes a personal and professional growth orientation. Students are expected to experience both professional and personal growth. To facilitate such growth, courses include self- awareness and self- exploration exercises which are used to enhance self- knowledge and awareness. Counseling Disposition Inventory Carl Rogers (1961) stated that the person of the counselor has a greater impact on the therapeutic process than the skills and techniques used. Cavanagh (1982) supported Rogers supposition indicating that the personality of the counselor is more important than skills and knowledge. In the counseling process, the person of the counselor is the instrument through which the services are provided. While different counselors may use the same techniques, the delivery of these techniques will not be the same because the instruments being used to deliver the services are not the same (Pierce, 2010, p. 48). 1 Students in the NMHU Counseling Program will be evaluated on the following dispositions several times throughout their programs to insure understanding and progress toward their future roles as counselors. 1. Empathy (the counselor senses accurately the feelings and personal meaning that the client is experiencing and communicates this acceptant understanding to the clients). 2. Genuineness (client is willing to be authentic, open, honest within the helping relationship). 3. Acceptance (being able to regard clients unconditionally, despite differences in cultural heritage, values, or belief systems). 4. Open- Mindedness (freedom from fixed preconceptions and an attitude of open receptive that which the client is expressing). 5. Cognitive Complexity (ability to view an individual within both an individualistic and systemic framework). 6. Psychological Adjustment (willingness to self- reflect and promote one s psychological well- being). 1 ). Pierce, L. M. (2010). An Exploration of the Relationships among Wellness, Spirituality, and Personal Dispositions of Practicing Professional Counselors. PhD diss., University of Tennessee, graddiss/738 Effective FALL 2015 (In Process) 8 of 95

9 7. Competence (monitoring one s effectiveness, knows when to consult with others, keeps current on newest trends in the field). 8. Sensitive to issues of diversity (competent in counseling diverse clients). PROGRAM PROCEDURES Admission See NMHU Graduate Catalog. Counseling students can be admitted during the Fall and Spring semesters. APPLICATION DEADLINES: Spring Semester Fall Semester November 15 th April 15 th Recruitment of Students It is the policy of the Counseling Program at NMHU to actively recruit students from a variety of backgrounds, experiences, and cultural influences. The NMHU Counseling Program values diversity and plans to engage in activities and strategies that will broaden its student population and faculty resources and student experiences to include persons representative of ethnic/racial minorities, various religions, different sexual orientations, both genders, persons with disabilities, various age groups, persons who speak languages other than English, and people from a variety of socio- economic backgrounds. The Student s Advisor The faculty advisor serves as a mentor as well as an adviser and should be consulted about registering for classes, about career plans and opportunities, about possible practicum and internship experiences that would be consistent with the student's goals, about courses that might enhance the graduate training program, and about matters relating to transfer of credits from other universities or colleges. Students are assigned one of the faculty as an advisor upon being admitted to the program. The student s advisor will assist him/her with developing a program plan. Any deviation or substituting from the required program must be approved by the advisor. Students should consult advisors each semester in order to plan courses in the appropriate sequence. REVIEW OF PROGRESS GPA and Passing Grades All students must maintain an overall 3.0 GPA or higher. All practicum and internships must be passed to enroll in subsequent practicum or internship. Probation and Remediation In the event a student is placed on probation, a remediation plan will be developed by the student and the advisor with the approval of the counseling faculty. This plan will be in writing and will be signed by both the student and the advisor. A copy of the plan will be provided to the student and a copy will be placed in the student's file. Effective FALL 2015 (In Process) 9 of 95

10 Review of Counseling The counseling student will be assessed by the faculty after completing Counseling Practicum in Clinical Mental Health/School and Rehabilitation Counseling. (If concern is raised, this process can begin at any level.) The purpose of this review is to inform the student of her/his potential for development as a counselor as specified both by New Mexico Highlands University and the American Counseling Association (ACA), the American School Counselor Association (ASCA), or the Council on Rehabilitation Education (CORE). 1. After the student has fulfilled the required courses, and the Student Review Form has been completed, the Counseling Department Chair will review the form with the faculty supervisor and recommend one of the following: a) The student may be asked to repeat a portion of the Counseling Practicum or do an additional Counseling Practicum. b) When there are believed to be deficiencies, the student and the advisor will develop a plan of action specifying what the student must do to obtain additional skills and knowledge to proceed in the area of emphasis. c) The student may be advised to transfer to a different area of emphasis within the master s program. EXIT CRITERIA FOR COUNSELING AND GUIDANCE 1. Students work with their advisor (or another assigned faculty) to write the professional paper). The final professional paper must be reviewed and approved by all counseling faculty of the student s identified home campus (i.e. Las Vegas or Rio Rancho) in order for the student to successfully pass this criteria. 2. Students will take the Counselor Preparation Comprehensive Exam (CPCE)* ) on a specified day, to be arranged each semester. Exams are usually exams given in the months of October and March. 3. Early in the semester, prior to graduation, students must complete a Degree Check )with the Graduate Office. *Counselor Preparation Comprehensive Exam (CPCE The Counselor Preparation Comprehensive Examination is published by the National Board for Certified Counselors. It is a required exam for all Highlands Counseling Program students and must be passed in order to receive a diploma. Students need to score a minimum of 70 total for all 8 areas to pass. This score is not a percentage but a raw score which means you need to answer correctly on 70 total items. For those who do not pass the test, you can retake the exam. If you retake the exam, and do not meet the minimum score, an alternative may be provided. [Proposed alternative: If you do not pass the exam, an alternative set of test banks that correlate to each of the 8 areas may be provided which is administered through the Counseling Department, self- paced, open- book, and can be taken as many times as necessary to meet the minimum scores required.] CACREP Common- Core Areas Effective FALL 2015 (In Process) 10 of 95

11 These eight core areas, which constitute the CPCE, serve as the primary theoretical basis for the examination. The CPCE covers the eight Council for the Accreditation of Counseling and Related Educational Programs (CACREP) common- core areas as defined by their Standards for Preparation: 1. Human Growth and Development- studies that provide an understanding of the nature and needs of individuals at all developmental levels. 2. Social and Cultural Foundations- studies that provide an understanding of issues and trends in a multi- cultural and diverse society. 3. Helping Relationships- studies that provide an under- standing of counseling and consultation processes. 4. Group Work- studies that provide an understanding of group development, dynamics, counseling theories, group counseling methods and skills, and other group work approaches. 5. Career and Lifestyle Development- studies that provide an understanding of career development and related life factors. 6. Appraisal- studies that provide an understanding of individual and group approaches to assessment and evaluation. 7. Research and Program Evaluation- studies that provide an understanding of types of research methods, basic statistics, and ethical and legal considerations in research. 8. Professional Orientation and Ethics- studies that provide an understanding of all aspects of professional functioning including history, roles, organizational structures, ethics, standards, and credentialing. Effective FALL 2015 (In Process) 11 of 95

12 PROGRAMS OF STUDY, LICENSURE, CERTIFICATION On the following pages you will find copies of the programs of study for the Clinical Mental Health Counseling, the School Counseling and the Rehabilitation Counseling Emphasis areas. A student who completes the Clinical Mental Health Counseling Emphasis is eligible to apply for licensure with the New Mexico Counseling and Therapy Practice Board. A student who completes the School Counseling Emphasis is eligible to apply for licensure as a School Counselor with the New Mexico Department of Education. A student who completes the Rehabilitation counseling emphasis area is eligible to apply for licensure as a Rehabilitation Counselor with the New Mexico Department of Education. Those who complete the accredited program requirements are eligible to sit for the National Certification Examination in Rehabilitation Counseling. The CRC credential has been adopted by 15 states for persons working as Rehabilitation Counselors, in Workers Compensation and/or private sector rehabilitation settings. The CRCC certification standards have been incorporated into the Federal Regulations for Intermediate Health Care Facilities. The NMHU Counseling Department supports students seeking licensure in areas outside an initial emphasis through a post- graduate certificate program. Core Courses COUN 601 Professional Orientation (pre- requisite for most courses) COUN 603 Theory and Practice of Career Development COUN 605 Pre- Practicum in Counseling Skills (Pre- requisites 601,606) COUN 606 Theory and Principles of Individual Counseling (Pre- requisite for most courses) COUN 607 Techniques of Group Counseling (pre- requisites 601,606) COUN 608 Appraisal of Individual, Group, and Family COUN 611 Multicultural Counseling COUN 634 Practicum in Counseling (Pre- requisites 601,605,606,607, (615 if in Prof or School Emphasis) COUN 698 Internship in Counseling (6 credits) (Pre- requisites 601,605,606,607, (615 if in Prof or School Emphasis), 634 Additional Core Courses GNEd 605 Statistics for Education GNEd 610 Educational Research Interpretation CLINICAL MENTAL HEALTH COUNSELING EMPHASIS Objectives The Clinical Mental Health Counseling emphasis is designed to prepare students to be effective, proactive professionals who can develop, organize, and implement outstanding and comprehensive Effective FALL 2015 (In Process) 12 of 95

13 counseling programs. The primary program objectives are: 1. Students will demonstrate knowledge in all aspects of the counseling and human development needs of a diverse society. 2. Students will implement their knowledge base of the needs of a diverse society and of comprehensive counseling theory and practice into the professional counseling program pre- practicum, practicum, and internship experiences. 3. Student will demonstrate knowledge in all dimensions and components of counseling program management, including, but not limited to: program organization and evaluation, individual, family, and small group counseling, outreach, crisis intervention, consultation, evaluation, and research. 4. Students will demonstrate the ability to develop counseling techniques, and process skills. 5. Students will participate in personal and professional growth activities during their Graduate Program. Competencies 1. Students will understand the basic principles of human growth, development and learning, and how these principles facilitate the counseling process. 2. Students will demonstrate a clear and concise understanding of the various counseling theories, techniques, and procedures. 3. Students will demonstrate skills basic to the specific modes of counseling. 4. Students will establish and maintain constructive facilitative and ongoing relationships with clients through the use of the differentiated interpersonal skills. 5. Students will effectively communicate relevant information to clients. 6. Students will evaluate data gathered from counseling sessions in such a way that integration of this information into the client s lifestyle is possible. 7. Students will understand the dynamics of individual behavior in the counseling relationship and recognize, if necessary, the need for changes in feelings, attitudes, cognitions, and/or behavior. 8. Students will understand the dynamics of group behavior, and design and implement appropriate interventions, if necessary, for desired changes in feelings, cognition, attitudes, and behavior. 9. Students will understand the process of family systems and will design and implement systemic interventions appropriate to the uniqueness of each family. Effective FALL 2015 (In Process) 13 of 95

14 10. Students will make a commitment of primary responsibility to clients when necessary while providing adequate communication with others in the client s environment, without violating the confidentiality of the counseling relationship. 11. Students will develop an internally consistent personal approach to counseling. 12. Students will recognize personal and professional limitations and make proper referrals that will enhance the nature of the counseling relationship. Courses COUN 610 Assessment and Treatment Planning in Counseling (Pre- requisite for Clinical Mental Health Counseling Internship) COUN 612 Mental Health Ethics: Law and Practice COUN 615 Family Counseling COUN 629 Trauma and Crisis Intervention (Pre- requisite for Clinical Mental Health Counseling Internship) COUN 625 Counseling the Individual Across the Lifespan (Pre- requisite for Clinical Mental Health Counseling Internship) [Electives credits chosen in consultation with advisor.] SCHOOL COUNSELING EMPHASIS Objectives The School Counseling Program is designed to prepare students to be effective, proactive professionals who can develop, organize, and implement outstanding and comprehensive school counseling programs. The primary program objectives are: 1. Students will demonstrate knowledge in all aspects of the counseling and human development needs of a diverse and multi- cultural society. 2. Students will implement their knowledge- base of the needs of a diverse society and of comprehensive educational theory and practice into the school counseling programs practicum and internship experiences. 3. Students will demonstrate knowledge in all dimensions and components of a school counseling program including, but not limited to: program organization and evaluation, competence- based classroom group guidance systems, small group counseling and enrichment programs, individual counseling, parent and staff development, consultation, assessment, and research. 4. Students will demonstrate the ability to develop a comprehensive, developmental counseling program designed on a solid base of research, counseling and educational theory, counseling techniques and process skills. Effective FALL 2015 (In Process) 14 of 95

15 5. Students will participate in personal and professional growth opportunities during their Graduate Program. Competencies 1. Students will be able to provide individual and group counseling to meet remedial, preventative, and developmental needs. 2. Students will be able to assist students with educational and career decision- making through individual and group guidance. 3. Students will be able to provide consultation to teachers with special emphasis on helping students with developmental needs, behavioral assessments, and classroom management. 4. Students will be able to consult with parents regarding their child s academic and social adjustment. 5. Students will be able to contribute to and develop curriculum. 6. Students will be able to administer and interpret assessment instruments to assist students in understanding their interests, aptitudes, and abilities for the purpose of rendering educational, social, and career decisions. 7. Students will be able to assist students in achieving successful educational and career placement based on interest, aptitudes, abilities, and achievements. 8. Students will be able to coordinate referrals to school psychologists, nurses, social workers, and other community providers. 9. Students will be able to coordinate needs assessment of students, teachers, and parents to determine the scope and delivery of the guidance program. 10. Student will be able to develop and evaluate school guidance and counseling plans based on student needs that include goals, objectives, resources, and time lines. 11. Students will be aware of the ethical standards for the school counseling profession. 12. Students will be aware of cultural differences and values of all ethnic groups and be able to adapt their work in relation to the multi- cultural and diverse populations with which they work. 13. Students will be aware of global issues and perspectives and ways they pertain to counseling. COUN 602 Counseling Children and Adolescents Courses Effective FALL 2015 (In Process) 15 of 95

16 (pre- requisite for School Counseling Internship) COUN 615 Family Counseling COUN 620 Organization and Administration of School Counseling Programs (pre- requisite or co- requisite for School Counseling Internship) [Elective 3 credits chosen in consultation with advisor] REHABILITATION COUNSELING EMPHASIS Objectives The Rehabilitation Counseling Program is designed to prepare students to be effective, proactive professionals who can develop, organize, and implement rehabilitation plans for persons with disabilities. The primary program objectives are: 1. Students will demonstrate knowledge in all aspects of the counseling and human development needs of persons with disabilities in a diverse and multicultural society. 2. Students will implement their knowledge of rehabilitation counseling with persons with disabilities in their practicum and internship experiences. 3. Students will demonstrate knowledge in all dimensions and components of the rehabilitation counseling profession to include: foundations of rehabilitation counseling, counseling services, case management, vocational and career development, assessment, job development and placement, and research. 4. Students will participate in personal and professional growth opportunities during their Graduate Program. Foundations of Rehabilitation Counseling: Competencies 1. Students will be aware of the history and philosophy of rehabilitation and the legislation affecting individuals with disabilities. 2. Students will understand the organizational structure of the vocational rehabilitation system, including public, private and not- for- profit service delivery systems. 3. Students will be aware of the laws and adhere to the ethical standards governing the practice of rehabilitation counseling. 4. Student will be aware of societal issues, trends, and developments as they relate to rehabilitation. Effective FALL 2015 (In Process) 16 of 95

