Masters of Science in Education

Masters of Science in Education Counseling and Human Services (CHS) Program Addictions Counseling Program Track Professional Education Services Department (PES) School of Education Indiana University South Bend Student Handbook 2013-2014 Edition

Program Welcome Welcome to the Counseling and Human Services Program at IU South Bend! By now, you have met some of the faculty and students who inhabit this lively community of scholar-practitioners, and you will no doubt become acquainted with many others in the weeks ahead. We hope you will feel free to ask any professor or student for information or assistance. This Addictions Counseling Handbook outlines all the key information you will need to be successful in the semesters and years to come. The addictions track of the Masters of Science in Counseling Program is designed for those students who desire to work in addictions specific counseling settings. The program can be completed in 3 years of full-time study, which included 4 semesters of field placement work. It is, indeed, an intense course of study. Upon completion of this degree program, students will be eligible to apply to become a Licensed Clinical Addictions Counseling (LCAC) in Indiana. Graduates of the program may also be eligible to become a Licensed Mental Health Counselor, provided certain additional requirements are met. We suggest that you read this handbook in its entirety at the outset of your program. While some of the information contained in this handbook applies to procedures that will not occur until your second or third year in the program, we believe that you will find it very beneficial to be aware of all program information right from the start. Reading the handbook will provide you with an overview that may be useful in understanding the sequencing of major milestones in your education. We are committed to providing you the information needed for your success. If you discover that something important has been left out, please let us know. We congratulate you upon being admitted to graduate study in our department and wish you well as you prepare for what we hope will be a successful and satisfying career as a professional counselor! 2

Table of Contents Program Welcome 2 Table of Contents 3 Introduction 4 Mission Statement 4 Meet the Faculty 4 Meet the Academic Advising Team 6 Expectations 6 Program Structure 6 Admissions Requirements 7 Program Objectives 8 12 Core Functions of Addictions Counselors 9 The Curriculum 11 Schedule of Course Offerings 11 Program Advising Sheet 13 Practicum and Internship 14 CHS Special Professional Service Projects 15 Annual Student Evaluation Process 16 Student Disposition and Comportment Assessments 16 School of Education Letter of Concern Policy 16 School of Education Issues Resolution Policy 16 School of Education Policy on Credit Hour Transfers 16 School of Education Policies on Degree Completion 17 Graduation Requirements 17 Course Descriptions 18 American Counseling Association Code of Ethics 21 CACREP Standards for Addictions Counseling Programs 30 3

INDIANA UNIVERSITY SOUTH BEND SCHOOL OF EDUCATION Master of Science in Education Counseling and Human Services Program INTRODUCTION At its May 2011 commencement Indiana University South Bend (IUSB) awarded Masters of Science Degrees in Education Counseling & Human Services to members of its 34th graduating class. Throughout the past three decades IUSB s Counseling & Human Services (CHS) Program has prepared professional counselors. The achievements of our graduates have resulted in significant contributions to the communities of North Central Indiana, Southwestern Michigan and beyond. The respect and admiration earned by our alumni in their professional endeavors demonstrate the CHS Program s sustained commitment to excellence in fulfilling its educational mission. Indiana University South Bend is fully accredited by the North Central Association for Colleges and Schools. Our School of Education and the Counseling & Human Services Program are both fully accredited by the National Council for Accreditation of Teacher Education and by the Indiana State Department of Education. Our CHS programs in Clinical Mental Health and School Counseling are accredited by the Counsel for the Accreditation of Counseling and Related Educational Programs (CACREP). MISSION STATEMENT The mission of the IU South Bend Counseling and Human Services Program is to prepare knowledgeable, ethical, and multiculturally competent school counselors, clinical mental health counselors and addictions counselors. Faculty members embody diversity of experience and provide students with a rigorous exploration of theoretical orientation and evidence-based practices in an environment that promotes personal growth and reflection. Graduates exemplify the learning, skills training, and dispositions that reflect both career-readiness and the highest standards of the counseling profession. MEET THE FACULTY Department Head Professional Education Services DR. TERRY SHEPHERD, Department Head and Association Professor of Special Education. Office GR129, Campus Phone 520-4867, email - tersheph@iusb.edu Full-Time Faculty DR. JANNETTE G. ALEXANDER, Associate Professor of Counseling and Human Services Office DW3146, Campus phone - 520-4127, email - jshaw@iusb.edu DR. JAMES HURST, HSPP, Assistant Clinical Professor. Office AI130; Campus phone 520-4125; e-mail jhurst@iusb.edu. Dr. Hurst runs the Student Counseling Center on Campus and teaches two courses per year for the CHS program. 4

DR. YVONNE LARRIER, Assistant Professor of Counseling and Human Services. Office DW3147; Campus phone 520-4226; email ylarrier@iusb.edu DR. JEREMY LINTON, Program Coordinator & Associate Professor of Counseling and Human Services. Office DW3148; Campus phone 520-5466, email: jmlinton@iusb.edu Associate Faculty Dr. Arlene Archer: dctr2005@yahoo.com Dr. Elizabeth Ramquist: eramquist@gmail.com Ms. Jan Desmarais-Morse: jandm@goshenschools.org Dr. Jim Hurst 520-4125; jhurst@iusb.edu, IUSB Counseling Center Director Ms. Emma Walshe: e_walshe@yahoo.com Mr. Tony Garacia: tony@samaritan-counseling.org Valerie Hinkle: vjthomps@iusb.edu; 520-4125 CHS Faculty Emeritus J. VINCENT PETERSON, former Professor and Program Director of Counseling and Human Services began his service at IUSB in 1969. Dr. Peterson received his doctoral degree in Counseling Psychology from the University of Illinois. Dr. Peterson is a licensed psychologist, Certified Health Service Provider in the State of Indiana, and a Nationally Certified Counselor (NCC). He has been the President of the Indiana Counselor Educators and Supervisors and the co-chair of the Holistic Counseling Interest Group of the Association of Counselor Educators and Supervisors. Dr. Peterson formerly taught social studies at middle and senior high levels. He has recently completed the fourth edition of his co-authored book, Orientation to Counseling. He taught counselor education and educational psychology classes. He was a member of the IU Faculty Colloquium on Excellence in Teaching (FACET), is the recipient of Indiana University President's Award for Distinguished Teaching, and has received the Distinguished Counselor Educator Award presented by the Indiana Counseling Association. Dr. Peterson retired in May, 2000. RICHMOND E. CALVIN, Professor of Counseling and Human Services began serving at IUSB in 1972. Dr. Calvin received his doctoral degree from University of North Texas in Secondary Education and Educational Foundations. He is a Certified Clinical Social Worker (CCSW) and a Certified Marriage and Family Therapist (CMFT). He has been a high school mathematics teacher and has served as a counselor in a community college. Dr. Calvin's research and service interests have most recently focused on satanic cult involvement, teenage suicide, child abuse, cross-cultural and counseling issues, stress management for young children and adolescent gangs. In 1989, Dr. Calvin received the Indiana University George Pinnell Distinguished Service Award. He was the 1990 recipient of the Eldon Lundquist Faculty Fellowship. Dr. Calvin also served as Acting Vice Chancellor of Student Affairs at IUSB and Dean of Students for two years toward the end of his career at IUSB. He retired in May 2002. LEONARD E. JAMES, Associate Professor of Counseling and Human Services, came to IUSB in August 1977. He was awarded the Ph.D. in Psychology by the University of Cincinnati in 1971. After his doctoral internship, Dr. James became Director of the Mental Health Center in Lawrenceburg, Indiana. Between 1972 and 1977, he was an Assistant Professor of Psychology and Director of the Rehabilitation Counseling Program at Texas Tech University. From Fall 5