17 Counseling Services: New Mexico Highlands University COUNSELING PROGRAM: STUDENT HANDBOOK 1. Students will understand the principles of human behavior, personality and human growth and development. 2. Students will understand the various counseling theories, techniques and procedures as they are applied to individuals, groups, families and the community. 3. Students will demonstrate skills basic to specific modes of counseling. 4. Student will demonstrate an understanding to diversity and issues of ethnicity, culture, gender and disability. 5. Students will be aware of social, environmental and attitudinal barriers to individuals with disabilities. 6. Students will demonstrate knowledge of the delivery of counseling services to a variety of disability populations in diverse settings. Case Management: 1. Students will understand the case management process, to include case finding, service coordination, referral to and utilization of other disciplines, and client advocacy. 2. Students will understand how to plan for the provision of independent living services and vocational rehabilitation services. 3. Students will know how to identify and use community resources and services in rehabilitation planning. 4. Students will understand how computer applications and technology can be utilized for caseload management, functional assessment and job matching. Vocational and Career Development: 1. Students will understand the vocational aspects of disabilities, including theories and approaches to career development and exploration. 2. Students will be familiar with labor market trends, sources of occupational information and understand the importance of meaningful employment. Assessment 1. Students will demonstrate knowledge of the medical aspects of disability, loss of function due to disability, and interaction resources such as assistive technology. Effective FALL 2015 (In Process) 17 of 95

18 2. Students will understand the psychosocial aspects of disability and their impact on the family, the individual and the implications for personal, social and cultural adjustment. 3. Students will demonstrate an understanding of testing and evaluation to include available resources, interpretation strategies and vocational evaluation procedures. Job Development and Placement: 1. Students will demonstrate an understanding of the job development and placement process, employer contact procedures and supported employment. 2. Students will be familiar with job analysis, job restructuring and work- site modification. Courses COUN 642 Case Management/Job Placement COUN 640 Rehabilitation Foundations SPED 673 Medical Aspects of Disability SPED 674 Psycho- Cultural/Psychosocial Aspects of Disability Vocational Evaluation Specialization (Optional) COUN 646 Foundations of Vocational Evaluation COUN 648 Advanced Vocational Evaluation Effective FALL 2015 (In Process) 18 of 95

19 Certificate Programs Effective FALL 2015 (In Process) 19 of 95

20 Counseling Certificate Programs Each certificate program is comprised solely of each concentration s specialization courses plus one semester of internship in that concentration s setting. Thus, the School Counseling Certificate requires one semester of internship in a school setting, and the Rehabilitation Counseling Certificate requires one semester in a Rehabilitation setting. There is no extra semester of internship required for the Clinical Mental Health Counseling Certificate because the licensing body for the Licensed Mental Health Counselor (LMHC) designation requires a total of nine semester hours of combined Practicum and Internship to qualify for licensure. They do not look at where the Practicum or Internship was conducted. (See the following Counseling Certificate Form) Students will apply to the Counseling Certificate Program through the same process as they did to be admitted initially into the Counseling Department. They must have received a Master s Degree in Counseling or a related field as determined by the Counseling faculty. The length of each certificate program will be between two and three semesters. The courses that are required for each certificate are the same as are offered to our regular students. Certificate students will take the required courses at the same time they are offered for the regular students. Each Certificate program will commence for students in the semester that immediately follows the students acceptance into it. It is hoped that each student in any of the three Certificate programs will be eligible for receiving financial aid just as any other qualified regular student. Effective FALL 2015 (In Process) 20 of 95

21 SCHOOL OF EDUCATION COUNSELING CERTIFICATE FORM These Certificate Programs lead to licensure in the respective fields. PLEASE TYPE: Name: Student I.D. Mailing Address: City: State: Zip: Permanent Address: City: State: Zip: Hm Phone: Other Phone: E- Mail Address: Programs are open to students with a Master s Degree in Counseling, or a Related Field as determined by the counseling faculty. Indicate by checking the box in front of the Counseling Certificate Program you plan to complete COURSES REQUIRED FOR CLINICAL MENTAL HEALTH COUNSELING CERTIFICATE PROGRAM (*LMHC) CIP Dept Course Number Title Semester Hours COUN 610 Assessment & TX Planning in Counseling 3.0 COUN 612 Mental Health Ethics: Law & Practice 3.0 COUN 615 Family Counseling 3.0 COUN 629 Trauma and Crisis Intervention 3.0 COUN 625 Counseling Individuals Across the Lifespan 3.0 Grade Where Taken Semester Taken COURSES REQUIRED FOR SCHOOL COUNSELING CERTIFICATE PROGRAM (*PED K- 12) CIP Dept Course Number Title Semester Hours COUN 602 Counseling Children and Adolescents 3.0 COUN 615 Family Counseling 3.0 COUN 620 Organ. & Admin. of School Counseling Programs 3.0 COUN 698 Internship in School Counseling 3.0 Grade Where Taken Semester Taken COURSES REQUIRED FOR REHABILITATION COUNSELING CERTIFICATE PROGRAM (*PED K- 12, **CRC) CIP Dept Course Number Title Semester Hours Grade Where Taken COUN 640 Rehabilitation Foundations 3.0 COUN 642 Case Management/Job Placement 3.0 COUN 644 or Foundations of Transitions Planning OR Foundations of Vocational Evaluation COUN 698 Internship in Rehabilitation Counseling 3.0 SPED 673 Medical Aspects of Disability 3.0 SPED 674 Psycho- cultural/psychosocial Aspects of Disability 3.0 Semester Taken STUDENT SIGNATURE: ADVISOR SIGNATURE: DEAN SIGNATURE: DATE: DATE: DATE: * Coursework qualifies a person to apply for licensure. Licensure is conferred by respective state agency. ** Coursework qualifies a person to apply for National Rehabilitation Certification (CRC) under Category R if applicant meets requirement of thirty- six months of acceptable work experience including twenty- four months supervised by a CRC. Effective FALL 2015 (In Process) 21 of 95

22 PRACTICUM AND COUNSELING INTERNSHIPS Effective FALL 2015 (In Process) 22 of 95

23 PRACTICUM AND COUNSELING INTERNSHIPS Practicum students must complete 100 clock hours during the semester. This averages about 7 hours per week each week of the semester. Of those 7 hours, 2-3 hours per week must be direct client contact. One hour of supervision is required per week. Students on the Las Vegas campus are generally required to complete most of these hours at the Las Vegas Counseling Training Center. If attendance at an on- site Counseling Training Center is not available, or does not provide sufficient hours, the student will need to find an off- campus practicum site. In the practicum class, students are expected to have a minimum of 40 hours of direct client contact. The faculty person who conducts the practicum class can assign any other work he/she deems appropriate. Internship students must complete 300 clock hours of onsite work each semester. Internships typically run two semesters and the total number of hours on- site is 600. During the semester, 300 hours breaks down to roughly 20 hours per week on- site. Of that time, 40% (or 120 hours) must be in direct client contact, or approximately 8 hours of client contact per week. One hour of supervision is required per week. The time spent in the internship seminar will count toward the total hours. Each student must have an internship setting that is appropriate for his/her emphasis. In the case of dual emphases, the student will do one semester of internship at a site appropriate for each emphasis. For example, a student doing a dual emphasis in Clinical Mental Health Counseling and in School Counseling will do one semester in a community mental health center and one semester in a school setting. All internship students will come together for one classroom meeting every other week for the internship seminar. Students will meet with the faculty supervisor responsible for their respective emphasis. Goals & Learning Objectives The internship is designed to provide the student with an opportunity to practice and expand his or her counseling and/or guidance skills in a setting other than the university environment. The on- site supervisor will closely monitor student activities, provide effective and appropriate feedback, work co- operatively with the university supervisor, and encourage student participation in a variety of on- site activities. Students may also use on- site facilities at the university for group supervision sessions and continued expansion and evaluation of counseling skills through use of counseling labs, video and audio equipment, and supervision. During the internship, students will be expected to demonstrate a commitment to implementing and expanding the following skills: Establishing and maintaining client caseload Demonstration and application of appropriate counseling and/or guidance skills Development of specialized skills relevant to the requirements of the host site Establishing and maintaining effective working relationships with staff, supervisors and colleagues Demonstration of willingness to meet professional obligations Demonstration of enthusiasm and commitment to the counseling profession Effective FALL 2015 (In Process) 23 of 95

24 Demonstration of willingness to learn and sensitivity to feedback Demonstration of multicultural awareness and skills in dealing with a culturally diverse population Demonstration of willingness to explore and use community resources for referrals Internship Requirements Students must be prepared to commit a total of 600 hours to the internship which may extend over one or two semesters. Distribution of internship hours must be as follows: 1. Direct Service: Client contact (one/one, couples, family, group) minimum 240 hours or 40% of total internship hours. 2. Indirect Service: Case/progress notes, treatment planning, obtaining and reviewing client- specific records and assessments, and consultation with outside agencies. 3. Individual supervision with on- site supervisor. 1 hour/week minimum hours. 4. Group supervision with university supervisor: 1 ½ hours/week minimum. 5. Additional hours spent in staff meetings, case presentations, peer and/or supervisor observations, in- service training, transcript and analysis of audio/video tapes*, or other activities approved in advance by student s supervisors. *All students are required to furnish their own audio/video equipment. Students will be expected to keep a weekly log of hours spent in internship activities. These logs must be kept current and ready for review at any time during the internship by the intern student s supervisor. Logs would consist of daily notations indicating date and amount of time allotted to each activity. Weekly summaries of experiences, reaction to experiences, information learned, future goals and problems should be included. STANDARDS AS OUTLINED BY CACREP PRACTICUM F. Students must complete supervised practicum experiences that total a minimum of 100 clock hours over a minimum 10- week academic term. Each student s practicum includes all of the following: 1. At least 40 clock hours of direct service with actual clients that contributes to the development of counseling skills. 2. Weekly interaction that averages one hour per week of individual and/or triadic supervision throughout the practicum by a program faculty member, a student supervisor, or a site supervisor who is working in biweekly consultation with a program faculty member in accordance with the supervision contract. 3. An average of 1 1/2 hours per week of group supervision that is provided on a regular schedule throughout the practicum by a program faculty member or a student supervisor. 4. The development of program- appropriate audio/video recordings for use in supervision or live supervision of the student s interactions with clients. 5. Evaluation of the student s counseling performance throughout the practicum, including documentation of a formal evaluation after the student completes the practicum. INTERNSHIP G. The program requires completion of a supervised internship in the student s designated program area of 600 clock hours, begun after successful completion of the practicum. The internship is intended to reflect the comprehensive work experience of a professional counselor appropriate to the designated program area. Each student s internship includes all of the following: 1. At least 240 clock hours of direct service, including experience leading groups. 2. Weekly interaction that averages one hour per week of individual and/or triadic supervision throughout the internship, usually performed by the onsite supervisor. 3. An average of 1 1/2 hours per week of group supervision provided on a regular schedule throughout Effective FALL 2015 (In Process) 24 of 95

25 the internship and performed by a program faculty member. 4. The opportunity for the student to become familiar with a variety of professional activities and resources in addition to direct service (e.g., record keeping, assessment instruments, supervision, information and referral, in- service and staff meetings). 5. The opportunity for the student to develop program- appropriate audio/video recordings for use in supervision or to receive live supervision of his or her interactions with clients. 6. Evaluation of the student s counseling performance throughout the internship, including documentation of a formal evaluation after the student completes the internship by a program faculty member in consultation with the site supervisor. Liability Insurance All Students registering for Counseling Practicum or Counseling Internship are required to acquire adequate liability insurance. Professional Liability Insurance for counseling students is available through the American Counseling Association ( ), as well as other mental health organizations. There is a list of websites at the end of this manual. Proof of insurance must accompany the completed and signed copy of the Learning Agreement. Selection of Internship Site The first consideration in arranging placement is the particular interests of the individual student. Each potential internship student is asked to indicate the type of school or client population with which he or she would like to be involved. Lists of recommended and/or approved internship sites are then surveyed in an attempt to match the student s interests with the available school or agency. Placement procedures are arranged by the student with guidance from the University internship supervisor. Students are reminded of the policy adopted by the University counseling faculty, that the selection of an internship site in which the student is currently employed must have prior approval from the faculty. In addition, no internship will be approved for which the student has not been academically prepared. 1. The student must contact the University internship supervisor and review appropriate sites in an attempt to match student s interests with an available school or agency, and review requirements for an on- site supervisor, school, and/or agency. 2. For school counseling students, the initial agreement, according to protocol must be made by the University internship supervisor with the school principal or director of personnel. In school settings, the director of Guidance Services/Wellness is usually consulted for assistance in internship placement with approval from the building principal and the assigned school counselor to do the on- site supervision before internship placement is accepted. 3. The student then contacts the internship site and arranges for an on- site interview. This interview provides an opportunity for both the student and the school/agency to clearly delineate their expectations for the internship experience. The student is encouraged to interview with at least two sites before a selection is made. The student should provide a current resume for each potential site. Following the interview, if the school/agency representative thinks that the student and the school/agency experiences or expectations are mismatched, the internship placement may be refused and another placement sought. If the Effective FALL 2015 (In Process) 25 of 95

26 school/agency accepts the student for internship placement, a contract should be negotiated specifying the expectations and responsibilities of all parties involved. 4. The student reviews the internship contract, agreements, expectation, and responsibilities for approval with the on- site supervisor, the internship placement administrator, and the University internship supervisor. Expectations of Counseling Program 1. To assign a University faculty member to facilitate communication between the University and the internship site; 2. To notify the internship student that he/she must adhere to the administration policies, rules, standards, schedule, and practices of the internship site; 3. To have a faculty member available for consultation with both site supervisor and student, and to be immediately contacted should any problem or change in relation to student, site or University occur; and, 4. The University faculty member assigned as the internship supervisor, in consultation with the on- site supervisor, is responsible for the assignment of an internship final grade. Expectations of Site 1. To assign an internship on- site supervisor who: is a licensed counselor or psychologist with appropriate credentials; has a minimum of two years experience in the current position; and, has the time and interest in the supervision and training of the internship student. 2. To provide opportunity for the student to engage in a variety of counseling activities under supervision, and be involved in the evaluation of the student s performance (suggested counseling experiences included in the Internship Activities Log); 3. To provide the student with adequate work space, telephone, office supplies, and staff to conduct professional activities; 4. To provide supervisor contact which involves some examination of student work using audio/video recording, observation, and supervision; and, 5. To provide written evaluation of the student based on criteria established by the Counseling Program. Expectations of the Student 1. To act in a professional manner that is consistent with the ACA Code of Ethics and practice counseling in accordance with these standards. Any breach of these ethics or any unethical behavior, on the student s part, will result in the removal from the internship and a failing grade. Documentation of such behavior will become part of the student s permanent record. Effective FALL 2015 (In Process) 26 of 95

27 2. To be responsible for being available to the Site Supervisor and the University Internship Supervisor for conferences, i.e., consultation, staffing, etc., and to keep the University Internship Supervisor informed regarding the internship experiences. 3. To comply with the rules, policies, and regulations of the site, i.e., staff development, working hours, schedules, etc. 4. To complete all internship course requirements and demonstrate the specified minimal level of counseling skill, knowledge, and competence on the various internship activities evaluated during the student s internship experience. Faculty Supervisor The student s university supervisor must make at least one formal on- site visit the student s internship site during the semester. On- Site Supervisor Qualifications A minimum of a Master's Degree in the program emphasis area and possess appropriate certifications and/or licenses. A minimum of two years of pertinent professional experience. Have been apprised of the program's expectations, requirements, and evaluation procedures for student in practicum and/or internship. 5. Evaluation of Student a) Feedback from the internship site supervisor is essential for the purpose of evaluating student effectiveness. (A standard evaluation form has been adopted by the University counseling faculty). A copy must be given to the on- site internship supervisor by the student with his or her resume and internship contract. The rating form should be completed by the on- site internship supervisor, reviewed with the student in conference, and returned to the University internship supervisor at mid- term and at the completion of the semester in which the student is enrolled for this course. Any additional comments the on- site internship supervisor might like to make should be include on the rating form. b) Internship placement must be mutually approved by the student, the on- site internship supervisor, and the University internship supervisor before a student can register for the course. Course Grading Policy Grading will be assigned based on the following considerations: Attendance at class meetings Maintenance of internship log Formal evaluations by on- site supervisor Completion of required number of clock hours Professionalism & enthusiasm Effective FALL 2015 (In Process) 27 of 95

28 A grade of S indicates that in addition to completing all course requirements in a timely and professional manner, the student demonstrates strong counseling skills; has high standards of personal and professional behavior; demonstrates a willingness to learn; is cooperative and resourceful in his or her work environment; and, is committed to the counseling profession. A grade of U indicates that the student has not completed course requirements in a professional manner; needs to improve counseling skills; has less than acceptable professional and personal standards of behavior; appears to be unwilling to learn; and, lacks sufficient commitment to the profession. A grade of U is considered unacceptable in the counseling program. A student receiving this grade will be asked to reconsider his or her choice of profession, or, if exceptional circumstances are proven, a second internship may be required prior to graduation. In cases where the student has failed to meet the required number of clock hours within the required time, PR (progress) will be given. Failure to meet the requirements within the next semester will result in an automatic letter grade of U and the associated consequences, unless specific arrangements have been made with the university supervisor. Course Attendance Policy Interns are expected to attend all supervision meetings scheduled. Counseling Practicum and Counseling Internship cannot be taken during the same semester. A supervision seminar accompanies the Counseling Practicum and Counseling Internship each semester. Following the completion of the Counseling Practicum the student review process will be completed. This process assesses the student s potential in the field of counseling and continuance in the counseling program, or this process may conclude that other paths should be explored. Documentation Requirements for Practicum and Internships 1. When the agency/school and the site supervisor have accepted the student and been approved by the faculty, the student is to complete the Counseling Practicum/Counseling Internship Agreement Form. This form identifies the responsibilities of the site and faculty supervisors. (A copy of this form is provided in this handbook.) 2. Because some sessions are audio taped or videotaped, the student must have the Audiotape/Videotape Consent Form completed for each taped session. (A copy of this form is provided in this handbook.) 3. Counseling Practicum/Counseling Internship students must document all activities on the Log of Activities Form. Both indirect and direct client hours must be documented to reflect the required hours. These logs must be up- to- date and will be reviewed by the faculty supervisor at each seminar and submitted at the end of the semester. (A copy of this form is provided in this handbook.) Effective FALL 2015 (In Process) 28 of 95

29 1. 2. New Mexico Highlands University COUNSELING PROGRAM: STUDENT HANDBOOK NEW MEXICO HIGHLANDS UNIVERSITY COUNSELOR TRAINING PROGRAM Practicum/Internship Activities (CMHC & Rehabilitation) Individual Counseling/Psychotherapy Personal/Social Occupational/Educational Group Counseling/Psychotherapy Co-leading, Leading 7. Consultation/Coordination Referral Professional Team Collaboration Contact with Community Resources 8. Psycho-Educational Activities Parent Conferences Group Guidance Outreach Client/Student Orientation In-service/staff development 3. Marriage/Family Counseling 9. Career Counseling 4. Intake Interviewing including taking 10. social history Testing Administration, Analysis, Interpretation Report Writing Record Keeping Treatment Plans Treatment Summaries 11. Progress Administration Organizational Development Implementation, Evaluation Case Conference or Staff Meetings 12. Other (Please List) (PRINT OR TYPE INFORMATION BELOW) Internship Site Supervisor: SS# Site Address City State Zip Phone Degree/Date License/Certification Signature Student: SS# Site Address City State Zip Phone University Faculty Supervisor: Signature Date: Effective FALL 2015 (In Process) 29 of 95

30 NEW MEXICO HIGHLANDS UNIVERSITY COUNSELOR TRAINING PROGRAM Internship Activities (School) DIRECT STUDENT SERVICES Core Curriculum/Guidance Academic Issues Social/Emotional Career Student Planning Scheduling Career/Future Planning IEP meetings SAT meetings Responsive Services Individual Counseling Group Counseling Mediation Crisis Intervention Family Counseling Consultation (Identified student) INDIRECT STUDENT SERVICES Referrals Consultation (No specific student) Collaboration within school Collaboration with community Program management PROGRAM PLANNING & SUPPORT Professional development (training) Data analysis (accountability) Fair- share responsibilities (duty) Faculty/staff meetings SUPERVISION Peer Individual Group TESTING (NON- COUNSELOR DUTY) Administration, Analysis, Interpretation 4. OTHER DIRECT STUDENT SERVICES (List) 9. OTHER (List) (PRINT OR TYPE INFORMATION BELOW) Internship Site Supervisor: SS# Site Address City State Zip Phone Degree/Date License/Certification Signature Student: SS# Site Address City State Zip Phone University Faculty Supervisor: Signature Date Effective FALL 2015 (In Process) 30 of 95

31 Students have a choice between two exit exercises. They can choose the Case Conceptualization or do a Professional Paper. Guidelines for both follow. Effective FALL 2015 (In Process) 31 of 95

32 Student Name: Semester: Date: New Mexico Highlands University COUNSELING PROGRAM: STUDENT HANDBOOK CLINICAL CASE CONCEPTUALIZATION (GUIDE) Demographics Client Name*: Gender: Age: Language: Ethnicity: Presenting Concern(s) Summarize the concerns (behaviors, thoughts, feelings) that have brought the client to counseling. These are the reasons why the client chose to come for counseling or the reasons the client was referred. Background Information Developmental/Academic/Work History Trauma/Abuse History: Substance Use/Abuse: Precipitating Events (recent life changes, first symptoms, stressors, etc.): Effective FALL 2015 (In Process) 32 of 95

33 Related Family/ Historical Background: Client s Strengths Personal: Relational/Social: Occupation/Career: *Fictitious (composite of anonymous clients) Behavioral Observations; formal/informal Formal: Name and briefly describe the Behavioral Assessment Informal: Counselor Impressions/Case Summary Effective FALL 2015 (In Process) 33 of 95

34 Use all the information gathered in the preceding sections that directly impact the client s currently identified problem(s) and summarize the major points in narrative format. Counseling Plan Theoretical Orientation, summarize your theoretical conceptualization of the client s concerns. This is the theory-based description of the underlying causes of the presenting concerns. Counseling Plan: Assessment: Diagnosis and Treatment Plan to include the short term and long term goals of counseling. These goals should be consistent with your theoretical orientation. Counseling Plan Template: Problem(s) Goal(s) Objectives Strategies/techniques Outcome Course of Treatment and Interventions Utilized Please include your theoretical guide. In this section give a narrative describing what you have done with the client and how the client has responded. The course of treatment (where you are at in the counseling process), and interventions should be consistent with your theory. Effective FALL 2015 (In Process) 34 of 95

35 Final Recommendations or Anticipated Outcome Describe how you believe the client will change as a result of counseling. This should parallel your theoretical view of mental health or healthy functioning. Personal Reflection Evaluate the pros and cons of this exercise reflecting on its feasibility in your internship setting. Discuss the outcome and effectiveness of the counseling plan; were the objectives met? Did the desired behavior change occur? If not, provide possible explanations such as accurate problem identification, clearly stated objectives and the use of appropriate strategies. Grade for Case Presentation (Pass/Fail): Professor Signature: Date: Effective FALL 2015 (In Process) 35 of 95

36 SCHOOL COUNSELING CASE CONCEPTUALIZATION GUIDELINES Student Student Name*: Gender Grade: Age: Ethnicity/Language Presenting Concern(s) Student Description of Problem: Significant other/family Description of Problem: School/teachers Problem Description: Background Information Academic/Developmental History; testing, special education, discipline, attendance, etc.,: Trauma/Abuse History: Substance Use/Abuse: Effective FALL 2015 (In Process) 36 of 95

37 Precipitating Events (recent life changes, first symptoms, stressors, etc.): Related Family/ Historical Background: Student Strengths Personal: Academic: Relational/Social: Occupation/Career: *Fictitious (composite of anonymous student-clients) Behavioral Observations; formal/informal Formal: Name and briefly describe the Behavioral Assessment Effective FALL 2015 (In Process) 37 of 95

38 Informal: include setting, time of day, seating and classroom arrangement (if in class), provide academic work student is engaged in, instructional materials, and behaviors student is demonstrating. Consider information which relates to academic/study skills, social, physical, and affective areas. Observation must be descriptive and specific. Counselor/Teacher Parent/Guardian: Other: School Counselor Impressions/Case Summary Use all the information gathered in the preceding sections that directly impact the student s currently identified problem(s) and summarize the major points in narrative format. Provide recommendations for student that includes your counseling plan. Counseling Plan Theoretical Orientation, provide a brief summary of the theory you plan to use. Include basic principles, techniques and general considerations of the theory. I.e., Solution-Focused Brief Counseling (SFBC). SFBC includes: 1) establishing goals and 2) techniques such as the Miracle question, instances and exceptions, recognizing student resources, mind mapping, cheerleading, scaling, flagging the minefield, and creating a message/compliments. Effective FALL 2015 (In Process) 38 of 95

39 Counseling Plan: Describe the counseling plan; primary problem(s), definition, goal(s), objectives, intervention (should be one for each objective), and outcome. Counseling plan must be created using theory selected. Counseling Plan Template: Problem(s) Goal(s) Objectives Strategies/techniques Outcome Personal Reflection Evaluate the pros and cons of this exercise reflecting on its feasibility in a school setting. Discuss the outcome and effectiveness of the counseling plan; were the objectives met? Did the desired behavior change occur? If not, provide possible explanations such as accurate problem identification, clearly stated objectives and the use of appropriate strategies. Final Recommendations Grade for Case Presentation (Pass/Fail): Professor Signature: Date: Effective FALL 2015 (In Process) 39 of 95

40 Professional Paper Requirements Effective FALL 2015 (In Process) 40 of 95

41 Professional Paper New Mexico Highlands University COUNSELING PROGRAM: STUDENT HANDBOOK Required text: American Psychological Association. (2012). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: Author. Note: You will be required to include primary and secondary sources. This includes scholarly journals. Recommended Outline I. Theory A. Introduction 1. Background and History B. Key Concepts 1. View of Human Nature 2. The Healthy Personality 3. Origin or Cause of Conflict 4. Central Constructs of the Theory C. The Therapeutic Process 1. Goals 2. Therapeutic Techniques 3. Stages of Therapy D. Summary and Evaluation 1. Contributions of Approach 2. Limitations and Criticisms 3. Multicultural Considerations 4. Summary of section I II. Problem A. Introduction - Description of Population 1. Behavioral Definition of Problem including Behavioral Symptoms and Characteristics 2. Causes and Risk Factors 3. Effect on the Person s Life B. Diagnostic Criteria from DSM- IV- TR (if applicable) C. Interventions. This is where you might use research to describe interventions that have been attempted by others. D. Summary of section II III. Theoretical Application to Problem A. Conceptualization of the Problem in Terms of the Theory B. Understanding the Client According to the Theory C. Counseling Process and Interventions of the Therapy Based on the Theory D. Relationship Between Counselor and Client as Described by the Theory Effective FALL 2015 (In Process) 41 of 95

42 E. Summary of section III IV. Personal Reaction A. Overall Usefulness of the Theory B. Congruence with Personal Philosophy and Understanding of Human Nature C. Conclusion of paper Effective FALL 2015 (In Process) 42 of 95

43 (Use the following template for the title page of your professional paper. TITLE OF PAPER A Professional Paper Presented to the Counseling Department School of Education New Mexico Highlands University In Partial Fulfillment Of the Requirement for the Degree Master of Education in Applicable Emphasis By Name of Student Semester, Year Effective FALL 2015 (In Process) 43 of 95

44 Sequencing Your Program Effective FALL 2015 (In Process) 44 of 95

45 COUNSELING COURSES SEQUENCE GRID LAS VEGAS CAMPUS & RIO RANCHO CAMPUS [September, 2012] Rio Rancho classes generally meet face- to- face at 4:00-6:50 & 7:00-9:50. Santa Fe classes follow the Las Vegas schedule and meet 3:00-5:50 & 6:00-8:50. Farmington follows a modified Las Vegas schedule. COURSE # FA SP SU even SU odd Delivery modalities for Las Vegas/ Santa Fe/ Farmington COUN 601 Prof Orient X X ITV COUN 602 Child & Adol X X Face- to- Face COUN 603 Career X (RR only) X X On- Line COUN 605 Pre- prac X X Face- to- Face COUN 606 Theory X X ITV COUN 607 Group X X Face- to- Face COUN 608 Appraisal X X (RR only) X ITV COUN 610 Assess & TX X (RR only) X X Face- to- Face COUN 611 Multicultural X X (RR only) X ITV COUN 612 Mental Health Ethics X (LV only) X (RR only) X X (RR only) ITV COUN 615 Family X X Face- to- Face COUN 619 Mngmnt Couns X X ITV COUN 620 Admin & Organ School X X (RR only) ITV COUN 625 Lifespan X X ITV COUN 634 Practicum X X Face- to- Face COUN 640 Rehab Found X X X On- Line COUN 642 Case Mngmnt X On- Line COUN 698 Internship X X X X Face- to- Face COUN 614 Elective COUN 635 Elective X X X X COUN 646 Found Voc Eval X On- Line COUN 648 Adv Voc Eval X X On- Line GNED 605 Stats X X X X On- Line GNED 610 Research X X X X On- Line SPED 673 Med Aspects X On- Line SPED 674 Psycho- Soc X On- Line A variety of electives and special topics are available over the course of several semesters including: COUN 614 Existential Counseling COUN 616 Overview of Art Therapy & the Creative Process COUN 617 Art/Sandtray Counseling COUN 621 Grief, Loss and Expressive Arts Therapy COUN 646 Foundation of Vocational Evaluation COUN 644 Transition Planning Assessment COUN 648 Advanced Vocational Evaluation COUN 622 Play Therapy COUN 623 Foundations of Addiction: Alcohol Abuse COUN 626 Treating Individuals with Alcohol Abuse COUN 624 Foundations of Addiction: Drug Abuse COUN 627 Treating Individuals with Drug Abuse COUN 635 Special Topics Advanced Transitions Planning Foundations of Assistive Technology Advanced Assistive Technology Dreamwork Transpersonal Counseling Psychoanalytic Therapy Effective FALL 2015 (In Process) 45 of 95