1985 until September 1998, Dr. James served as Vice Chancellor for Student Affairs and Dean of Students. Dr. James is licensed as a Health Service Provider in Indiana and has been certified by the National Register of Health Services providers in Psychology since 1978. He specialized in family therapy, cognitive behavior interventions, and community mental health consultation. Dr. James retired in December, 2001. MEET THE ACADEMIC ADVISING TEAM Andrea Welch: Director of Education Student Services; 520-4276; welcha@iusb.edu, Nancy Nellans: Academic Advisor for Graduate Programs; 520-4845; nlnellan@iusb.edu EXPECTATIONS Students are expected to adhere to the ethical standards of the American Counseling Association in all their professional activities. Students are expected to study and read independently so that they continuously enlarge and expand their knowledge base of counseling, theory, research and practice. Furthermore, program students are expected to apply this knowledge to the development, implementation and evaluation of counseling interventions and programs. Students are similarly expected to respond effectively to the needs of an ethnically, culturally, and religiously diverse client population. Students will respect the dignity and value of clients whatever their age, race, gender, culture, or sexual orientation. Students will understand the common developmental themes occurring across the life span. They will utilize a variety of interventions to promote the personal, familial, and social growth of all clients. Student competencies are based upon Indiana Professional Standards Board guidelines and students are required to demonstrate the knowledge, performance and dispositions at a minimum level of proficiency. Student competencies are also measured by the CACREP standards for counselors. Finally, students are expected to provide leadership in addressing issues of social justices, inclusion, and oppression. They will function as advocates for clients and as change agents for community institutions. PROGRAM STRUCTURE The entire CHS curriculum is offered during evenings, weekends, and online, enabling students to maintain their careers and meet family responsibilities while pursuing their graduate degree and state licensure. Members of the CHS faculty are actively involved in advising, mentoring, supervising, coaching, and evaluating students. Faculty members encourage students to develop areas of specialization, to participate in professional organizations, to conduct original projects and/or research, and to contribute to the continued evolution of the CHS Program. CHS Faculty annually evaluates the academic and professional progress of each student. Students will be notified after the annual progress reports of any academic concerns and/or other concerns of performance or disposition proficiencies that may require remediation. At that 6

time, a collaborative plan between the student and a CHS Faculty member will be developed and monitored to assist in student improvement. If required improvements are not demonstrated or achieved, students may be requested to leave the CHS Program. Annual evaluation results are placed in the student s permanent file in the School of Education. Upon graduation the student s program concentration (mental health, addictions or school) will be noted on their transcript. This will provide an official endorsement of the student s academic preparation and training. ADMISSION REQUIREMENTS The CHS Program admits students during the Summer 1 session. The following are requirements for admission and must be completed by April 1: 1. Application for Admission to Graduate Study (on-line through Admissions Office). 2. An undergraduate degree from an accredited university. Applicants may apply to the program prior to the completion of the undergraduate degree provided that the degree is earned by May of the admission year. 3. GPA requirements: 4. Applicants to graduate programs in the School of Education must have an overall CGPA of 3.0 or have earned a CGPA of 3.5 in the last 60 hours of their undergraduate degree and meet all other admission requirements to be fully admitted to graduate programs in the School of Education. a. Those who do not meet the GPA requirement must complete the Graduate Record Exam (GRE) and score at least 450 on the Verbal Reasoning and at least a 3.5 on the Analytical Writing section. Information can be found online at www.ets.org/gre. b. All applicants whose undergraduate degrees are more than ten years old must take the GRE. The applicant must earn a score of at least 450 on the Verbal Reasoning and at least a 3.5 on the Analytical Writing Sections of the GRE to be eligible for admission. (www.ets.org) 2. Written personal statement: a. List and describe your work and volunteer experiences related to the field of counseling and human services. b. List and describe education and training related to the field of counseling and human services beyond your formal coursework which you have attained as a result of participation in workshops, seminars, professional meetings, etc. c. Why have you selected Counseling and Human Services as a preferred area of study? d. What characteristics do you have that you believe would make you a successful counselor? 7

e. What additional information do you wish to bring to the awareness of the screening committee regarding your application? f. Official transcripts documenting all degrees earned or in progress, and any other academic work 3. Three letters of recommendation from professional and/or academic sources 4. An interview with resident faculty member. Submission of all required application materials is required to schedule an interview. PROGRAM OBJECTIVES Provide a fertile learning and professional development environment for intellectually talented and interpersonally responsive students representing a diverse and pluralistic society. 1. Provide curricular experiences reflecting CACREP preparation standards for students who will practice professionally in an increasingly multicultural society characterized by rapid social and economic change. 2. Develop effective clinicians with the skills and abilities to work in a wide range of settings. 3. Provide quality integrated didactic and clinical instruction. 4. Acquaint students with the technology available through the School of Education for research, training, professional development, and the delivery of services. 5. Provide a technologically sophisticated facility for the practice of counseling, assessment and supervisory skills. See UCET Course offerings. 6. Identify, evaluate and select sites, which will provide quality field experiences. 7. Include faculty, current and former students, and personnel in cooperating agencies regularly evaluate the program, including a review of program curricular objectives. 8. Provide students with knowledge and a firm in ethical standards and practice. 9. Provide a unique program experience through such features as cohort groups, support groups, close clinical supervision, and professional and networking functions. The Counseling and Human Services Program Faculty work with each student throughout their program of study to achieve the following educational goals. 1. Professional Identity Students will develop a professional identity. 2. Social and Cultural Diversity Students will acquire the skills and dispositions to be effective counselors in a multicultural society. 8

3. Human Growth and Development Students will utilize the principles of human growth and development in their counseling activities. 4. Career Development Students will acquire the skills to provide career development counseling. 5. Helping Relationships Students will acquire the skills for a therapeutic helping relationship. 6. Group Work Students will acquire group work skills. 7. Assessment Students will acquire individual and group assessment skills. 8. Research and Program Development Students will acquire research and evaluation skills. 12 CORE FUNCTIONS OF ADDICTIONS COUNSELORS Performance outcomes for the addictions specific training aspects of this program center on the 12 core functions of alcohol and drug counselors specified above. These functions are: 1. screening, 2. intake, 3. orientation, 4. assessment, 5. treatment planning, 6. counseling, 7. case management, 8. crisis intervention, 9. client education, 10. referral, 11. reports and record keeping, and 12. consultation. By the end of the program students will have received instruction and demonstrated the ability to perform in each of these 12 core areas. Instruction of these core functions will take place across the program curriculum. The primary courses for providing instruction on each of the 12 core functions are detailed in the chart below. COURSE CORE FUNCTION TAUGHT G510: Introduction to Alcohol and Drug Counseling (3 credits) Orientation, Assessment, Counseling 9

G511: Screening and Assessment of Alcohol and Drug Abuse Problems (3 credits) Screening, Intake, Assessment, Reports and Record Keeping, Consultation G512: Counseling Approaches with Addictions (3 credits) Treatment Planning, Counseling, Case Management, Crisis Intervention, Client Education, Referral, Reports and Record Keeping, Consultation G513: Legal and Illegal Drugs of Abuse (3 credits) Screening, Intake, Assessment, Client Education, Referral, Consultation G514: Practicum in Alcohol and Drug Counseling (3 credits) All 12 Core Functions 10

THE CURRICULUM The addictions track of the MS in Counseling and Human Services consists of 60 credit hours. Students fulfill requirements in both the common counseling core of the curriculum as well as courses specific to the addictions specialty. The program follows a cohort model wherein students are admitted and take courses with an identified group of their peers. The program can be completed in a minimum of 3 years of full time study, which includes summer classes. Courses for the Addictions track are as follows: Common Counseling Core: 1. G500: Orientation to Counseling 2. G523: Laboratory in Counseling 3. G575: Cross-Cultural Counseling 4. G506: Personality Development: Growth of Normal and Deviant Styles 5. G522: Counseling Theory 6. P514: Life-span Development 7. G590: Research in Guidance and Counseling 8. G505: Individual Appraisal 9. G532: Introduction to Group Counseling 10. G567: Introduction to Marriage and Family Counseling 11. G507: Lifestyle and Career Development 12. G550: Internship in Counseling and Guidance (taken twice) 13. G592: Seminar in Drug/Alcohol Use Prevention Addictions Track Courses: 1. G510: Introduction to Alcohol and Drug Counseling 2. G511: Screening and Assessment of Alcohol and Drug Abuse Problems 3. G512: Counseling Approaches with Addictions 4. G513: Legal and Illegal Drugs of Abuse 5. G514: Practicum in Alcohol and Drug Counseling (taken twice) SCHEDULE OF COURSE OFFERINGS All courses in the CHS program are offered on a predictable schedule and are only available at certain points of the academic year. Below is a comprehensive list of CHS courses linked to the semester in which they are offered. Courses Offered during Fall Semesters: 1. G510: Introduction to Alcohol and Drug Counseling 2. G511: Screening and Assessment of Alcohol and Drug Abuse Problems 3. G575: Cross-Cultural Counseling 4. G506: Personality Development: Growth of Normal and Deviant Styles 5. G562 School Counseling: Intervention, Consultation & Program Development 6. G563: Foundations of Mental Health Counseling 11