46 POSSIBLE SEQUENCING FULLTIME Clinical Mental Health Counselor (CMHC) YEAR ONE YEAR ONE YEAR ONE FALL SPRING SUMMER COUN 601 Professional Orientation COUN 601 Professional Orientation GNED 605 Statistics COUN 606 Theories of Ind. Counseling COUN 606 Theories of Ind. Counseling ELECTIVE COUN 611 Multicultural Counseling COUN 611 Multicultural Counseling SPRING SUMMER FALL COUN 603 Theories Career Dev (8 wk) GNED 605 Statistics COUN 601 Professional Orientation COUN 608 Appraisal (8 wk) ELECTIVE COUN 606 Theories of Ind. Counseling COUN 605 Pre- Practicum COUN 611 Multicultural Counseling COUN 615 Family Counseling SUMMER FALL SPRING GNED 605 Statistics COUN 603 Theories Career Dev (8 wk) COUN 603 Theories Career Dev (8 wk) ELECTIVE COUN 608 Appraisal (8 wk) COUN 608 Appraisal (8 wk) COUN 605 Pre- Practicum COUN 605 Pre- Practicum COUN 607 Group Counseling COUN 615 Family Counseling YEAR TWO YEAR TWO YEAR TWO FALL SPRING SUMMER COUN 607 Group Counseling COUN 615 Family Counseling GNED 610 Research COUN 625 Counseling Across Lifespan COUN 634 Practicum ELECTIVE COUN 634 Practicum ELECTIVE SPRING SUMMER FALL COUN 610 Assessment & TX Planning GNED 610 Research COUN 607 Group Counseling COUN 629 Trauma & Crisis Intervent ELECTIVE COUN 625 Counseling Across Lifespan COUN 698 Internship COUN 634 Practicum SUMMER FALL SPRING GNED 610 Research COUN 625 Counseling Across Lifespan COUN 610 Assessment & TX Planning ELECTIVE COUN 612 Mental Health Ethics COUN 629 Trauma & Crisis Intervent COUN 698 Internship COUN 698 Internship YEAR THREE YEAR THREE YEAR THREE FALL SPRING SUMMER COUN 612 Mental Health Ethics COUN 610 Assessment & TX Planning ELECTIVE ELECTIVE COUN 629 Trauma & Crisis Intervent COUN 698 Internship COUN 698 Internship FALL COUN 612 Mental Health Ethics COUN 698 Internship Effective FALL 2015 (In Process) 46 of 95

47 Clinical Rehabilitation Counseling YEAR ONE YEAR ONE YEAR ONE FALL SPRING SUMMER COUN 601 Professional Orientation COUN 601 Professional Orientation GNED 605 Statistics COUN 606 Theories of Ind. Counseling COUN 606 Theories of Ind. Counseling COUN 642 Case Mngmnt/Job Placemnt COUN 640 Rehabilitation Found (16 wk) COUN 640 Rehabilitation Found (8 wk) COUN 642 Case Mngmnt/Job (8 wk) SPRING SUMMER FALL COUN 603 Theories Career Dev (8 wk) GNED 605 Statistics COUN 601 Professional Orientation COUN 608 Appraisal (8 wk) COUN 642 Case Mngmnt/Job Placemnt COUN 606 Theories of Ind. Counseling COUN 611 Multicultural Counseling COUN 640 Rehabilitation Found (16 wk) COUN 615 Family Counseling SUMMER FALL SPRING GNED 605 Statistics COUN 603 Theories Career Dev (8 wk) COUN 603 Theories Career Dev (8 wk) COUN 642 Case Mngmnt/Job Placemnt COUN 608 Appraisal (8 wk) COUN 608 Appraisal (8 wk) COUN 607 Group Counseling COUN 611 Multicultural Counseling COUN 612 Mental Health Ethics COUN 615 Family Counseling YEAR TWO YEAR TWO YEAR TWO FALL SPRING SUMMER COUN 605 Pre- Practicum COUN 605 Pre- Practicum GNED 610 Research COUN 607 Group Counseling COUN 611 Multicultural Counseling COUN 612 Mental Health Ethics COUN 615 Family Counseling SPRING SUMMER FALL COUN 610 Assessment & TX Planning GNED 610 Research COUN 605 Pre- Practicum SPED 674 Psychocultural/Psychosoc COUN 607 Group Counseling COUN 634 Practicum COUN 612 Mental Health Ethics SUMMER FALL SPRING GNED 610 Research COUN 625 Counseling Across Lifespan COUN 610 Assessment & TX Planning COUN 698 Internship COUN 634 Practicum COUN 634 Practicum SPED 673 Medical Aspects of Disability SPED 674 Psychocultural/Psychosoc YEAR THREE YEAR THREE YEAR THREE FALL SPRING SUMMER COUN 625 Counseling Across Lifespan COUN 610 Assessment & TX Planning COUN 698 Internship SPED 673 Medical Aspects of Disability SPED 674 Psychocultural/Psychosoc COUN 698 Internship COUN 698 Internship FALL COUN 698 Internship FALL SPED 673 Medical Aspects of Disability COUN 625 Counseling Across Lifespan COUN 698 Internship Effective FALL 2015 (In Process) 47 of 95

48 Rehabilitation Counseling YEAR ONE YEAR ONE YEAR ONE FALL SPRING SUMMER COUN 601 Professional Orientation COUN 601 Professional Orientation GNED 605 Statistics COUN 606 Theories of Ind. Counseling COUN 606 Theories of Ind. Counseling COUN 642 Case Mngmnt/Job Placemnt COUN 640 Rehabilitation Found (16 wk) COUN 640 Rehabilitation Found (8 wk) COUN 642 Case Mngmnt/Job (8 wk) SPRING SUMMER FALL COUN 603 Theories Career Dev (8 wk) GNED 605 Statistics COUN 601 Professional Orientation COUN 608 Appraisal (8 wk) COUN 606 Theories of Ind. Counseling COUN 605 Pre- Practicum COUN 640 Rehabilitation Found (16 wk) SUMMER FALL SPRING GNED 605 Statistics COUN 607 Group Counseling COUN 603 Theories Career Dev (8 wk) COUN 642 Case Mngmnt/Job Placemnt SPED 673 Medical Aspects of Disability COUN 608 Appraisal (8 wk) COUN 605 Pre- Practicum COUN 605 Pre- Practicum YEAR TWO YEAR TWO YEAR TWO FALL SPRING SUMMER COUN 607 Group Counseling COUN 611 Multicultural Counseling GNED 610 Research SPED 673 Medical Aspects of Disability SPED 674 Psychocultural/Psychosoc COUN 634 Practicum COUN 634 Practicum SPRING SUMMER FALL COUN 611 Multicultural Counseling GNED 610 Research COUN 607 Group Counseling SPED 674 Psychocultural/Psychosoc COUN 698 Internship SPED 673 Medical Aspects of Disability COUN 698 Internship COUN 634 Practicum SUMMER FALL SPRING GNED 610 Research COUN 603 Theories Career Dev (8 wk) COUN 611 Multicultural Counseling COUN 698 Internship COUN 608 Appraisal (8 wk) SPED 674 Psychocultural/Psychosoc COUN 698 Internship COUN 698 Internship YEAR THREE SUMMER COUN 698 Internship Effective FALL 2015 (In Process) 48 of 95

49 School Counseling New Mexico Highlands University COUNSELING PROGRAM: STUDENT HANDBOOK YEAR ONE YEAR ONE YEAR ONE FALL SPRING SUMMER COUN 601 Professional Orientation COUN 601 Professional Orientation GNED 605 Statistics COUN 606 Theories of Ind. Counseling COUN 606 Theories of Ind. Counseling ELECTIVE COUN 611 Multicultural Counseling COUN 611 Multicultural Counseling SPRING SUMMER FALL COUN 602 Cnsling Children & Adoles GNED 605 Statistics COUN 601 Professional Orientation COUN 615 Family Counseling ELECTIVE COUN 606 Theories of Ind. Counseling COUN 605 Pre- Practicum COUN 611 Multicultural Counseling SUMMER FALL SPRING GNED 605 Statistics COUN 607 Group Counseling COUN 602 Cnsling Children & Adoles ELECTIVE COUN 620 Admn & Orgn School Coun COUN 615 Family Counseling COUN 605 Pre- Practicum COUN 605 Pre- Practicum YEAR TWO YEAR TWO YEAR TWO FALL SPRING SUMMER COUN 607 Group Counseling COUN 602 Cnsling Children & Adoles GNED 610 Research COUN 620 Admn & Orgn School Coun COUN 615 Family Counseling COUN 634 Practicum COUN 634 Practicum SPRING SUMMER FALL COUN 603 Theories Career Dev (8 wk) GNED 610 Research COUN 607 Group Counseling COUN 608 Appraisal (8 wk) COUN 698 Internship COUN 620 Admn & Orgn School Coun COUN 698 Internship COUN 634 Practicum SUMMER FALL SPRING GNED 610 Research COUN 603 Theories Career Dev (8 wk) COUN 603 Theories Career Dev (8 wk) COUN 698 Internship COUN 608 Appraisal (8 wk) COUN 608 Appraisal (8 wk) COUN 698 Internship COUN 698 Internship YEAR THREE SUMMER COUN 698 Internship Effective FALL 2015 (In Process) 49 of 95

50 Clinical Mental Health Counselor (CMHC) POSSIBLE SEQUENCING HALF TIME YEAR ONE YEAR ONE YEAR ONE FALL SPRING SUMMER COUN 601 Professional Orientation COUN 601 Professional Orientation COUN 629 Trauma & Crisis Intervent COUN 606 Theories of Ind. Counseling COUN 606 Theories of Ind. Counseling ELECTIVE SPRING SUMMER FALL COUN 610 Assessment & TX Planning COUN 629 Trauma & Crisis Intervent COUN 601 Professional Orientation COUN 611 Multicultural Counseling ELECTIVE COUN 606 Theories of Ind. Counseling SUMMER FALL SPRING GNED 605 Statistics COUN 603 Theories Career Dev (8 wk) COUN 603 Theories Career Dev (8 wk) ELECTIVE COUN 608 Appraisal (8 wk) COUN 608 Appraisal (8 wk) YEAR TWO YEAR TWO YEAR TWO FALL SPRING SUMMER COUN 603 Theories Career Dev (8 wk) COUN 607 Group Counseling GNED 605 Statistics COUN 608 Appraisal (8 wk) COUN 610 Assessment & TX Planning ELECTIVE SPRING SUMMER FALL COUN 607 Group Counseling GNED 605 Statistics COUN 607 Group Counseling COUN 629 Trauma & Crisis Intervent ELECTIVE COUN 625 Counseling Across Lifespan SUMMER FALL SPRING GNED 610 Research COUN 625 Counseling Across Lifespan COUN 615 Family Counseling ELECTIVE COUN 605 Pre- Practicum COUN 605 Pre- Practicum YEAR THREE YEAR THREE YEAR THREE FALL SPRING SUMMER COUN 625 Counseling Across Lifespan COUN 615 Family Counseling GNED 610 Research COUN 605 Pre- Practicum COUN 634 Practicum ELECTIVE SPRING SUMMER FALL COUN 615 Family Counseling GNED 610 Research COUN 611 Multicultural Counseling COUN 634 Practicum ELECTIVE COUN 634 Practicum SUMMER FALL SPRING ELECTIVE COUN 612 Mental Health Ethics COUN 610 Assessment & TX Planning COUN 698 Internship COUN 698 Internship COUN 698 Internship YEAR FOUR YEAR FOUR YEAR FOUR FALL SPRING SUMMER COUN 612 Mental Health Ethics COUN 611 Multicultural Counseling COUN 612 Mental Health Ethics COUN 698 Internship COUN 698 Internship COUN 698 Internship Effective FALL 2015 (In Process) 50 of 95

51 Clinical Rehabilitation Counseling YEAR ONE YEAR ONE YEAR ONE FALL SPRING SUMMER COUN 601 Professional Orientation COUN 601 Professional Orientation COUN 642 Case Mngmnt/Job Placmnt COUN 606 Theories of Ind. Counseling COUN 606 Theories of Ind. Counseling SPRING SUMMER FALL COUN 603 Theories Career Dev (8 wk) COUN 642 Case Mngmnt/Job Placmnt COUN 601 Professional Orientation COUN 608 Appraisal (8 wk) COUN 606 Theories of Ind. Counseling SUMMER FALL SPRING COUN 642 Case Mngmnt/Job Placmnt SPED 673 Medical Aspects of Disability COUN 603 Theories Career Dev (8 wk) COUN 640 Rehabilitation Foundations COUN 608 Appraisal (8 wk) YEAR TWO YEAR TWO YEAR TWO FALL SPRING SUMMER SPED 673 Medical Aspects of Disability COUN 611 Multicultural Counseling GNED 605 Statistics COUN 640 Rehabilitation Foundations COUN 615 Family Counseling SPRING SUMMER FALL COUN 611 Multicultural Counseling GNED 605 Statistics COUN 640 Rehabilitation Foundations COUN 615 Family Counseling SPED 673 Medical Aspects of Disability SUMMER FALL SPRING GNED 605 Statistics COUN 603 Theories Career Dev (8 wk) COUN 611 Multicultural Counseling COUN 608 Appraisal (8 wk) COUN 615 Family Counseling YEAR THREE YEAR THREE YEAR THREE FALL SPRING SUMMER COUN 605 Pre- Practicum COUN 610 Assessment & TX Planning COUN 612 Mental Health Ethics COUN 607 Group Counseling COUN 605 Pre- Practicum GNED 610 Research SPRING SUMMER FALL COUN 610 Assessment & TX Planning COUN 612 Mental Health Ethics COUN 605 Pre- Practicum COUN 634 Practicum GNED 610 Research COUN 607 Group Counseling SUMMER FALL SPRING COUN 612 Mental Health Ethics COUN 607 Group Counseling COUN 610 Assessment & TX Planning GNED 610 Research COUN 634 Practicum COUN 634 Practicum YEAR FOUR YEAR FOUR YEAR FOUR FALL SPRING SUMMER COUN 625 Counseling Across Lifespan SPED 674 Psychocultural/Psychosoc COUN 698 Internship COUN 698 Internship SPRING SUMMER FALL SPED 674 Psychocultural/Psychosoc COUN 625 Counseling Across Lifespan COUN 698 Internship COUN 698 Internship SUMMER FALL SPRING COUN 625 Counseling Across Lifespan SPED 674 Psychocultural/Psychosoc COUN 698 Internship COUN 698 Internship Effective FALL 2015 (In Process) 51 of 95

52 Rehabilitation Counseling YEAR ONE YEAR ONE YEAR ONE FALL SPRING SUMMER COUN 601 Professional Orientation COUN 601 Professional Orientation COUN 642 Case Mngmnt/Job Placmnt COUN 606 Theories of Ind. Counseling COUN 606 Theories of Ind. Counseling SPRING SUMMER FALL COUN 611 Multicultural Counseling COUN 642 Case Mngmnt/Job Placmnt COUN 601 Professional Orientation COUN 640 Rehabilitation Found (8 wk) COUN 606 Theories of Ind. Counseling COUN 642 Case Mngmnt/Job (8 wk) SUMMER FALL SPRING COUN 640 Rehabilitation Found (16 wk) COUN 611 Multicultural Counseling SPED 673 Medical Aspects of Disability COUN 640 Rehabilitation Found (8 wk) YEAR TWO YEAR TWO YEAR TWO FALL SPRING SUMMER COUN 603 Theories Career Dev (8 wk) COUN 603 Theories Career Dev (8 wk) GNED 605 Statistics COUN 608 Appraisal (8 wk) SPED 674 Psychocultural/Psychosoc SPRING SUMMER FALL COUN 605 Pre- Practicum GNED 605 Statistics COUN 603 Theories Career Dev (8 wk) COUN 607 Group Counseling COUN 608 Appraisal (8 wk) SUMMER FALL SPRING GNED 605 Statistics COUN 605 Pre- Practicum COUN 605 Pre- Practicum COUN 607 Group Counseling COUN 607 Group Counseling YEAR THREE YEAR THREE YEAR THREE FALL SPRING SUMMER COUN 634 Practicum COUN 611 Multicultural Counseling GNED 610 Research SPED 673 Medical Aspects of Disability COUN 634 Practicum SPRING SUMMER FALL SPED 674 Psychocultural/Psychosoc GNED 610 Research COUN 634 Practicum COUN 698 Internship COUN 698 Internship SPED 673 Medical Aspects of Disability SUMMER FALL SPRING GNED 610 Research COUN 608 Appraisal (8 wk) SPED 674 Psychocultural/Psychosoc COUN 698 Internship COUN 698 Internship COUN 698 Internship YEAR FOUR YEAR FOUR YEAR FOUR FALL SPRING SUMMER COUN 698 Internship Effective FALL 2015 (In Process) 52 of 95

53 School Counseling YEAR ONE YEAR ONE YEAR ONE FALL SPRING SUMMER COUN 601 Professional Orientation COUN 601 Professional Orientation COUN 602 Cnsling Children & Adoles COUN 606 Theories of Ind. Counseling COUN 606 Theories of Ind. Counseling ELECTIVE SPRING SUMMER FALL COUN 602 Cnsling Children & Adoles COUN 602 Cnsling Children & Adoles COUN 601 Professional Orientation COUN 615 Family ELECTIVE COUN 606 Theories of Ind. Counseling SUMMER FALL SPRING ELECTIVE COUN 611 Multicultural Counseling COUN 603 Theories Career Dev (8 wk) COUN 620 Admn & Orgn School Coun COUN 615 Family YEAR TWO YEAR TWO YEAR TWO FALL SPRING SUMMER COUN 603 Theories Career Dev (8 wk) COUN 603 Theories Career Dev (8 wk) GNED 605 Statistics COUN 608 Appraisal (8 wk) COUN 608 Appraisal (8 wk) SPRING SUMMER FALL COUN 607 Group Counseling GNED 605 Statistics COUN 605 Pre- Practicum COUN 605 Pre- Practicum COUN 620 Admn & Orgn School Coun SUMMER FALL SPRING GNED 605 Statistics COUN 605 Pre- Practicum COUN 607 Group Counseling COUN 607 Group Counseling COUN 634 Practicum YEAR THREE YEAR THREE YEAR THREE FALL SPRING SUMMER COUN 620 Admn & Orgn School Coun COUN 615 Family GNED 610 Research COUN 634 Practicum COUN 634 Practicum SPRING SUMMER FALL COUN 611 Multicultural Counseling COUN 698 Internship COUN 611 Multicultural Counseling COUN 698 Internship COUN 698 Internship SUMMER FALL SPRING GNED 610 Research GNED 610 Research COUN 608 Appraisal (8 wk) COUN 698 Internship COUN 698 Internship COUN 698 Internship Effective FALL 2015 (In Process) 53 of 95

54 FORMS Effective FALL 2015 (In Process) 54 of 95

55 SEQUENCE OF IMPORTANT FORMS 1. The Framework is a list of courses in each area of concentration. It is used as a guide for the Program of Study. 2. The Program of Study is the official document upon which your progress through the counseling program is based. This is a list of courses, indicating the semester in which they were or will be taken, the grade earned, and the choice of elective(s) for those emphases that have electives. This form is to be typed and completed during the first or second semester of your studies. You must be a regular student (i.e., not provisional). [A program of Study is completed for each emphasis in which you plan to study.] 3. The Course Substitution form lists all the courses that you have taken that you plan to use in place of a required course. Such courses must have the permission of your advisor and the program coordinator. 4. The Graduate Transfer of Credit form lists all the courses that you are transferring in from another university. The Graduate School allows six semester hours of coursework to be transferred. Any hours beyond that must be petitioned for acceptance. 5. The Graduate Change of Concentration form is to be completed if you make any changes in your Program of Study after it has been turned in. If you change your emphasis or add an emphasis, this form must be completed. 6. It is up to you to get each form in on time. You must also arrange a Degree Check with the Registrar s Office in the semester prior to your final semester of study. Effective FALL 2015 (In Process) 55 of 95

56 LEVEL 1 New Mexico Highlands University COUNSELING PROGRAM: STUDENT HANDBOOK Checklist for Graduate Admission/Progress in Counseling Admission to Graduate Studies a) Complete a baccalaureate degree from an accredited institution. b) Submit Graduate Application for Admission and a $15.00, one- time, non- refundable application fee to the NMHU, Office of Graduate Studies. c) Submit official transcripts of all previous college work to the Office of Graduate Studies. [In general, a maximum of 6 credit hours can be transferred in for a Master s Degree.] d) Submit required essay. e) Submit two letters of recommendation from counselors, educators and/or employers. f) Set up an initial advising meeting with a faculty from the Counseling Department. This meeting can occur on the telephone if distance prohibits a face- to- face interview. Admission cannot be complete until all of these materials have been received in an acceptable form. Application packets are available from the Office of Graduate Studies. A new application is required for re- enrollment after a one- year absence. If a second master s degree or a change in major or concentration outside the college/school is sought, a new application is required, and entrance requirements for that program must be met. No work used toward the first master s degree may count toward the second degree. Two 300- hr internships; a Case Conceptualization/Presentation or a professional paper; and, a written examination (Counselor Preparation Comprehensive Examination - CPCE) are required of all students. The written exam is a comprehensive objective exam covering the course content areas. LEVEL 2 Provisional Admission to Counseling Program a) Students are admitted provisionally to the Counseling Program until they have successfully completed all application requirements. b) Meet with advisor to plan a Program of Study prior to completion of 9 hours of coursework. c) Program of Study completed, signed, and dated by the Advisor and Department Chair. d) Model ethical and personal behavior as described in the ACA Code of Ethics and Standards of Practice. As required by the American Counseling Association Code of Ethics, students failing to demonstrate personal, and/or ethical behaviors (as these behaviors relate to the ability to function as a counselor), may be denied continuance in the counseling program. If intervention is indicated and completed, the student may petition for readmission. LEVEL 3 Preparation for Completion of Program a) Complete Case Presentation or submit Professional Paper to all full- time counseling faculty of the student s identified home campus/center (i.e. Las Vegas or Rio Rancho) no later than 2 weeks prior to finals week. b) Achieve a passing score on the Counselor Preparation Comprehensive Examination (CPCE). LEVEL 4 Approval for Graduation a) Maintain a minimum 3.0 cumulative GPA in all graduate course work. b) Case Presentation or Professional paper approved. Effective FALL 2015 (In Process) 56 of 95

57 c) Model ethical and personal behavior as described in the ACA Code of Ethics and Standards of Practice. File the Application for Graduation (with signed degree plan) as described in the NMHU catalog on or before the midpoint of the semester prior to the semester in which graduation is intended. (Exact date can be found in the current NMHU Catalog.) Effective FALL 2015 (In Process) 57 of 95

58 Framework & Program of Study Clinical Mental Health Counseling Emphasis A) Required Courses COUN 601 Professional Orientation COUN 603 Theory and Practice of Career counseling COUN 605 Pre- Practicum (Prqs - COUN 601/COUN 606) COUN 606 Theory and Principles of Individual Counseling COUN 607 Group Techniques of Counseling (Prqs - COUN 601/COUN 606) COUN 608 Appraisal of Individual, Group and Family in Counseling COUN 611 Multicultural Counseling COUN 634 Practicum in Counseling (Prqs - COUN 601/COUN 605/COUN 606/COUN 607) COUN 698 Internships 1 & 2 (Prqs - COUN 601/COUN 605/COUN 606/COUN 607/COUN 634) 3 cr 3 cr 3 cr 3 cr 3 cr 3 cr 3 cr 3 cr 6 cr B) Research and Methodology GNED 605 Statistics for Education 3 cr GNED 610 Educational Research Interpretation (Prq GNED 605) 3 cr SUBTOTAL CREDIT HOURS - CORE 36 cr C) Emphasis in Clinical Mental Health Counseling COUN 610 Assessment & TX Planning in Counseling 3 cr COUN 612 Mental Health Ethics: Law & Practice 3 cr COUN 615 Family Counseling 3 cr (Prqs - COUN 601/COUN 605/COUN 606) COUN 629 Trauma and Crisis Intervention 3 cr COUN 625 Counseling Individual Across the Lifespan 3 cr Electives selected with approval of student s advisor TOTAL CREDIT HOURS 9 cr 60 cr Effective FALL 2015 (In Process) 58 of 95

59 Effective FALL 2015 (In Process) 59 of 95

60 Framework & Program of Study School Counseling Emphasis A) Required Courses COUN 601 Professional Orientation COUN 603 Theory and Practice of Career counseling COUN 605 Pre- Practicum (Prqs - COUN 601/COUN 606) COUN 606 Theory and Principles of Individual Counseling COUN 607 Group Techniques of Counseling (Prqs - COUN 601/COUN 606) COUN 608 Appraisal of Individual, Group and Family in Counseling COUN 611 Multicultural Counseling COUN 634 Practicum in Counseling (Prqs - COUN 601/COUN 605/COUN 606/COUN 607) COUN 698 Internships 1 & 2 (Prqs - COUN 601/COUN 605/COUN 606/COUN 607/COUN 634) 3 cr 3 cr 3 cr 3 cr 3 cr 3 cr 3 cr 3 cr 6 cr B) Research and Methodology GNED 605 Statistics for Education GNED 610 Educational Research Interpretation (Prq GNED 605) 3 cr 3 cr SUBTOTAL CREDIT HOURS - CORE 36 cr C) Emphasis in Clinical Mental Health Counseling COUN 602 Counseling Children & Adolescents COUN 615 Family Counseling (Prqs - COUN 601/COUN 605/COUN 606) COUN 620 Organization and Administration of School Counseling Programs Electives selected with approval of student s advisor TOTAL CREDIT HOURS 3 cr 3 cr 3 cr 3 cr 48 cr Effective FALL 2015 (In Process) 60 of 95

61 Effective FALL 2015 (In Process) 61 of 95

62 Framework & Program of Study Rehabilitation Counseling Emphasis A) Required Courses COUN 601 Professional Orientation COUN 603 Theory and Practice of Career counseling COUN 605 Pre- Practicum (Prqs - COUN 601/COUN 606) COUN 606 Theory and Principles of Individual Counseling COUN 607 Group Techniques of Counseling (Prqs - COUN 601/COUN 606) COUN 608 Appraisal of Individual, Group and Family in Counseling COUN 611 Multicultural Counseling COUN 634 Practicum in Counseling (Prqs - COUN 601/COUN 605/COUN 606/COUN 607) COUN 698 Internships 1 & 2 (Prqs - COUN 601/COUN 605/COUN 606/COUN 607/COUN 634) 3 cr 3 cr 3 cr 3 cr 3 cr 3 cr 3 cr 3 cr 6 cr B) Research and Methodology GNED 605 Statistics for Education GNED 610 Educational Research Interpretation (Prq GNED 605) 3 cr 3 cr SUBTOTAL CREDIT HOURS - CORE 36 cr C) Emphasis in Rehabilitation Counseling COUN 640 Rehabilitation Foundations COUN 642 Case Management/Job Placement SPED 673 Medical Aspects of Disability SPED 674 Psycho- cultural/psychosocial Aspects of Disability TOTAL CREDIT HOURS 3 cr 3 cr 3 cr 3 cr 48 cr Vocational Evaluation Specialization (Optional) C) COUN 646 Foundations of Vocational Evaluation 3 cr COUN 648 Advanced Vocational Evaluation 3 cr TOTAL CREDIT HOURS WITH SPECIALIZATION 54 cr Effective FALL 2015 (In Process) 62 of 95

63 Effective FALL 2015 (In Process) 63 of 95

64 Course Substitution/Addition/Deletion Form Effective FALL 2015 (In Process) 64 of 95

65 Graduate Transfer of Credit New Mexico Highlands University COUNSELING PROGRAM: STUDENT HANDBOOK New Mexico Highlands University GRADUATE TRANSFER OF CREDIT Name: Address: Graduate Major: Social Security No: Concentration: (If applicable) Emphasis: (If applicable) I have completed the following courses at and respectfully request that they be accepted to meet the requirements for the master s degree at New Mexico Highlands University. DEPT COURSE NO TITLE OF COURSE GRADE CREDITS DATE TAKEN Note: A maximum of six (6) credits may be accepted in transfer from an accredited institution provided that a. They were earned in residence at that institution; b. A minimum grade of B was earned; c. They were completed within a five-year period from the expected graduation date; d. They were not used for another degree; e. They were earned in courses acceptable for a graduate degree at the institution where they earned; and f. An official transcript has been received by NMHU. Student s Signature (Date) APPROVED: Advisor(s): Major Concentration/Emphasis Graduate Coordinator/Department Chair: Date: College/School Dean: Date: Office of Graduate Studies: Date: (Rev. 10/00) Effective FALL 2015 (In Process) 65 of 95

66 (REV.2/00) New Mexico Highlands University COUNSELING PROGRAM: STUDENT HANDBOOK NEW MEXICO HIGHLANDS UNIVERSITY GRADUATE CHANGE OF CONCENTRATION/EMPHASIS Name: Address: Social Security No: Telephone No: MAJOR: CHANGING FROM: TO: (Concentration/Emphasis, If Applicable) (Concentration/Emphasis, If Applicable) The following is the list of undergraduate and/or graduate courses completed in the area in which a concentration is desired: DEPT COURSE NO TITLE OF COURSE GRADE CREDITS DATE TAKEN (Attach a separate sheet if needed) Total Credits: Student s Signature: (Date) Deficiencies Assigned: APPROVED: Graduate Coordinator/Department Chair: Date: College/School Dean: Date: Office of Graduate Studies: Date: Effective FALL 2015 (In Process) 66 of 95

67 INTERNSHIP DOCUMENTATION Effective FALL 2015 (In Process) 67 of 95

68 Internship Log DIRECTIONS 1. Record the dates of each week at the site where indicated. 2. Record the total number of hours per week in each activity under the appropriate column. 3. Total the number of hours for the week and indicate at the bottom of the week column. 4. At the end of the month, total the hours spent in each activity by adding the hours across each activity and indicate the total in the monthly totals column. 5. Get the supervisor s signature. Keep this in your file to be submitted to the University Internship Coordinator at the completion of the Internship. ACTIVITIES Intake Interview Individual Counseling Group Counseling Family Counseling Consulting Intervention Psycho- Education Community Work Career Counseling Report Writing Case Conference Supervision Peer Individual Group Other Week 1 from: to: Week 2 from: to: Week 3 from: to: Week 4 from: to: Week 5 from: to: Weekly Totals Intern Name Supervisor Signature Effective FALL 2015 (In Process) 68 of 95

69 NEW MEXICO HIGHLANDS UNIVERSITY COUNSELOR TRAINING PROGRAM SCHOOL OF EDUCATION LAS VEGAS, NEW MEXICO Internship Agreement This agreement is made on by and between and the Counseling program at New Mexico Highlands University. The agreement will be effective for a period from to for (# hours) per week for. Purpose: The purpose of this agreement is to provide a qualified graduate student with an internship experience in the field of counseling. The Counseling Program agrees: 1. To assign a University faculty member to facilitate communication between the University and the Internship site; 2. To notify the internship student that he/she must adhere to the administration policies, rules, standards, schedule, and practices of the internship site; 3. That the faculty member shall be available for consultation with both site supervisor and student and shall be immediately contacted should any problem or change in relation to student, site or University occur; and, 4. That the University faculty member assigned as the internship supervisor, in consultation with the on- site supervisor, is responsible for the assignment of an internship final grade. The Internship Site agrees: 1. To assign an internship on- site supervisor, who is a licensed counselor or psychologist with appropriate credentials, has a minimum of two years experience in the current position, has the time and interest in the supervision and training of the internship student. 2. To provide opportunity for the student to engage in a variety of counseling activities under supervision and be involved in the evaluation of the student s performance (suggested counseling experiences included in the Internship Activities Log); 3. To provide the student with adequate work space, telephone, office supplies, and staff to conduct professional activities; Effective FALL 2015 (In Process) 69 of 95