7. G532: Introduction to Group Counseling 8. G550: Internship in Counseling and Guidance (prerequisite: G524) 9. G585: Contemporary Issues in Counseling (prerequisite: G563) Courses Offered during Spring Semesters: 1. G512: Counseling Approaches with Addictions 2. G513: Legal and Illegal Drugs of Abuse 3. G522: Counseling Theory 4. P514: Life-span Development 5. G524: Practicum in Counseling 6. G567: Introduction to Marriage and Family Counseling 7. G550: Internship in Counseling and Guidance 8. G596: Counseling Supervision 9. G542 Organization and Development in Counseling Programs Courses Offered during Summer 1 Sessions: 1. G500: Orientation to Counseling 2. G514: Practicum in Alcohol and Drug Counseling (meets over Summer Sessions 1 and 2)) 3. G525 Advanced Practicum (meets over Summer Sessions 1 and 2) 4. G592: Seminar in Drug/Alcohol Use Prevention 5. G590: Research in Guidance and Counseling Courses Offered during Summer 2 Sessions: 1. G523: Laboratory in Counseling 2. G505: Individual Appraisal 3. G507: Lifestyle and Career Development 4. G595 Topical Seminar in Counseling 12

INDIANA UNIVERSITY SOUTH BEND COUNSELING AND HUMAN SERVICES MASTER OF SCIENCE DEGREE (60 HOURS) ADDICTIONS COUNSELING TRACK STUDENT S NAME: SS#: DATE: ADDRESS: Street City State Zip First Year Course Semester Credits Planned Grade enrollment G500: Orientation to Counseling Summer 1 3 G523: Laboratory in Counseling Summer 2 3 G575: Cross Cultural Counseling G506: Personality Development: Growth of Normal and Deviant Styles G522: Counseling Theory P514: Life span Development Fall 3 3 Spring 3 3 Second Year Course Semester Credits Planned enrollment G590: Research in Guidance and Counseling Summer 1 3 Grade G505: Individual Appraisal Summer 2 3 G532: Introduction to Group Counseling G510: Introduction to Alcohol and Drug Counseling G567: Introduction to Marriage and Family Counseling G513: Legal and Illegal Drugs of Abuse Fall 3 3 Spring 3 3 Third Year Course Semester Credits Planned enrollment G514: Practicum in Alcohol and Drug Counseling Summer 1 3 Grade G507: Lifestyle and Career Development Summer 2 3 G550: Internship in Counseling and Guidance G511: Screening and Assessment of Alcohol and Drug Abuse Problems G550: Internship in Counseling and Guidance G512: Counseling Approaches with Addictions G514: Practicum in Alcohol and Drug Counseling G592: Seminar in Drug/Alcohol Use Prevention Fall 3 3 Spring 3 3 Summer 1 3 TOTAL 60 Admitted to Counseling Program: TOTAL Credits GPA Date Advisor Signature Date Student Signature Date 13

PRACTICUM AND INTERNSHIP Students in the Addictions Track of the CHS program take part in 4 field experiences. In order to enroll in practicum, students must obtain the Practicum Application from Educational Student Services and submit it by the posted deadline. The following prerequisites must be met in order to enroll in practicum: G500, G510, G506, G522, and G523. Final approval for enrollment in practicum, though, is made by CHS faculty and is based on information on this application as well as results of annual student reviews and faculty evaluations of dispositional issues. Students who receive less than satisfactory evaluations in either of these assessments may be held out of practicum by the CHS faculty pending the results of an action plan created with the student. Beginning the Summer Session of the 3 rd year of study, students enroll in G514: Practicum in Alcohol and Drug Counseling for their first field experience. This field course is for Addictions Track students only and the entire focus will be on gaining early experience as an addictions counselor. Students complete G514 again the following summer to round out their field studies. G514 consists of weekly class meetings on campus, clinical work at a local agency, program development, and professional development. Students complete 220 clock hours of field work during each semester of G514. During the Fall and Spring Semesters of the 3 rd year of study, students enroll in G550: Internship in Counseling. Students will be enrolled in this course with peers from other areas of mental health counseling. G550 consists of weekly class meetings on campus, clinical work at a local agency, program development, and professional development. Students complete 300 clock hours of clinical work during each semester of G550. Further information on the hourly clinical work requirements during G550 can be found in the Community and Addictions Counseling Practicum and Internship Handbook. Students should note early in their program that they are responsible for identifying and securing their own field placements. This involves making contacts with local agencies, identifying areas of personal interest, and interviewing for practicum and internship positions. For this reason it is imperative that you begin the process of securing a practicum or internship site well in advance, as much as 3 to 6 months prior of the start of your field work semesters is not unreasonable. More information on practicum and internship placement requirements is available in the Community and Addictions Counseling Practicum and Internship Handbook. When it comes to approval for a field work site, there are three non-negotiable requirements. First, there must a licensed addictions or mental health professional on site that can provide you with weekly supervision. Second, you must be allowed to audio or video tape counseling sessions at the agency. Finally, the site must be able to guarantee you enough hours to complete your course requirements. For this reason, we highly recommend against using a private practice setting for a field work placement. CHS SPECIAL PROFESSIONAL SERVICE PROJECTS All students are required to complete a professional service project by the third year of the program. Students who have worked on planning committees for these projects recommend that you begin as early as the first year of the program. Contact any faculty member to sign up for a project. 14

CHS Annual Conference Conference purpose/goals: To educate the community/ field supervisors/students; provide opportunities for networking and opportunity for alumni to remain connected to IUSB; and to remain on cutting edge of best practices in the counseling field. Usually two to four students will work on this project, with the guidance of a CHS faculty member. Some of the duties include: Deciding on the theme and topic and speaker, deciding on the food menu, deciding on the fees to be charged and how the fees will be collected, deciding on possible sponsors/ raising money, verifying a working budget, making and implementing marketing plans, and setting up a registration system and the offering of CEUs CHS Workshops Workshop purpose/goals: Educate/train students/field supervisors and community in relevant topics not requiring more in depth treatment than is afforded in the CHS curriculum. Usually one person is needed per workshop to work with the faculty member in charge. There are two workshops per academic year. The duties are similar as the annual conference but on a much smaller scale. At present, there is no charge for the workshops. The program sponsors the event with minimum refreshments and having a local speaker. The event is advertised in syllabi and through the program calendar for the year. CEUs are offered. CHS Positive Regards/Social Media Purpose/goals: Facilitate the networking and connection between CHS alumni and friends with the current faculty and students; share the changes and events in the program; and publish the activities of various groups related to the CHS program. Usually 1-2 students will work on this project with a faculty member. The student is responsible for gathering articles that are selfwritten or contributed by others in the program. The student is responsible for taking pictures at the CHS functions and including appropriate ones in the newsletter. The newsletter is now published online. The student is responsible for securing, through the faculty member, the email addresses and distributing the newsletter. The student will ensure that the articles about the CHS program and the Board decisions are included in the newsletter. One student, working with a faculty member, is required to maintain the Facebook page for the program. Orientation Programs Purpose/goals: Help individuals become acquainted with the mission and goals of the CHs program; help individuals become acquainted with changes in the curriculum, calendar and structure of the CHS program; assisting students/adjunct professors and field supervisors in becoming aware of the requirements of the CHS curriculum; and ensure that students and others are prepared to advance to the next step in the program. New Student Orientation Usually 1-2 students will assist in the function. Among other duties, the student will help to plan the program and gather all the materials necessary. The student will assist the new students at the function. The student will suggest peer mentoring between second year students and the incoming students. Pre-Practicum Orientation & Field Supervisor Orientation Usually 1-2 students are needed for these functions. This is similar in duties as the new student orientation. CHS Practicum/Internship Resource Guide Purpose/goals: Provide a guide for students in selecting field placements that are appropriate for their needs One student, working with a faculty member, will gather all the evaluations of site supervisors and sites and analyze them, generating a list of appropriate sites for students to 15

choose from. This should be posted online. The student will assist the faculty member in recruitment of new sites. CHS Marketing/Recruitment Activities Purpose/goals: Inform the relevant individuals in the community about the CHS program and its offerings. Recruit students and other forms of support for the CHS program Usually 1-3 students will serve on this project. With a CHS faculty member, the students will develop a plan for marketing and recruitment for the program. The students will then help to implement the marketing/recruitment program. ANNUAL STUDENT EVALUATION PROCESS All students in the CHS program receive and annual evaluation by program faculty. The criteria for this evaluation are based on CACREP standards for counseling training and involve both academic and student dispositional issues. Students will receive written information on the results of their annual evaluation. A copy of the evaluation form will also be filed with the Educational Students Services office. When issues are identified during an annual evaluation, students and faculty work together to create a remediation plan to address the identified issues. Failure to comply with this plan can result in dismissal from the CHS program. STUDENT DISPOSITION AND COMPORTMENT ASSESSMENTS In addition to the annual student evaluation, students are monitored by faculty and staff throughout the program for professional disposition and comportment issues. When dispositional issues are identified, identified students and faculty will work together to create a remediation plan. Failure to comply with this plan can also result in dismissal from the CHS program. SCHOOL OF EDUCATION LETTER OF CONCERN POLICY Remediation plans for dispositional issues may be address in a formal Letter of Concern. A formal letter of concern will result in the creation of a letter of concern action plan, which must be followed and completed by the student in order to remain in the CHS program. Further information on the School of Education Letter of Concern policy is available from Education Student Services. SCHOOL OF EDUCATION ISSUES RESOLUTION POLICY In the event that a student does not agree with a faculty or program decision about their status in CHS, students may initiate a formal issues resolution process. Issues resolution forms are available from Education Student Services. SCHOOL OF EDUCATION POLICIES ON TRANSFER CREDITS Any person wanting to take a GRADUATE level course in the School of Education for licensure requirements, continuing education, personal interest, or any other reason may do so as a nondegree seeking student. Persons wanting to enroll in a graduate course as a non-degree 16

seeking student must possess a bachelor s degree from an accredited institution AND OBTAIN APPROVAL OF THE COURSE INSTRUCTOR PRIOR TO ENROLLMENT. No other School of Education admissions requirements need to be met or documented in order to take a graduate course as a non-degree seeking student. A non-degree seeking student may apply up to 6 credit hours towards a graduate degree program graduation requirements if they are later admitted to a graduate program. Enrollment in courses as a non-degree seeking student does not guarantee admission to a graduate program and all program admission requirements must be met for admission into a program as a degree seeking student. In addition, students may transfer up to 6 credits into their program of study. Graduate course work to be transferred to IUSB must have the prior approval of the Graduate Advisor or the student's Faculty Advisor. An Advanced Approval Form is available in in the Education Student Services office In order to transfer, these courses must be a maximum of 10 years old AT THE TIME OF GRADUATION, not admission to the program SCHOOL OF EDUCATION POLICIES ON DEGREE COMPLETION "B" GRADE POINT AVERAGE: Students must maintain a cumulative grade point average of B (3.00) in all work to be eligible for the Master of Science degree in Education. Graduate course work to be transferred to IUSB must have the prior approval of the Graduate Advisor or the student's Faculty Advisor. An Advanced Approval Form is available in GR120. Only six hours can be transferred from an out of state institution or a private institution. TIME LIMIT: ALL WORK MUST BE COMPLETED WITHIN SIX CALENDAR YEARS FROM THE DATE OF THE RECEIPT OF A GRADE IN THE FIRST COURSE THAT IS TO BE USED TOWARD THE DEGREE. OTHER REQUIREMENTS: All other Indiana University requirements and policies, academic degree requirements, and course descriptions and program outlines are in the IUSB Bulletin. Students are encouraged to read this Bulletin carefully. A student, while employed full time, is encouraged not to take more than six hours per Fall/Spring semester; and three hours during Summer Sessions. If unemployed, a student may take 12 graduate hours each Fall and Spring semester and six hours during each summer session. In order to qualify for a student loan, enrollment must be half time with at least three hours during each of the Summer Sessions and four hours during each of the Fall/Spring semesters. GRADUATION REQUIREMENTS Third year students must go to the Education Student Services office and complete a Blue Card at the beginning of the spring semester in the year they expect to graduate, in order to be place on the graduation list. (This is particularly important if the student wishes to participate in the commencement activities which are only held in May of each year). Completion of the Blue Card will result in a degree audit to ensure that all program completion requirements have been met.. 17

COURSE DESCRIPTIONS *All courses are 3 credit hours unless otherwise noted. G500 Orientation to Counseling and Ethics Focus is on the student, self-concept, interpersonal relationship skills, consultation skills, and commitment to the helping field. Provides philosophic basis of the helping relationship, overview of the field of counseling and the IUSB CHS Program. G505 Individual Appraisal: Principles and Procedures An analysis of statistical psychometric, sociometric and clinical principles crucial to professional interpretation of standardized and informal data regarding individual clients. Current issues/controversies about ethnicity, sex, cultural and individual differences will also be examined. G506 Personality Development: Growth of Normal and Deviant Styles. An examination of the nature, needs, competencies and environmental factors that contribute to personality development and growth at principal life states. Emphasis will be placed on normal and deviant styles of behavior. G507 Lifestyle and Career Development Lifestyle and career development includes areas as vocational choice theory, relationship between career choice and lifestyle, sources of occupational and educational information, approaches to career decision-making processes and career development exploration techniques. G510: Introduction to Alcohol and Drug Counseling An introduction to social and behavioral theories concerning the causation and maintenance of alcohol and drug addiction. The study and application of research-based theories of counseling will be emphasized. The history of alcohol and drug counseling and recent developments and issues in the field will also be discussed. G511: Screening and Assessment of Alcohol and Drug Abuse Problems This course deals with the physical, social, psychological, vocational, economic, and legal symptoms of alcohol and drug abuse. Instrumentation for screening and assessment in clinical practice is presented as well as medical and non-medical diagnostic criteria. This course includes both instructional and experiential learning opportunities. G512: Counseling Approaches with Addictions This course is an introduction to the major theories of alcohol and drug treatment. Special attention will be given to recent developments in the field as well as research-based theories of treatment. Students will be expected to engage in active learning projects both within and outside of the classroom. G513: Legal and Illegal Drugs of Abuse This course deals with the physiological, behavioral, and pharmacological aspects of legal and illegal psychoactive substances use. Special emphasis is placed on observable signs and symptoms resulting from use of psychoactive substances. Attention will also be given to recent trends in psychoactive substance use. 18