70 4. To provide supervisor contact which involves some examination of student work using audio/video recording, observation, supervision; and, 5. To provide written evaluation of the student based on criteria established by the Counseling Program. The Student agrees: 1. To act in a professional manner that is consistent with the ACA Code of Ethics and practice counseling in accordance with these standards. Any breach of these ethics or any unethical behavior on the student s part will result in the removal from the internship, a failing grade, and documentation of such behavior will become par of the student s permanent record. 2. To be responsible for being available to the Site Supervisor and the University Internship Supervisor for conferences, i.e., consultation, staffing, etc., and to keep the University Internship Supervisor informed regarding the Internship experiences. 3. To comply with the rules, policies, and regulations of the site, i.e., staff development, working hours, schedules, etc. 4. To complete all Internship course requirements and demonstrate the specified minimal level of counseling skill, knowledge, and competence on the various internship activities evaluated during the student s internship experience. Within the specified time frame,. Site Supervisor, will be the primary internship on- site supervisor. The Internship Training Activity (checked) will be provided for the student in sufficient amounts to allow an adequate evaluation of the student s level of competence in each activity. Will be the faculty member with whom the student and internship on- site supervisor will communicate regarding progress, problems, and performance evaluations. Effective FALL 2015 (In Process) 70 of 95

71 1. 2. New Mexico Highlands University COUNSELING PROGRAM: STUDENT HANDBOOK Individual Counseling/Psychotherapy Personal/Social Occupational/Educational Group Counseling/Psychotherapy Co- leading, Leading Internship Activities Consultation/Coordination Referral Professional Team Collaboration Contact with Community Resources Psycho- Educational Activities Parent Conferences Group Guidance Outreach Client/Student Orientation In- service/staff development 3. Marriage/Family Counseling 9. Career Counseling 4. Intake Interviewing including taking 10. social history Testing Administration, Analysis, Interpretation Report Writing Record Keeping Treatment Plans Treatment Summaries Progress Administration Organizational Development Implementation, Evaluation Case Conference or Staff Meetings Other (Please List) (PRINT OR TYPE INFORMATION BELOW) Internship Site Supervisor: SS# Site Address City State Zip Phone Degree/Date License/Certification Signature Student: SS# Site Address City State Zip Phone University Faculty Supervisor: Signature Date: Effective FALL 2015 (In Process) 71 of 95

72 NEW MEXICO HIGHLANDS UNIVERSITY Proof of Liability Insurance I am aware that as a practicum/internship student enrolled in Counseling 634 or Counseling 698 at New Mexico Highlands University, I am responsible for having appropriate liability insurance. I hereby certify that I currently have a liability insurance policy through the following organization, a copy of which is attached hereto: Name of Insurance Company: Student Counselor Name: Student Counselor Signature: Date: Effective FALL 2015 (In Process) 72 of 95

73 INTERN EVALUATION: SUPERVISOR FORM Midterm Final Intern Name: Date of Evaluation: Supervisor: Internship Site: Instructions: This form is designed to help supervisors provide feedback about the performance of interns. I know you are probably busy, but the form usually takes just five or ten minutes to complete and your answers and comments will be much appreciated. This form will become part of the intern's record for this course and may be considered in assigning grades for the internship. Please answer each item using the scale provided. Space is provided following each category group for specific comments. There is also space at the end of this form for general comments. If you feel it would be helpful to put anything into context from the outset, please feel free to do so below. Initial Comments: Effective FALL 2015 (In Process) 73 of 95

74 Answer Code tor Evaluation Items and Questions NA - Not Applicable or not enough information to form a judgment 1. Far Below Expectations-needs much improvement, a concern 2. Below Expectations-needs some improvement to meet standards 3. Acceptable-meets standards at average level for interns 4. Above Expectations-performs above average level for interns, a definite strength I. Basic Work Requirements Arrives on time consistently Uses time effectively Informs supervisor and makes arrangements for absences Reliably completes requested or assigned tasks on time Completes required total number of hours or days on site Is responsive to norms about clothing, language. etc., on site Comments: Suggested areas for further study: II. Ethical Awareness and Conduct Knowledge of general ethical guidelines Knowledge of ethical guidelines of internship placement Demonstrates awareness and sensitivity to ethical issues Personal behavior is consistent with ethical guidelines Consults with others about ethical issues if necessary Comments: Suggested areas for further study: Effective FALL 2015 (In Process) 74 of 95

75 III. Knowledge and Learning A. Knowledge of Client Population Knowledge level of client population at beginning of internship Knowledge level of client population at end of internship B. Knowledge of Treatment Approaches Knowledge of Treatment approach at beginning of internship Knowledge of treatment approach at end of internship C. Knowledge of Treatment Setting Knowledge of treatment setting at beginning of internship Knowledge of treatment setting at end of internship D. Learning Receptive to learning when new information is offered Actively seeks new information from staff or supervisor Ability to learn and understand new information Understanding of concepts, theories, and information Ability to apply new information in clinical setting Comments: Suggested areas for further study: IV. Response to Supervision Actively seeks supervision when necessary Receptive to feedback and suggestions from supervisor Understands information communicated by supervisor Successfully implements suggestion from supervisor Aware of areas that need improvement Willingness to explore personal strengths and weaknesses Comments: Suggested areas for further study: Effective FALL 2015 (In Process) 75 of 95

76 V. Interactions with Clients Appears comfortable interacting with clients Initiates interactions with clients Communicates effectively with clients Builds rapport and respect with clients Is sensitive and responsive to client's needs Is sensitive to cultural differences Is sensitive to issues of gender differences Comments: Suggested areas for further study: VI. Interactions with Coworkers Appears comfortable interacting with other staff members Initiates interactions with staff Communicates effectively with staff Effectively conveys information and expresses own opinions Effectively receives information and opinions from others Comments: Suggested areas for further study: VII. Work Product Reliably and accurately keeps records Written or verbal reports are accurate and factually correct Written or verbal reports are presented in a professional manner Reports are clinically or administratively useful Comments: Suggested areas for further study: Effective FALL 2015 (In Process) 76 of 95

77 Overall, what would you identify as this intern s strong points: What would you identify as areas in which this intern should improve? Would you recommend this intern for employment at his or her present level? Please explain: Would you recommend this intern for continued graduate studies? Please explain: Supervisor's Signature: Date: Thank you for your time in supervising this intern and in completing this evaluation. Effective FALL 2015 (In Process) 77 of 95

78 APPENDICES Effective FALL 2015 (In Process) 78 of 95

79 Standards New Mexico Highlands University COUNSELING PROGRAM: STUDENT HANDBOOK NM Counseling and Therapy Practice Board Licensure for Counselors and Therapists NM Public Education Department Licensure for School Counselors, Pre- K- 12 NM Public Education Department Licensure for Vocational Rehabilitation Counselors, Pre- K TITLE 16 OCCUPATIONAL AND PROFESSIONAL LICENSING CHAPTER 27 COUNSELORS AND THERAPISTS PART 2 Mental Health Core Curriculum Requirements ISSUING AGENCY: Regulation and Licensing Department Counseling and Therapy Practice Board [ NMAC - N, ] SCOPE: All individuals applying for licensure as professional clinical mental health counselors, professional mental health counselors, and licensed mental health counselors. [ NMAC - N, ] STATUTORY AUTHORITY: These Parts are promulgated pursuant to the counselor and Therapist Practice Act, Section 61-9A- 1, 3, 5,11 and 15, NMSA [ NMAC - N, ] DURATION: Permanent [ NMAC - N, ] EFFECTIVE DATE: June 15, 2001 unless a later date is cited at the end of a section. [ NMAC - N, ] OBJECTIVE: The objective of Part 2 is to define the mental health core curriculum. [ NMAC - N, ] DEFINITIONS: Mental health clinical core curriculum as used in Part 4, Part 8, and Part 9 means a curriculum for training counselors that includes graduate- level coursework within 10 core curriculum areas. Course work that makes up the 48 hours to meet the statutory requirement includes - 33 clinical semester hours including 9 semester hours of practicum - The remaining course work needed to complete the 48 graduate hours is to be distributed as electives among the 10 core curriculum areas derived from program approved courses. [ NMAC - N, ; A, ] MENTAL HEALTH CLINICAL CORE CURRICULUM: The core curriculum must be met using only transcripted courses dedicated to the required course area, thesis or dissertation will not be accepted, partitioning, divisioning, or sectioning of courses into various core course areas will not be accepted. The 11 core curriculum graduate areas of study include the following: A. Human growth and development: A minimum of 3 semester hours or 4 quarter hours of graduate coursework in studies that provide an understanding of the nature and needs of individuals at all developmental levels. Essential components include, the following: (1) theories of individual development and transitions across the life- span; (2) theories of learning and personality development; (3) human behavior including an understanding of developmental crises, disability, addictive behavior, psychopathology, and environmental factors as they affect both normal and abnormal behavior; (4) strategies for facilitating development over the life span; and B. Social and cultural foundations: A minimum of 3 semester hours or 4 quarter hours of graduate Effective FALL 2015 (In Process) 79 of 95

80 coursework in studies that provide an understanding of issues and trends with multicultural and diverse populations. Essential components include, the following. (1) theories of multicultural counseling; (2) prejudicial attitudes and behavior based on such factors as age, race, religious preference, physical disability, sexual orientation, ethnicity and culture, family patterns, gender, socioeconomic status, and intellectual ability, (3) individual, family, and group strategies with diverse populations; C. Helping relationships: A minimum of 3 semester hours or 4 quarter hours of graduate coursework in studies that provide an understanding of counseling and consultation processes. Essential components include, the following: (1) counseling and consultation theories including both individual and systems perspectives; (2) counselor or consultant characteristics and behaviors that influence helping processes, including age, gender and ethnic differences, and personal characteristics; (3) client or consultee characteristics and behaviors that influence helping processes, including ate, gender and ethnic differences, verbal and nonverbal behaviors and personal characteristics, traits, capabilities, and live circumstances, and D. Group work: A minimum of 3 semester hours or 4 quarter hours of graduate coursework in studies that provide an understanding of group development, dynamics, counseling theories, group counseling methods and skills, and other group work approaches. Essential components include, the following; (1) theories of group dynamics including group process, developmental stages, and group members roles and behaviors; (2) group leadership styles and approaches including the various types of groups; (3) staged appropriate group counseling techniques and methods of evaluating effectiveness; and; E. Career and lifestyle development: A minimum of 3 semester hours or 4 quarter hours of graduate coursework in studies that provide an understanding of career development and related life factors. Essential components include, the following: (1) career development theories and decision- making models; (2) labor market information resources, and including accessing computer- based career information systems; (3) career development program planning, organization, implementation, administration, and evaluation; (4) interrelationships among work, family, and other life roles and factors, including multicultural and gender issues as they relate to career development; (5) assessment instruments and techniques relevant to career planning and decision- making; and F. Appraisal: A minimum of 3 semester hours or 4 quarter hours of graduate coursework in studies that provide an understanding of individual and group approaches to assessment and evaluation. Essential components include, the following: (1) theoretical and historical bases for assessment; (2) selection, administration and interpretation of psychological tests considering examinee characteristics such as age, gender and cultural background; (3) validity and reliability of appraisal instruments; (4) psychometric statistics, including types of assessment scores, measures of central tendency, indices of variability, standard errors, and correlation's; (5) age, gender, ethnicity, language, disability, and culture factors related to the assessment and evaluation of individuals and groups; (6) strategies for selecting, administering, interpreting and using assessment and evaluation instruments and techniques in counseling; and G. Research methods: A minimum of 3 semester hours or 4 quarter hours of graduate coursework and studies that provide an understanding of types of research methods, basic statistics, and ethical and legal considerations in research. Essential components include, the following: (1) basic types of research methods to include qualitative and quantitative research designs; (2) uses of statistics software programs; and H. Professional orientation: A minimum of 3 semester hours 4 quarter hours of graduate coursework in studies that provide an understanding of all aspects of professional functioning including history, roles, organizational structures, ethics, standards, and credentialing. Essential components include the following: (1) history of the helping professions; (2) professional roles scope of practice, including similarities and differences with other types of Effective FALL 2015 (In Process) 80 of 95

81 professionals; (3) professional organizations, primarily the American counseling association, its divisions, branches, and affiliates, including membership benefits, activities, services to members, and current emphases; (4) ethical standards of the American counseling association and related entities, ethical and legal issues, and their applications to various professional activities; (5) professional credentialing including certification, licensure and accreditation practices and standards; and I. Specialized clinical studies: A minimum of 12 semester hours or 18 quarter hours of graduate coursework in studies that provide an understanding of all aspects of diagnosis and treatment of mental disorders. Studies in this area to include but are not limited to, the following: (1) clinical case study (2) psychodynamics and psychotherapy (3) treatment planning (4) clinical supervision (5) psychopharmacology (6) advanced testing (7) addictions (8) psychopathology (9) clinical theory and practice J. Supervised practicum: A minimum of 9 semester or 12 quarter hours of graduate coursework in practicum and/or internship. The practicum and/or internship training shall focus on the provision of counseling services within a professional setting under the direction of a faculty member and/or on- site supervisor designated by the college or university. [ NMAC - Rp 16 NMAC , ; A, ] HISTORY OF NMAC: [Reserved] TITLE 6 PRIMARY AND SECONDARY EDUCATION CHAPTER 63 SCHOOL PERSONNEL - LICENSURE REQUIREMENTS FOR ANCILLARY AND SUPPORT PERSONNEL PART 6 Licensure for School Counselors, Pre K ISSUING AGENCY: Public Education Department. [ NMAC - Rp 6 NMAC , ; A, ] SCOPE: All persons seeking licensure in school counseling on or after July 1, [ NMAC - Rp 6 NMAC , ] STATUTORY AUTHORITY: Sections , NMSA 1978, , NMSA 1978, and 22-10A- 17 NMSA [ NMAC - Rp 6 NMAC , ; A, ] DURATION: Permanent. [ NMAC - Rp 6 NMAC , ] EFFECTIVE DATE: February 14, 2003, unless a later date is cited in the history note at the end of a section. [ NMAC - Rp 6 NMAC , ] OBJECTIVE: This rule governs licensure in school counseling, grades pre k- 12 for those persons seeking such licensure on or after July 1, [ NMAC - Rp 6 NMAC , ; A, ] Effective FALL 2015 (In Process) 81 of 95