G514: Practicum in Alcohol and Drug Counseling This course is a field experience in an alcohol or drug counseling agency. The field experience involves direct supervision by faculty and approved clinical supervisors in the field. Graded on a pass/fail basis. G522 Counseling Theory Introduction to counseling theories and psychological processes involved in individual counseling. G523 Laboratory in Counseling Consent of instructor. Concurrent: G522. Lab experiences in counseling, analysis of counseling interviews, role playing, and closely supervised counseling in the laboratory setting. G524 Practicum in Counseling Closely supervised counseling practice with clients in the department s counseling laboratories or in approved field sites in schools or agencies. Intensive supervision. Additional fee required. G532 Introduction To Group Counseling Psychological and theoretical foundations of group counseling. Analysis of the dynamics of groups. G542 Organization and Development of Counseling Programs Environmental and population needs assessment for program planning. Procedures for counseling program development and accountability/evaluation. Case studies. G550 Internship in Counseling P: Basic courses in counseling and guidance and consent of instructor. Counseling experience in actual school or agency situations. Under direction and supervision of the counselor/supervisor, students get practice in counseling, interviewing, in-service training, orientation procedures, and data collection. (May be repeated, not to exceed a total of 12 credit hours, with consent of the academic unit. Additional fee required). I, II G562 School Counseling: Interventions, Consultation, and Program Development Foundations and contextual dimensions of school counseling. Knowledge and skills for the practice of school counseling. Developmental counseling. Program development, implementation and evaluation. Consultation. Principles, practice and applications of needs assessment. Provides an overall understanding of organization of schools and the functions of the counselor and counseling program G563 Foundations of Mental Health Counseling Course examines the history, definition, theory, practice, and research of consultation and community counseling. Emphasis on process of case, program, administration, and organizational consultation. (Required of students planning to become a Licensed Mental Health Counselor.) G567 Introduction to Marriage and Family Counseling Introductory survey of historical roots, major theories, intervention strategies, research and current training, practice and ethical issues in marriage and family counseling. G575 Cross-Cultural Counseling 19

This course is designed to provide both a cognitive and guided training opportunity. It examines the influence of cultural and ethnic differences of counselor and client in counseling. Attention is given to theory, research, and practice. General cross-cultural dynamics as well as specific target populations are studied. G585 Contemporary Issues in Counseling Focuses on the goals and objectives of professional organizations, codes of ethics, legal considerations, standards of preparation, certification, licensing, and role identity of counselors and other personnel services specialists. Students will conduct research on emerging developments reported in the counseling literature. G590 Research in Counseling and Guidance G592 Seminar in Drug/Alcohol Abuse Prevention Introduction to etiology and symptomology of drug/alcohol abuse and methods of prevention or remediation. Includes dynamics of Adult Children of Alcoholics/Abusers and families of abusers. G596 Counseling Supervision Introduction to counseling supervision theory, methods, and techniques. Special attention to ethical and legal obligations. Closely directed experience in supervising beginning graduate students. P514 Life Span Development A survey of human development from infancy through old age, emphasizing the lifespan perspective of development. Classical stage theorists, current popular conceptions, major research findings, and educational/counseling implications for all life stages from birth to death. 20

ACA Code of Ethics Preamble The American Counseling Association is an educational, scientific, and professional organization whose members are dedicated to the enhancement of human development throughout the life-span. Association members recognize diversity in our society and embrace a cross- cultural approach in support of the worth, dignity, potential, and uniqueness of each individual. The specification of a code of ethics enables the association to clarify to current and future members, and to those served by members, the nature of the ethical responsibilities held in common by its members. As the code of ethics of the association, this document establishes principles that define the ethical behavior of association members. All members of the American Counseling Association are required to adhere to the Code of Ethics and the Standards of Practice. The Code of Ethics will serve as the basis for processing ethical complaints initiated against members of the association. ACA Code of Ethics (eff. 1995) Section A: The Counseling Relationship A.1. Client Welfare a. Primary Responsibility. The primary responsibility of counselors is to respect the dignity and to promote the welfare of clients. b. Positive Growth and Development. Counselors encourage client growth and development in ways that foster the clients' interest and welfare; counselors avoid fostering dependent counseling relationships. c. Counseling Plans. Counselors and their clients work jointly in devising integrated, individual counseling plans that offer reasonable promise of success and are consistent with abilities and circumstances of clients. Counselors and clients regularly review counseling plans to ensure their continued viability and effectiveness, respecting clients' freedom of choice. (See A.3.b.) d. Family Involvement. Counselors recognize that families are usually important in clients' lives and strive to enlist family understanding and involvement as a positive resource, when appropriate. e. Career and Employment Needs. Counselors work with their clients in considering employment in jobs and circumstances that are consistent with the clients' overall abilities, vocational limitations, physical restrictions, general temperament, interest and aptitude patterns, social skills, education, general qualifications, and other relevant characteristics and needs. Counselors neither place nor participate in placing clients in positions that will result in damaging the interest and the welfare of clients, employers, or the public. A.2. Respecting Diversity a. Nondiscrimination. Counselors do not condone or engage in discrimination based on age, color, culture, disability, ethnic group, gender, race, religion, sexual orientation, marital status, or socioeconomic status. (See C.5.a., C.5.b., and D.1.i.) b. Respecting Differences. Counselors will actively attempt to understand the diverse cultural backgrounds of the clients with whom they work. This includes, but is not limited to, learning how the counselor's own cultural/ethnic/racial identity impacts her or his values and beliefs about the counseling process. (See E.8. and F.2.i.) A.3. Client Rights 21

a. Disclosure to Clients. When counseling is initiated, and throughout the counseling process as necessary, counselors inform clients of the purposes, goals, techniques, procedures, limitations, potential risks, and benefits of services to be performed, and other pertinent information. Counselors take steps to ensure that clients understand the implications of diagnosis, the intended use of tests and reports, fees, and billing arrangements. Clients have the right to expect confidentiality and to be provided with an explanation of its limitations, including supervision and/or treatment team professionals; to obtain clear information about their case records; to participate in the ongoing counseling plans; and to refuse any recommended services and be advised of the consequences of such refusal. (See E.5.a. and G.2.) b. Freedom of Choice. Counselors offer clients the freedom to choose whether to enter into a counseling relationship and to determine which professional(s) will provide counseling. Restrictions that limit choices of clients are fully explained. (See A.1.c.) c. Inability to Give Consent. When counseling minors or persons unable to give voluntary informed consent, counselors act in these clients' best interests. (See B.3.) A.4. Clients Served by Others If a client is receiving services from another mental health professional, counselors, with client consent, inform the professional persons already involved and develop clear agreements to avoid confusion and conflict for the client. (See C.6.c.) A.5. Personal Needs and Values a. Personal Needs. In the counseling relationship, counselors are aware of the intimacy and responsibilities inherent in the counseling relationship, maintain respect for clients, and avoid actions that seek to meet their personal needs at the expense of clients. b. Personal Values. Counselors are aware of their own values, attitudes, beliefs, and behaviors and how these apply in a diverse society, and avoid imposing their values on clients. (See C.5.a.) A.6. Dual Relationships a. Avoid When Possible. Counselors are aware of their influential positions with respect to clients, and they avoid exploiting the trust and dependency of clients. Counselors make every effort to avoid dual relationships with clients that could impair professional judgment or increase the risk of harm to clients. (Examples of such relationships include, but are not limited to, familial, social, financial, business, or close personal relationships with clients.) When a dual relationship cannot be avoided, counselors take appropriate professional precautions such as informed consent, consultation, supervision, and documentation to ensure that judgment is not impaired and no exploitation occurs. (See F.1.b.) b. Superior/Subordinate Relationships. Counselors do not accept as clients superiors or subordinates with whom they have administrative, supervisory, or evaluative relationships. A.7. Sexual Intimacies With Clients a. Current Clients. Counselors do not have any type of sexual intimacies with clients and do not counsel persons with whom they have had a sexual relationship. b. Former Clients. Counselors do not engage in sexual intimacies with former clients within a minimum of 2 years after terminating the counseling relationship. Counselors who engage in such relationship after 2 years following termination have the responsibility to examine and document thoroughly that such relations did not have an exploitative nature, based on factors such as duration of counseling, amount of time since counseling, termination circumstances, client's personal history and mental status, adverse impact on the client, and actions by the counselor suggesting a plan to initiate a sexual relationship with the client after termination. 22

A.8. Multiple Clients When counselors agree to provide counseling services to two or more persons who have a relationship (such as husband and wife, or parents and children), counselors clarify at the outset which person or persons are clients and the nature of the relationships they will have with each involved person. If it becomes apparent that counselors may be called upon to perform potentially conflicting roles, they clarify, adjust, or withdraw from roles appropriately. (See B.2. and B.4.d.) A.9. Group Work a. Screening. Counselors screen prospective group counseling/therapy participants. To the extent possible, counselors select members whose needs and goals are compatible with goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience. b. Protecting Clients. In a group setting, counselors take reasonable precautions to protect clients from physical or psychological trauma. A.10. Fees and Bartering (See D.3.a. and D.3.b.) a. Advance Understanding. Counselors clearly explain to clients, prior to entering the counseling relationship, all financial arrangements related to professional services including the use of collection agencies or legal measures for nonpayment. (A.11.c.) b. Establishing Fees. In establishing fees for professional counseling services, counselors consider the financial status of clients and locality. In the event that the established fee structure is inappropriate for a client, assistance is provided in attempting to find comparable services of acceptable cost. (See A.10.d., D.3.a., and D.3.b.) c. Bartering Discouraged. Counselors ordinarily refrain from accepting goods or services from clients in return for counseling services because such arrangements create inherent potential for conflicts, exploitation, and distortion of the professional relationship. Counselors may participate in bartering only if the relationship is not exploitative, if the client requests it, if a clear written contract is established, and if such arrangements are an accepted practice among professionals in the community. (See A.6.a.) d. Pro Bono Service. Counselors contribute to society by devoting a portion of their professional activity to services for which there is little or no financial return (pro bono). A.11. Termination and Referral a. Abandonment Prohibited. Counselors do not abandon or neglect clients in counseling. Counselors assist in making appropriate arrangements for the continuation of treatment, when necessary, during interruptions such as vacations, and following termination. b. Inability to Assist Clients. If counselors determine an inability to be of professional assistance to clients, they avoid entering or immediately terminate a counseling relationship. Counselors are knowledgeable about referral resources and suggest appropriate alternatives. If clients decline the suggested referral, counselors should discontinue the relationship. c. Appropriate Termination. Counselors terminate a counseling relationship, securing client agreement when possible, when it is reasonably clear that the client is no longer benefiting, when services are no longer required, when counseling no longer serves the client's needs or interests, when clients do not pay fees charged, or when agency or institution limits do not allow provision of further counseling services. (See A.10.b. and C.2.g.) A.12. Computer Technology 23

a. Use of Computers. When computer applications are used in counseling services, counselors ensure that (1) the client is intellectually, emotionally, and physically capable of using the computer application; (2) the computer application is appropriate for the needs of the client; (3) the client understands the purpose and operation of the computer applications; and (4) a follow-up of client use of a computer application is provided to correct possible misconceptions, discover inappropriate use, and assess subsequent needs. b. Explanation of Limitations. Counselors ensure that clients are provided information as a part of the counseling relationship that adequately explains the limitations of computer technology. c. Access to Computer Applications. Counselors provide for equal access to computer applications in counseling services. (See A.2.a.) Section B: Confidentiality B.1. Right to Privacy a. Respect for Privacy. Counselors respect their clients right to privacy and avoid illegal and unwarranted disclosures of confidential information. (See A.3.a. and B.6.a.) b. Client Waiver. The right to privacy may be waived by the client or his or her legally recognized representative. c. Exceptions. The general requirement that counselors keep information confidential does not apply when disclosure is required to prevent clear and imminent danger to the client or others or when legal requirements demand that confidential information be revealed. Counselors consult with other professionals when in doubt as to the validity of an exception. d. Contagious, Fatal Diseases. A counselor who receives information confirming that a client has a disease commonly known to be both communicable and fatal is justified in disclosing information to an identifiable third party, who by his or her relationship with the client is at a high risk of contracting the disease. Prior to making a disclosure the counselor should ascertain that the client has not already informed the third party about his or her disease and that the client is not intending to inform the third party in the immediate future. (See B.1.c and B.1.f.) e. Court-Ordered Disclosure. When court ordered to release confidential information without a client's permission, counselors request to the court that the disclosure not be required due to potential harm to the client or counseling relationship. (See B.1.c.) f. Minimal Disclosure. When circumstances require the disclosure of confidential information, only essential information is revealed. To the extent possible, clients are informed before confidential information is disclosed. g. Explanation of Limitations. When counseling is initiated and throughout the counseling process as necessary, counselors inform clients of the limitations of confidentiality and identify foreseeable situations in which confidentiality must be breached. (See G.2.a.) h. Subordinates. Counselors make every effort to ensure that privacy and confidentiality of clients are maintained by subordinates including employees, supervisees, clerical assistants, and volunteers. (See B.1.a.) i. Treatment Teams. If client treatment will involve a continued review by a treatment team, the client will be informed of the team's existence and composition. B.2. Groups and Families a. Group Work. In group work, counselors clearly define confidentiality and the parameters for the specific group being entered, explain its importance, and discuss the difficulties related to confidentiality involved in group work. The fact that confidentiality cannot be guaranteed is clearly communicated to group members. b. Family Counseling. In family counseling, information about one family member cannot be disclosed to another member without permission. Counselors protect the privacy rights of each family member. (See A.8., B.3., and B.4.d.) B.3. Minor or Incompetent Clients 24

When counseling clients who are minors or individuals who are unable to give voluntary, informed consent, parents or guardians may be included in the counseling process as appropriate. Counselors act in the best interests of clients and take measures to safeguard confidentiality. (See A.3.c.) B.4. Records a. Requirement of Records. Counselors maintain records necessary for rendering professional services to their clients and as required by laws, regulations, or agency or institution procedures. b. Confidentiality of Records. Counselors are responsible for securing the safety and confidentiality of any counseling records they create, maintain, transfer, or destroy whether the records are written, taped, computerized, or stored in any other medium. (See B.1.a.) c. Permission to Record or Observe. Counselors obtain permission from clients prior to electronically recording or observing sessions. (See A.3.a.) d. Client Access. Counselors recognize that counseling records are kept for the benefit of clients, and therefore provide access to records and copies of records when requested by competent clients, unless the records contain information that may be misleading and detrimental to the client. In situations involving multiple clients, access to records is limited to those parts of records that do not include confidential information related to another client. (See A.8., B.1.a., and B.2.b.) e. Disclosure or Transfer. Counselors obtain written permission from clients to disclose or transfer records to legitimate third parties unless exceptions to confidentiality exist as listed in Section B.1. Steps are taken to ensure that receivers of counseling records are sensitive to their confidential nature. B.5. Research and Training a. Data Disguise Required. Use of data derived from counseling relationships for purposes of training, research, or publication is confined to content that is disguised to ensure the anonymity of the individuals involved. (See B.1.g. and G.3.d.) b. Agreement for Identification. Identification of a client in a presentation or publication is permissible only when the client has reviewed the material and has agreed to its presentation or publication. (See G.3.d.) B.6. Consultation a. Respect for Privacy. Information obtained in a consulting relationship is discussed for professional purposes only with persons clearly concerned with the case. Written and oral reports present data germane to the purposes of the consultation, and every effort is made to protect client identity and avoid undue invasion of privacy. b. Cooperating Agencies. Before sharing information, counselors make efforts to ensure that there are defined policies in other agencies serving the counselor's clients that effectively protect the confidentiality of information. Section C: Professional Responsibility C.1. Standards Knowledge Counselors have a responsibility to read, understand, and follow the Code of Ethics and the Standards of Practice. C.2. Professional Competence a. Boundaries of Competence. Counselors practice only within the boundaries of their competence, based on their education, training, supervised experience, state and national professional credentials, and appropriate 25