82 DEFINITIONS: [RESERVED] REQUIREMENTS: Applicants may meet this requirement by meeting requirements of Subsections A or B or C of NMAC: A. national certified school counselor credential issued by the national board for certified counselors; B. licensed professional mental health counselor (LPC) or licensed professional clinical mental health counselor (LPCC) credential issued by the New Mexico counseling and therapy practice board and a minimum of six semester hours of graduate credit in school counseling coursework; C. master s degree from a regionally accredited college or university; the master s degree requirement shall be satisfied by meeting the requirements of Paragraphs (1) and (2) of Subsection C of NMAC: (1) master s degree in school counseling from a regionally accredited college or university and meeting the applicable program requirements as follows: (a) A master s degree awarded by a New Mexico college or university must incorporate the New Mexico public education department ("PED") approved competencies in the area of school counseling. (b) A master s degree awarded by a college or university outside of New Mexico must be for a school counseling program approved by the PED. (2) master s degree in a discipline other than school counseling and graduate hours in school counseling, (which may be completed as a part of the master s degree program or in addition to the master s) meeting the applicable program requirements as follows: (a) The graduate hours awarded by a New Mexico college or university must incorporate the PED approved competencies in the area of school counseling and include a 300 hour practicum or internship in a school setting. (b) The graduate hours awarded by a college or university outside of New Mexico must be for a school counseling program approved by the PED and include a practicum in a school setting. [ NMAC - Rp 6 NMAC , ; A, ; A, ] REFERENCED MATERIAL: Competencies for school counselors A. The counselor will develop and implement a comprehensive school level guidance program based on the American school counseling association national standards and focused on the physical, social, intellectual, emotional, and vocational growth of each student by: (1) determining guidance priorities based on local assessed needs; (2) formulating measurable objectives from identified needs and priorities; (3) formulating specific tasks relating to achieving the objectives; (4) coordinating a continuing evaluation of the program; (5) serving all students at the prevention level; (6) coordinating with the appropriate administration to achieve items in Paragraphs (1) to (4) of Subsection A of NMAC. B. The counselor will coordinate activities in the guidance and counseling program by: (1) communicating the curriculum based on content standards and benchmarks; (2) working with other staff members to encourage the inclusion of a student- oriented philosophy in all school activities; (3) helping to integrate the guidance and counseling program within the total school program; (4) communicating with parents and the community about services available within the guidance and counseling program; (5) learning about available school and community resources; (6) establishing and maintaining contact with school and community resources; (7) working with the administration to utilize community resources related to the guidance program. C. The counselor will provide information and facilitate guidance activities for students, staff, and parents by: (1) assisting others in their understanding of personal and social development; (2) serving as a resource to facilitate groups and presentations on pertinent issues; (3) providing prevention strategies which address current issues such as chemical dependency, teenage pregnancy, suicide, dropping out, and various forms of abuse; (4) conducting activities on educational career themes; (5) conducting orientation/training programs for students, parents, and staff; Effective FALL 2015 (In Process) 82 of 95

83 (6) interpreting test results to students, parents, and staff. D. The counselor will serve as a consultant to the school and community by: (1) providing mediation for change in behavior and conflict resolution; (2) serving as a liaison for issues pertinent to the learning environment of the school; (3) supporting the staff with assistance in developing positive rapport with students to maximize learning potential by reducing or mitigating the impact of learning barriers; (4) assisting teachers in identifying students who would benefit from counseling and providing feedback on referred students as appropriate; (5) providing information to parents and students to aid in their understanding of educational goals and barriers to learning; (6) providing resource materials and expertise dealing with issues affecting students, staff, and family; (7) providing information about appropriate community resources or organizations which provide services to students and their families; (8) developing strategies and methods of working with parents and guardians. E. The counselor will provide individual and group counseling by: (1) providing crisis intervention; (2) using appropriate interventions in situations detrimental to the physical, mental, educational, and emotional well- being of the individual; (3) providing support to individuals by addressing topics such as interpersonal relations, communication, decision- making, problem- solving skills, academic programs, and career and life planning; (4) making referrals to school and community resources when necessary. F. The counselor will uphold the standards of the counseling profession by: (1) meeting the state competency standard and the requirements for preparation; (2) participating in the development of policies concerning guidance and counseling; (3) keeping informed about developments and innovations within the profession at the local, state, and national levels; (4) following the legal and ethical standards of the counseling profession; (5) realizing personal and professional limitations. G. The counselor will understand the cultural context of relationships, issues and trends in a multicultural and diverse society related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual beliefs, and socioeconomic status, and unique characteristics of individuals, couples, families, ethnic groups, and communities. H. The counselor will be able to use technology in the design, implementation, monitoring, and evaluation of a comprehensive school counseling program. [ NMAC - Rp 6 NMAC , ] HISTORY OF NMAC: PRE- NMAC HISTORY: The material in this regulation was derived from that previously filed with the Commission of Public Records - State Records Center and Archives under: SBE Regulation 72-14, New Mexico School Counseling Certification, filed June 19, 1972; SBE Regulation 74-21, Governing New Mexico Elementary Counseling Certification, filed February 20, 1975; SBE Regulation 74-22, Governing New Mexico Secondary Counseling Certification, filed February 20, 1975; SBE Regulation 79-13, Ten Year Professional Elementary School Guidance Counselor Licensure, filed October 18, 1979; SBE Regulation 79-14, Ten Year Professional Secondary School Guidance Counselor, filed October 18, 1979; SBE Regulation 79-15, Four Year Elementary School Guidance Counselor Certificate, filed October 18, 1979; SBE Regulation 79-16, Four Year Secondary School Guidance Counselor Certificate, filed October 18, 1979; SBE Regulation 91-1, Licensure for School Counselors, Grades K- 12, filed January 22, 1991; and SBE Regulation 91-1, Amendment No. 1 Licensure for School Counselors, Grades K- 12, filed January 6, HISTORY OF REPEALED MATERIAL: 6 NMAC , Licensure for School Counselors, K - 12, Repealed TITLE 6 PRIMARY AND SECONDARY EDUCATION CHAPTER 63 SCHOOL PERSONNEL LICENSURE REQUIREMENTS FOR ANCILLARY AND SUPPORT PERSONNEL PART 11 Licensure in Rehabilitation Counseling, Grades Pre K- 12 Effective FALL 2015 (In Process) 83 of 95

84 ISSUING AGENCY: Public Education Department [ NMAC - N, ; A, ] SCOPE: All persons seeking licensure in rehabilitation counseling, grades pre k- 12. [ NMAC - N, ; A, ] STATUTORY AUTHORITY: Sections , , , NMSA 1978, and 22-10A- 17 NMSA [ NMAC - N, ; A, ] DURATION: Permanent [ NMAC - N, ] EFFECTIVE DATE: December 14, 2000, unless a later date is cited in the history note at the end of a section. [ NMAC - N, ] OBJECTIVE: This rule is adopted by the public education department ("PED") for the purpose of establishing licensure requirements in rehabilitation counseling to ensure that qualified personnel are available to provide appropriate transition and rehabilitation services to students in New Mexico who need those services. Applicants awarded licensure in rehabilitation counseling under this rule may provide rehabilitation counseling services and assist in providing transition services and developing individualized education programs (IEPs) and similar plans and services for students in public and private schools, institutions and agencies. Public or private agencies that are unable to hire a licensed rehabilitation counselor may provide required transition and rehabilitation counseling services to students through an alternate delivery system approved by the PED. [ NMAC - N, ; A, ] DEFINITIONS: A. Rehabilitation counseling means services provided by qualified personnel in individual or group sessions that focus specifically on career development, employment preparation, achieving independence, and integration in the workplace and community of a student with a disability who receives services under the federal Individuals with Disabilities Education Act (IDEA). The term also includes vocational rehabilitation services provided to a student with disabilities by vocational rehabilitation programs funded under the federal Rehabilitation Act of 1973, as amended. B. Related fields means a degree in such areas as sociology, psychology, school counseling, guidance and counseling, education, special education, social work, and mental health. C. Transition services means a coordinated set of activities for a student with a disability, as defined in the Individuals with Disabilities Education Act, that: (1) is designed within an outcome- oriented process that promotes movement from school to post- school activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (2) is based on the individual student's needs, taking into account the student's preferences and interests; and (3) includes instruction, related services, community experiences, the development of employment and other post- school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation. [ NMAC - N, ] REQUIREMENTS: Persons seeking licensure in rehabilitation counseling pursuant to the provisions of this rule shall meet the requirements of Subsections A, B, C, D or E of NMAC. A. Valid certificate as a certified rehabilitation counselor issued by the Commission on Rehabilitation Counselor Certification, 1835 Roiling Road, Suite E, Rolling Meadows, IL B. Master s degree in rehabilitation counseling from a regionally accredited college or university. This requirement shall be satisfied by meeting the requirements of Paragraphs (1) or (2) of Subsection B below. (1) A master s degree awarded by a New Mexico college or university must incorporate the PED's approved competencies in rehabilitation counseling. (2) A master s degree awarded by a college or university outside of New Mexico must be for a rehabilitation counseling program approved by the PED. Effective FALL 2015 (In Process) 84 of 95

85 C. Master s degree in school counseling, vocational counseling or other related field and the provisions of Paragraphs (1) or (2) of Subsection C below (1) one (1) year of experience in rehabilitation counseling, or (2) fifteen (15) semester hours of credit in the rehabilitation counseling competency areas of vocational/transition assessment, medical aspects of disability, psychosocial and/or psycho- cultural aspects of disability, case management in rehabilitation counseling, issues and practices in rehabilitation counseling, or placement aspects of rehabilitation counseling. D. Bachelor s degree in rehabilitation counseling from a regionally accredited college or university and one (1) year of experience in a public or private facility in which direct vocational rehabilitation counseling is the primary job responsibility. The degree requirement shall be satisfied by meeting the requirements of Paragraphs (1) or (2) of Subsection D below. (1) A bachelor s degree awarded by a New Mexico college or university must incorporate the PED's approved competencies in rehabilitation counseling. (2) A bachelor s degree awarded by a college or university outside of New Mexico must be for a rehabilitation program approved by the PED. E. Bachelor s degree in a related field and the provisions of Paragraph (1) or (2) of Subsection E below. (1) two (2) years of experience in a public or private facility in which direct vocational rehabilitation counseling is the primary job responsibility, or (2) fifteen (15) semester hours of credit in the rehabilitation counseling competency areas of vocational/transition assessment, medical aspects of disability, psychosocial and/or psycho- cultural aspects of disability, case management in rehabilitation counseling, issues and practices in rehabilitation counseling, or placement aspects of rehabilitation counseling. [ NMAC - N, ; A, ] REFERENCED MATERIAL: Competencies for entry- level rehabilitation counselors. The rehabilitation counselor will be able to: A. provide those individualized and/or group services, which will assist in career development, employment preparation, self- determination development; vocational assessment, and integration in the workplace and community for all students; B. demonstrate job development skills and address application of job modification assistance; C. provide technical assistance to special education teachers in developing transition plans and implementing those plans; D. provide program development at the high school and middle school level that supports transition planning and provides a continuum of career development activities from exploration through planning; E. provide assistance with course selection and registration for middle school and high school students including special education students; F. demonstrate strong leadership skills and teamwork through interagency collaboration; working with general education staff, vocational education staff, parents, students, employers, adult service providers and post secondary education representatives; G. demonstrate knowledge of labor markets, post- secondary opportunities, curricula and materials that support the identification of student aptitudes, interests, preferences, and strengths; H. participate in meetings of individualized educational program (IEP) teams that address transition requirements for students served under the Individuals with Disabilities Education Act (IDEA); I. provide staff development in the area of transition for students with disabilities including training for students, employers, counselors, teachers, parents, and other service providers; J. provide leadership in self- determination, including facilitating the participation of students in their own IEP team meetings; K. work with the PED to ensure compliance with applicable state and federal regulations; L. participate in professional development activities to maintain knowledge of preferred practices in rehabilitation counseling. [ NMAC - N, ; A, ] HISTORY OF NMAC: [RESERVED] Effective FALL 2015 (In Process) 85 of 95

86 POST- MASTERS PROCEDURES FOR LICENSURE Professional Counselors Mental Health Counseling New Mexico Counseling and Therapy Practice Board 2550 Cerrillos Road Santa Fe, NM Mailing address: P.O. Box Santa Fe, NM National Board of Certified Counselors 3 Terrace Way, Suite D Charlotte, NC Two levels of professional credentials for Mental Health Counselors in New Mexico Licensed Mental Health Counselor (LMHC) (Practice under supervision) * Be at least 21 years of age * Sign a code of ethics statement * Hold a Masters or Doctoral Degree in counseling or a counseling related field * Have arranged for appropriate supervision with a postgraduate experience plan including one hour of face- to- face supervision for every ten hours of client contact * Satisfactorily passing the national counselors exam (NCE). Licensed Professional Clinical Mental Health Counselor (LPCC) * LMHC requirements met * Minimum of two years postgraduate professional clinical counseling experience * Documentation of 3,000 hours of postgraduate client contact * Documentation of 100 face- to- face postgraduate supervision hours * Satisfactorily passing the national clinical mental health counseling exam (NCMHCE). School Counselors School Counseling, Grades K- 12 New Mexico Public Education Department Professional Licensure Bureau 300 Don Gaspar Santa Fe, NM Application for Instructional Support Providers at Routes to School Counselor Licensure National certified school counselor credential issued by the National Board for Certified Counselors; Effective FALL 2015 (In Process) 86 of 95

87 1. Licensed professional mental health counselor (LPC) or licensed professional clinical mental health counselor (LPCC) credential issued by the New Mexico counseling and therapy practice board and a minimum of six semester hours of graduate credit in school counseling coursework; 2. Master s degree from a regionally accredited college or university; the master s degree requirement shall be satisfied by meeting the applicable program requirements; 3. Master s degree in school counseling from a regionally accredited college or university and meeting the applicable program requirements; or, 4. Master s degree in a discipline other than school counseling and graduate hours in school counseling, (which may be completed as a part of the master s degree program or in addition to the master s) meeting the applicable program requirements 1. Planning Your Degree Tips from Past Students Attend orientation and ask lots of questions. Meet with your advisor at the beginning of each semester to plan your course sequence. Ask students who have been in the program longer than you lots of questions. Nine credit hours = Full time. Take the foundation courses prior to other courses. Find out when courses are offered - some courses rotate each semester. If you have an interest in a certain field of counseling for which there is not currently a class, you may be able to create your own minor by choosing to write papers and do research on how that topic interfaces in different classes. (For example, there is not a class on feminist counseling, but you could put a feminist counseling skew on research/papers in many other classes, thereby developing a very good body of work on the subject.) Keep all syllabi. You may need to present your syllabi to the licensing board for licensure. Plan ahead when you are going to take the NCE. 2. Practicum & Internship Plan ahead for field practicum. Choose your internship sites carefully. Talk to other students about their experiences in practicum. Visit places on your own. To take practica classes, you must speak with the instructor to get permission to take the class. Plan ahead for practica- (See Internship Advice, for more information.) Step outside of your comfort zone and work with populations you don t know much about. 3. Organizations Get involved in organizations - Counselors in Action (CIA) - Chi Sigma Iota (CSI) - New Mexico Counseling Association (NMCA) - American Counseling Association (ACA) Effective FALL 2015 (In Process) 87 of 95