professional experience. Counselors will demonstrate a commitment to gain knowledge, personal awareness, sensitivity, and skills pertinent to working with a diverse client population. b. New Specialty Areas of Practice. Counselors practice in specialty areas new to them only after appropriate education, training, and supervised experience. While developing skills in new specialty areas, counselors take steps to ensure the competence of their work and to protect others from possible harm. c. Qualified for Employment. Counselors accept employment only for positions for which they are qualified by education, training, supervised experience, state and national professional credentials, and appropriate professional experience. Counselors hire for professional counseling positions only individuals who are qualified and competent. d. Monitor Effectiveness. Counselors continually monitor their effectiveness as professionals and take steps to improve when necessary. Counselors in private practice take reasonable steps to seek out peer supervision to evaluate their efficacy as counselors. e. Ethical Issues Consultation. Counselors take reasonable steps to consult with other counselors or related professionals when they have questions regarding their ethical obligations or professional practice. (See H.1.) f. Continuing Education. Counselors recognize the need for continuing education to maintain a reasonable level of awareness of current scientific and professional information in their fields of activity. They take steps to maintain competence in the skills they use, are open to new procedures, and keep current with the diverse and/or special populations with whom they work. g. Impairment. Counselors refrain from offering or accepting professional services when their physical, mental, or emotional problems are likely to harm a client or others. They are alert to the signs of impairment, seek assistance for problems, and, if necessary, limit, suspend, or terminate their professional responsibilities. (See A.11.c.) C.3. Advertising and Soliciting Clients a. Accurate Advertising. There are no restrictions on advertising by counselors except those that can be specifically justified to protect the public from deceptive practices. Counselors advertise or represent their services to the public by identifying their credentials in an accurate manner that is not false, misleading, deceptive, or fraudulent. Counselors may only advertise the highest degree earned which is in counseling or a closely related field from a college or university that was accredited when the degree was awarded by one of the regional accrediting bodies recognized by the Council on Postsecondary Accreditation. b. Testimonials. Counselors who use testimonials do not solicit them from clients or other persons who, because of their particular circumstances, may be vulnerable to undue influence. c. Statements by Others. Counselors make reasonable efforts to ensure that statements made by others about them or the profession of counseling are accurate. d. Recruiting Through Employment. Counselors do not use their places of employment or institutional affiliation to recruit or gain clients, supervisees, or consultees for their private practices. (See C.5.e.) e. Products and Training Advertisements. Counselors who develop products related to their profession or conduct workshops or training events ensure that the advertisements concerning these products or events are accurate and disclose adequate information for consumers to make informed choices. f. Promoting to Those Served. Counselors do not use counseling, teaching, training, or supervisory relationships to promote their products or training events in a manner that is deceptive or would exert undue influence on individuals who may be vulnerable. Counselors may adopt textbooks they have authored for instruction purposes. g. Professional Association Involvement. Counselors actively participate in local, state, and national associations that foster the development and improvement of counseling. C.4. Credentials 26

a. Credentials Claimed. Counselors claim or imply only professional credentials possessed and are responsible for correcting any known misrepresentations of their credentials by others. Professional credentials include graduate degrees in counseling or closely related mental health fields, accreditation of graduate programs, national voluntary certifications, government-issued certifications or licenses, ACA professional membership, or any other credential that might indicate to the public specialized knowledge or expertise in counseling. b. ACA Professional Membership. ACA professional members may announce to the public their membership status. Regular members may not announce their ACA membership in a manner that might imply they are credentialed counselors. c. Credential Guidelines. Counselors follow the guidelines for use of credentials that have been established by the entities that issue the credentials. d. Misrepresentation of Credentials. Counselors do not attribute more to their credentials than the credentials represent, and do not imply that other counselors are not qualified because they do not possess certain credentials. e. Doctoral Degrees From Other Fields. Counselors who hold a master's degree in counseling or a closely related mental health field, but hold a doctoral degree from other than counseling or a closely related field, do not use the title "Dr." in their practices and do not announce to the public in relation to their practice or status as a counselor that they hold a doctorate. C.5. Public Responsibility a. Nondiscrimination. Counselors do not discriminate against clients, students, or supervisees in a manner that has a negative impact based on their age, color, culture, disability, ethnic group, gender, race, religion, sexual orientation, or socioeconomic status, or for any other reason. (See A.2.a.) b. Sexual Harassment. Counselors do not engage in sexual harassment. Sexual harassment is defined as sexual solicitation, physical advances, or verbal or nonverbal conduct that is sexual in nature, that occurs in connection with professional activities or roles, and that either (1) is unwelcome, is offensive, or creates a hostile workplace environment, and counselors know or are told this; or (2) is sufficiently severe or intense to be perceived as harassment to a reasonable person in the context. Sexual harassment can consist of a single intense or severe act or multiple persistent or pervasive acts. c. Reports to Third Parties. Counselors are accurate, honest, and unbiased in reporting their professional activities and judgments to appropriate third parties including courts, health insurance companies, those who are the recipients of evaluation reports, and others. (See B.1.g.) d. Media Presentations. When counselors provide advice or comment by means of public lectures, demonstrations, radio or television programs, prerecorded tapes, printed articles, mailed material, or other media, they take reasonable precautions to ensure that (1) the statements are based on appropriate professional counseling literature and practice; (2) the statements are otherwise consistent with the Code of Ethics and the Standards of Practice; and (3) the recipients of the information are not encouraged to infer that a professional counseling relationship has been established. (See C.6.b.) e. Unjustified Gains. Counselors do not use their professional positions to seek or receive unjustified personal gains, sexual favors, unfair advantage, or unearned goods or services. (See C.3.d.) C.6. Responsibility to Other Professionals a. Different Approaches. Counselors are respectful of approaches to professional counseling that differ from their own. Counselors know and take into account the traditions and practices of other professional groups with which they work. b. Personal Public Statements. When making personal statements in a public context, counselors clarify that they are speaking from their personal perspectives and that they are not speaking on behalf of all counselors or the profession. (See C.5.d.) 27

c. Clients Served by Others. When counselors learn that their clients are in a professional relationship with another mental health professional, they request release from clients to inform the other professionals and strive to establish positive and collaborative professional relationships. (See A.4.) Section D: Relationships With Other Professionals D.1. Relationships With Employers and Employees a. Role Definition. Counselors define and describe for their employers and employees the parameters and levels of their professional roles. b. Agreements. Counselors establish working agreements with supervisors, colleagues, and subordinates regarding counseling or clinical relationships, confidentiality, adherence to professional standards, distinction between public and private material, maintenance and dissemination of recorded information, work load, and accountability. Working agreements in each instance are specified and made known to those concerned. c. Negative Conditions. Counselors alert their employers to conditions that may be potentially disruptive or damaging to the counselor's professional responsibilities or that may limit their effectiveness. d. Evaluation. Counselors submit regularly to professional review and evaluation by their supervisor or the appropriate representative of the employer. e. In-Service. Counselors are responsible for in-service development of self and staff. f. Goals. Counselors inform their staff of goals and programs. g. Practices. Counselors provide personnel and agency practices that respect and enhance the rights and welfare of each employee and recipient of agency services. Counselors strive to maintain the highest levels of professional services. h. Personnel Selection and Assignment. Counselors select competent staff and assign responsibilities compatible with their skills and experiences. i. Discrimination. Counselors, as either employers or employees, do not engage in or condone practices that are inhumane, illegal, or unjustifiable (such as considerations based on age, color, culture, disability, ethnic group, gender, race, religion, sexual orientation, or socioeconomic status) in hiring, promotion, or training. (See A.2.a. and C.5.b.) j. Professional Conduct. Counselors have a responsibility both to clients and to the agency or institution within which services are performed to maintain high standards of professional conduct. k. Exploitative Relationships. Counselors do not engage in exploitative relationships with individuals over whom they have supervisory, evaluative, or instructional control or authority. l. Employer Policies. The acceptance of employment in an agency or institution implies that counselors are in agreement with its general policies and principles. Counselors strive to reach agreement with employers as to acceptable standards of conduct that allow for changes in institutional policy conducive to the growth and development of clients. l. Employer Policies. The acceptance of employment in an agency or institution implies that counselors are in agreement with its general policies and principles. Counselors strive to reach agreement with employers as to acceptable standards of conduct that allow for changes in institutional policy conducive to the growth and development of clients. D.2. Consultation (See B.6.) a. Consultation as an Option. Counselors may choose to consult with any other professionally competent persons about their clients. In choosing consultants, counselors avoid placing the consultant in a conflict of interest situation that would preclude the consultant being a proper party to the counselor's efforts to help the client. Should counselors be engaged in a work setting that compromises this consultation standard, they consult with other professionals whenever possible to consider justifiable alternatives. 28