88 Internship Advice New Mexico Highlands University COUNSELING PROGRAM: STUDENT HANDBOOK Amy Macmannis, Counseling Today, May 2004, retrieved online from: MAY2004/Free_labor_not_alway.htm) Begin the process several months prior to deadline. It took several days on average to actually connect with the intended person and another week to meet in face- to- face. Start by networking with friends, family, work and school contacts. My best leads came from people I knew and from people who knew me. Classmates were invaluable because many worked in settings conducive to an internship. Keep a diary of contacts made. It was helpful to me when needing to refer to dates, times and contacts for future communications such as, "I called last Tuesday and spoke to your assistant Marge." The diary also helped to reflect on key points of conversations in order to formulate strategies for follow- up contacts. Prepare a resume and cover letter in advance. Be ready to e- mail an electronic version of credentials immediately upon request. My resume hadn't been revised in two years and needed to be targeted toward internship objectives. Polishing up credentials takes time, so don't do it under last- minute pressures. Research sites before contacting (many are online). Be familiar with the mission and philosophy as well as the history of an institution in order to have an informed conversation about how you could be an asset to them. Most prospects asked what their school had to offer me, what I could offer them and why they were chosen as a potential site. Prepare a script for telephone calls. Think about the impression you want to make during this initial contact. I wanted to present myself as organized and conscientious, so I sketched out a sequence of questions and an approach to obtaining an appointment. Many contacts have limited time to converse, and the script helped me to be efficient, although I needed to make sure I sounded natural. Make calls in the late morning or early afternoon (before or after lunch hour). I tried to be considerate and put myself in the shoes of those being called. No one likes getting calls during breaks and before you have a chance to hang up your coat. Wear business dress for the interview. Treat the internship interview as you would a paid position interview because students often get future job offers related to their sites. Dress appropriately for the site. Years of experience in sales and training taught me that dressing professionally portrays credibility to the interviewer and makes the wearer feel more confident. Inform the supervisor of program requirements in advance. Offer to e- mail or fax a copy of any requirements outlined by your graduate program or department. This saved time and helped begin a dialogue prior to meeting. It saved me some trips because I learned that many colleges in my area did not offer the activities needed. Send typed thank- you notes to all contacts who helped in any way (avoid e- mailing a thank you). The extra effort to buy a stamp shows greater appreciation than an e- mail. I actually Effective FALL 2015 (In Process) 88 of 95

89 received follow- up calls from a few classmates and an e- mail from Ms. K. expressing gratitude for the thank- you note. It may be a dying art, but it's well worth the stamp. WEB Links New Mexico Websites New Mexico Counseling Association (NMCA) nm.org/ New Mexico Counseling and Therapy Practice Board New Mexico Public Education Department Other Useful Websites American Counseling Association American Psychological Association (APA) Association for Play Therapy (APT) Council for The Accreditation of Counseling and Related Educational Programs (CACREP) National Board of Certified Counselors CORE Council on Rehabilitation Education rehab.org/ Occupational Information Network: O*NET OnLine: Chi Sigma Iota net.org Counseling Graduates Website National Board for Certified Counselors American School Counselor Association American Mental Health Counselors Association Effective FALL 2015 (In Process) 89 of 95

90 Frequently Asked Questions (and Answers) 1. How will I know if I'm ready to graduate? Students are responsible for insuring that they have completed all department and NMHU requirements in order to be eligible to graduate. Once the student is certain that he/she is ready to graduate, he/she must complete and submit a degree application by the appropriate deadline. 2. What if I receive a grade of Incomplete? Students will complete a Grade of Incomplete form with the instructor which stipulates the details of the remaining work to be completed and by what deadline. All work must be completed within one year or by the date agreed upon between the instructor and the student, or the Incomplete grade will automatically turn into an F. 3. What do I do if I want to take a year off from school? Students should first speak with their advisor to determine if other viable solutions exist. If the student determines that a leave of absence is still necessary, his/her status after one semester of non- enrollment will become inactive. To return, he/she will need to re- apply to the university and then meet with his/her advisor to update his/her plan of study. If the student s leave of absence is greater than one year, he/she may have to retake earlier courses, especially those that will be older than seven (7) years from the time of his/her anticipated graduation. 4. Can I transfer credits from another school? Yes. Students are limited to transferring no more than six (6) semester credits as substitutes for current courses in their plan of study. Course equivalency is determined by the faculty who will evaluate a student s courses by reviewing syllabi, course requirements, relevant program/university accreditation, and required text(s). Students may petition to transfer additional credits beyond the maximum 6 and this request can be reviewed by the Education faculty and accepted in certain circumstances. 5. Can I do a school counseling internship in the same school in which I work as a teacher? Yes, provided that a licensed school counselor at the student s site agrees to provide the student with the required supervision. Also know, however, that it is unethical to serve as a counselor to the students for which the student serves as a teacher. 6. What is the advantage of becoming Nationally Certified? Being a Nationally Certified Counselor (NCC) by the National Board of Certified Counselors (NBCC) or the National Board for Professional Teachers Standards (NBPTS) means that the student has been assessed for having the minimal knowledge of counseling information and skills viewed as important for providing appropriate counseling services. For a list of frequently asked question about the NCC credential, visit the NBCC ( or NBPTS ( websites. 7. Can I take the courses I need to become licensed in school counseling, vocational rehabilitation counseling, and/or professional counseling if I am currently licensed in only one area? Yes. Talk to an advisor to set the appropriate course of study in a Certificate Program. 8. Can I complete my counseling program more slowly or quickly than a standard program sequence? Yes. The counseling program recommends 6-9 credits per semester of course work and supervised experiences. Students may enroll in as few as 3 credits per semester with a sequence of courses as planned by the student and his/her advisor. However, we do not recommend this plan because it prolongs graduation. 9. Do I need to save my syllabi and other course materials? Not necessarily although it is highly recommended. Syllabi are legally recognized as documents which explain program requirements and provide course descriptions (in support of the student s graduate Effective FALL 2015 (In Process) 90 of 95

91 transcript) so that the student can document (whenever necessary) that he/she covered the subject matter required by law for the certification (s) and/or license(s) sought after the student graduates. Students may also need all handouts, notes, etc. to study for the NCE. 10. Will I need to know how to use a computer? Yes. The counseling program requires students in its courses to be able the use a computer to perform the required tasks and assignments needed to meet course objectives and goals. Assignments are to be word- processed and regular use of e- mail is expected. Computer requirements vary by courses and are continually updated as the computing environment continues to change. In general, students can expect to need access to a computer capable of generating printed output and running the most current versions of software for Internet access, word processing, spreadsheet, multimedia, treatment planning, and potentially web- authoring software. It is also recommended that the computer have video and audio capabilities. 11. How does graduate schoolwork compare to undergraduate studies? Graduate school tends to be more demanding of the student s time, and professors clearly expect that students have the ability to work independently. It is imperative that you complete reading assignments when they are due you cannot expect to just get by with lectures and class discussion. Readings will not necessarily be covered in class, although students are encouraged to ask questions or bring up points of discussion about reading material. Class work is in addition to readings and should add to and enrich what you can acquire on your own. The reason our expectations and demands are so high is that this your chosen profession. You will be leaving here ready to become a practicing professional counselor. We feel a heavy responsibility to ensure that you receive the best preparation possible. We also expect that you will take advantage of every opportunity to learn, by attending workshops, lectures and other special events and programs. 12. What kind of grades can I expect? In the beginning, you may not receive the kinds of grades you were accustomed to receiving as an undergraduate. Keep in mind that grades improve with practice and that this is a new field you are learning. If you already knew all you needed to know, you wouldn t be here! Related to this is the expectation of many people that psychology and especially counseling is just common sense. Many people think that they will become good counselors because people often come to them for advice. This is a belief with which our profession has had to struggle. Counseling is a profession that involves many skills that must be learned. As you practice these skills, you will become a better counselor. Focus on the learning process, not the outcome grade. We promise you that none of your clients will ever ask you what grade you received in any course but they will want to know that you have learned what you need to know to help them. With this being said, grades in graduate school differ from undergraduate grades. You will be expected to maintain a minimum cumulative grade point average of 3.0, which means that any grade below a B is indicative of performance below what is expected for graduate students. In this program, no more than two grades below B are acceptable. 13. What is the difference between counseling and related fields, such as clinical psychology and social work? This is an important question. Many people are confused about the distinctions between the different helping professions, and this lack of understanding can lead to muddled professional identities. There are many commonalities to all the helping professions, such as a desire to make a difference, the understanding of the need for diverse perspectives, and the types of settings in which these professionals work. However, counseling is unique in several ways. First, counseling is focused primarily on understanding and working with the normal developmental themes, transitions, and challenges throughout a person s life. Therefore, while we address and treat dysfunction where it Effective FALL 2015 (In Process) 91 of 95

92 exists, we emphasize strengths, mental health, and wellness versus pathology. Counseling professionals often refer to themselves as followers of the developmental versus the medical model, though it is important to be able to function in both realms. Relatedly, counseling is often focused on primary and secondary prevention as opposed to remediation and treatment. This indicates that counselors work diligently to help people remain healthy or to receive assistance as soon as possible after encountering psychological difficulty. We believe that this model is more respectful of peoples strengths and is more humane in that we strive to help people develop fully and avoid spending our time putting out fires. Counselors also work with people in crisis to both stabilize the condition and help the client(s) gain a perspective that will hopefully help them in future times of distress. Third, the counseling profession has also evolved from a career guidance and educational model. Therefore, we work to deftly combine psycho- education with counseling, and recognize that people s educational and career needs must be addressed as they interact continuously with mental health. Finally, like clinical social work, counseling is a masters- level profession. This means that practitioners who have the appropriate qualifications can gain an independent license with a terminal master s degree. Counseling and clinical psychology require a doctoral degree for an independent practitioner license. 14. Is the counseling program accredited? NMHU is accredited by the North Central Association of Colleges and Schools and approved by the New Mexico Counseling & Therapy Practice Board and the New Mexico Public Education Department. The School Counseling Program is accredited by the National Council for the Accreditation of Teacher Education (NCATE). The Vocational Rehabilitation Program is accredited by the Council on Rehabilitation Education (CORE). The professional counseling emphasis is currently aligned with the accrediting body for the counseling profession, the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). 15. How big are the classes? The answer to this question is, Somewhat variable. Most classes consist of between 6 to 12 students. Current students and alumni often indicate that the small class size and personalized learning atmosphere is one of their favorite aspects of the program. 16. What time do classes meet? During the academic year, classes meet between 3:00-10:00 on weekday evenings and on weekends. We aim to provide a manageable program for working adults. 17. Are summer courses available? A limited number of courses are available over the summer. It is recommended that you take your electives then, as many of the core curriculum classes can only be taught over the academic year. 18. Are classes ever taught on- line? Most classes are offered in a traditional format or through Interactive Video (ITV), though our professors utilize web- based instruction throughout their courses. We believe that most of our material requires in- person student attendance as so much is focused on experiential activities, simulations, and human interaction. A few courses that do not require so much of this type of work may be available on- line. There are some courses that can only be taught in a face- to- face format. 19. Will I be expected to conduct a thesis project? Students are required to do a professional paper during internships, typically in their final two semesters. This paper consists of four major sections: a description of the theory the student has chosen to focus on; a problem the student is interested in exploring; the application of the chosen theory to the identified problem; and, a personal reaction in light of what was presented in the first three sections of the paper. This paper is reviewed by several faculty members in the counseling department. It must be revised until all members of the review committee accept the Effective FALL 2015 (In Process) 92 of 95

93 paper. The chair of the counseling department will not release the student for graduation until this paper and all other exit requirements are completed satisfactorily. 20. Do students have to undergo personal counseling themselves? Students are required to complete 10 sessions of personal counseling, or another personal growth experience which has been approved by the instructor during their first semester. This requirement is included as part of COUN 601 Professional Orientation. Personal counseling is recommended for several reasons. First, self- disclosure is an important part of the learning process. Your ability to discuss your own issues affects how you can work with others. Second, it is helpful to understand from your own perspective the thoughts, feelings, and behaviors often encountered by clients. Third, it is likely that you will encounter some personal issues through your experience in graduate school as we will be discussing many sensitive topics and undergoing intensive self- exploration. Finally, how can we reasonably expect people to open up to strangers, even if they are professional counselors, if we are not willing to take that risk ourselves? Simply stated, undergoing personal counseling will help you become a better counselor. 21. How long will it take me to complete the program? It can take anywhere between 2 ½ and 6 years. Most students finish in three, depending on their outside commitments and professional plan. 22. What is the difference between the Clinical Mental Health Counseling emphasis, the School Counseling emphasis, and the Rehabilitation Counseling emphases? Ø The Professional Counseling emphasis consists of 60 credits and requires one 100- hour practicum and two 300- hour internships. There are 5 emphasis- specific courses and 9 credits in electives required to complete this emphasis. Ø The School Counseling emphasis consists of 48 credits and requires one 100- hour practicum and two 300- hour school- based internships. There are 3 emphasis- specific courses and 3 credits in electives required to complete this emphasis. Ø The Rehabilitation Counseling emphasis consists of 48 credits and requires one 100- hour practicum and two 300- hour internships in appropriate sites. There are 4 emphasis- specific courses required to complete this emphasis. The Rehabilitation emphasis also has an optional specialty area called Vocational Evaluation which can be completed in conjunction with the degree bringing that emphasis to 54 credits. 23. Will I be eligible for licensure when I graduate? Each of these emphases qualifies you to apply for the corresponding licensure in New Mexico and most other states. 24. What types of jobs will be available to me after I graduate? Graduates of our program typically go into diverse settings upon graduation. The most popular places of employment include community agency counseling, hospital- based work, schools, vocational rehabilitation settings, and private practice. However, counselors also work in other areas such as employee assistance programs, organizational consulting, public health, and higher education. Many students go on to complete further areas of study, such as doctoral programs in counseling psychology or counselor education. Effective FALL 2015 (In Process) 93 of 95

94 INDEX admission, 7, 9, 44 advisor, 6, 9, 10, 14, 16, 21, 43, 44, 46, 48, 76, 79, 80 agreement, 25, 29 candidacy, 44 certificate programs, 12, 19, 20, 21, 79 certification, 7, 12, 21, 27, 59, 69, 72, 73, 80 checklist, 44 degree, 27, 44, 75 disposition, 8 ethics, 7, 8, 11, 14, 15, 17, 21, 27, 35, 36, 37, 44, 45, 46, 58, 62, 68, 69, 71, 75, 79 exit criteria, 10 forms, 43 GPA, 9, 10, 45 grading, 28 graduation, 10, 28, 36, 45, 79, 80, 82, 83 internship, 9, 10, 12, 13, 14, 16, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 35, 36, 37, 38, 39, 40, 41, 44, 46, 48, 50, 55, 56, 57, 58, 59, 60, 61, 62, 63, 69, 70, 76, 77, 78, 79, 82, 83 liability insurance, 25 licensure, 7, 12, 67, 69, 70, 72, 73, 76, 83 practicum, 9, 10, 12, 13, 14, 16, 20, 22, 23, 24, 25, 27, 28, 29, 35, 36, 37, 38, 39, 40, 41, 46, 48, 50, 60, 67, 69, 70, 76, 82, 83 probation, 10 Clinical Mental Health counseling, 2, 6, 7, 10, 12, 13, 14, 20, 23, 25, 36, 37, 46, 48, 67, 70, 75, 76, 79, 80, 81, 82 professional paper, 10, 31, 33, 44, 45, 82 provisional admission, 43, 44 rehabilitation counseling, 2, 6, 7, 10, 12, 16, 17, 20, 21, 40, 41, 50, 67, 72, 73, 74, 78, 79, 81, 82, 83 review, 10 school counseling, 2, 6, 7, 10, 12, 14, 15, 16, 20, 21, 23, 25, 26, 35, 38, 39, 48, 67, 69, 70, 71, 72, 73, 75, 76, 78, 79, 81, 82, 83 sequence of courses, 9, 35, 36, 37, 38, 39, 40, 41, 76, 79 supervision, 23, 24, 25, 26, 27, 28, 57, 58, 69, 75, 79 supervisor, 27, 56, 58, 59 transcript, 44, 67, 80 websites, 78 Effective FALL 2015 (In Process) 94 of 95

95 Effective FALL 2015 (In Process) 95 of 95