b. Consultant Competency. Counselors are reasonably certain that they have or the organization represented has the necessary competencies and resources for giving the kind of consulting services needed and that appropriate referral resources are available. c. Understanding With Clients. When providing consultation, counselors attempt to develop with their clients a clear understanding of problem definition, goals for change, and predicted consequences of interventions selected. d. Consultant Goals. The consulting relationship is one in which client adaptability and growth toward self-direction are consistently encouraged and cultivated. (See A.1.b.) d. Consultant Goals. The consulting relationship is one in which client adaptability and growth toward self-direction are consistently encouraged and cultivated. (See A.1.b) D.3. Fees for Referral a. Accepting Fees From Agency Clients. Counselors refuse a private fee or other remuneration for rendering services to persons who are entitled to such services through the counselor's employing agency or institution. The policies of a particular agency may make explicit provisions for agency clients to receive counseling services from members of its staff in private practice. In such instances, the clients must be informed of other options open to them should they seek private counseling services. (See A.10.a., A.11.b., and C.3.d.) b. Referral Fees. Counselors do not accept a referral fee from other professionals. D.4. Subcontractor Arrangements When counselors work as subcontractors for counseling services for a third party, they have a duty to inform clients of the limitations of confidentiality that the organization may place on counselors in providing counseling services to clients. The limits of such confidentiality ordinarily are discussed as part of the intake session. (See B.1.e. and B.1.f.) 29

CACREP REQUIREMENTS FOR ADDICTIONS COUNSELING PROGRAMS Although addictions counseling track of the CHS program is not CACREP accredited, faculty still adhere to the CACREP standards when delivering program curriculum and evaluating student progress. CACREP standards specific to the training of addictions counselors are outlined below. Students who are preparing to work as addiction counselors will demonstrate the professional knowledge, skills, and practices necessary to work in a wide range of addiction counseling, treatment, and prevention programs, as well as in a mental health counseling context. In addition to the common core curricular experiences outlined in Section II.F, programs must provide evidence that student learning has occurred in the following domains. The 6 areas that must be covered are: a) foundations, b) counseling preventions and intervention, c) diversity and advocacy, d) assessment, e) research and evaluation, and f) diagnosis FOUNDATIONS A. Knowledge ALL COVERED BY G510, G512, G513 1. Understands the history, philosophy, and trends in addiction counseling. 2. Understands ethical and legal considerations specifically related to the practice of addiction counseling. 3. Knows the roles, functions, and settings of addiction counselors, as well as the relationship between addiction counselors and other mental health professionals. 4. Knows the professional organizations, competencies, preparation standards, and state credentials relevant to the practice of addiction counseling. 5. Understands a variety of models and theories of addiction related to substance use and other addictions. 6. Knows the behavioral, psychological, physical health, and social effects of psychoactive substances and addictive disorders on the user and significant others. 7. Recognizes the potential for addictive disorders to mimic a variety of medical and psychological disorders and the potential for medical and psychological disorders to coexist with addiction and substance abuse. 8. Understands factors that increase the likelihood for a person, community, or group to be at risk for or resilient to psychoactive substance use disorders. 9. Understands the impact of crises, disasters, and other trauma-causing events on persons with addictions. 30

10. Understands the operation of an emergency management system within addiction agencies and in the community. B. Skills and Practice - COVERED BY G514, G524, G550 1. Demonstrates the ability to apply and adhere to ethical and legal standards in addiction counseling. 2. Applies knowledge of substance abuse policy, financing, and regulatory processes to improve service delivery opportunities in addictions counseling. COUNSELING, PREVENTION, AND INTERVENTION C. Knowledge - ALL COVERED IN G510, G511, G512 1. Knows the principles of addiction education, prevention, intervention, and consultation. 2. Knows the models of treatment, prevention, recovery, relapse prevention, and continuing care for addictive disorders and related problems. 3. Recognizes the importance of family, social networks, and community systems in the treatment and recovery process. 4. Understands the role of spirituality in the addiction recovery process. 5. Knows a variety of helping strategies for reducing the negative effects of substance use, abuse, dependence, and addictive disorders. 6. Understands the principles and philosophies of addiction-related self-help programs. 7. Understands professional issues relevant to the practice of addiction counseling, including recognition, reimbursement, and right to practice. 8. Understands the principles of intervention for persons with addictions during times of crises, disasters, and other trauma-causing events. D. Skills and Practices ALL COVERED BY G514, G524, G550 1. Uses principles and practices of diagnosis, treatment, and referral of addiction and other mental and emotional disorders to initiate, maintain, and terminate counseling. 2. Individualizes helping strategies and treatment modalities to each client s stage of dependence, change, or recovery. 31

3. Provides appropriate counseling strategies when working with clients with addiction and co-occurring disorders. 4. Demonstrates the ability to use procedures for assessing and managing suicide risk. 5. Demonstrates the ability to provide counseling and education about addictive disorders to families and others who are affected by clients with addictions. 6. Demonstrates the ability to provide referral to self-help and other support groups when appropriate. 7. Demonstrates the ability to provide culturally relevant education programs that raise awareness and support addiction and substance abuse prevention and the recovery process. 8. Applies current record-keeping standards related to addiction counseling. 9. Demonstrates the ability to recognize his or her own limitations as an addiction counselor and to seek supervision or refer clients when appropriate. DIVERSITY AND ADVOCACY E. Knowledge ALL COVERED IN G510, G511, G512 1. Understands how living in a multicultural society affects clients with addictions. 2. Understands current literature that outlines theories, approaches, strategies, and techniques shown to be effective when working with specific populations of clients with addictions. 3. Knows public policies on local, state, and national levels that affect the quality and accessibility of addiction services. 4. Understands effective strategies that support client advocacy and influence public policy and government relations on local, state, and national levels to enhance equity, increase funding, and promote programs that affect the practice of addiction counseling. F. Skills and Practices - COVERED BY G514, G524, G550 1. Maintains information regarding community resources to make appropriate referrals for clients with addictions. 2. Advocates for policies, programs, and/or services that are equitable and responsive to the unique needs of clients with addictions. 3. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations of addiction clients. 32

ASSESSMENT G. Knowledge ALL COVERED IN G511 1. Understands various models and approaches to clinical evaluation for addictive disorders and their appropriate uses, including screening and assessment for addiction, diagnostic interviews, mental status examination, symptom inventories, and psychoeducational and personality assessments. 2. Knows specific assessment approaches for determining the appropriate level of care for addictive disorders and related problems. 3. Understands the assessment of biopsychosocial and spiritual history. 4. Understands basic classifications, indications, and contraindications of commonly prescribed psychopharmacological medications so that appropriate referrals can be made for medication evaluations and so that the side effects of such medications can be identified. H. Skills and Practices ALL COVERED IN G514 1. Selects appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning, with an awareness of cultural bias in the implementation and interpretation of assessment protocols. 2. Demonstrates skill in conducting an intake interview, a mental status evaluation, a biopsychosocial history, a mental health history, and a psychological assessment for treatment planning and case management. 3. Screens for psychoactive substance toxicity, intoxication, and withdrawal symptoms; aggression or danger to others; potential for self-inflicted harm or suicide; and co-occurring mental and/or addictive disorders. 4. Helps clients identify the effects of addiction on life problems and the effects of continued harmful use or abuse. 5. Applies assessment of clients addictive disorders to the stages of dependence, change, or recovery to determine the appropriate treatment modality and placement criteria in the continuum of care. RESEARCH AND EVALUATION I. Knowledge - ALL COVERED IN G510, G511, G512, G590 1. Understands how to critically evaluate research relevant to the practice of addiction counseling. 33

2. Knows models of program evaluation for addiction counseling treatment and prevention programs. 3. Knows evidence-based treatments and basic strategies for evaluating counseling outcomes in addiction counseling. J. Skills and Practice - COVERED BY G514, G524, G550 1. Applies relevant research findings to inform the practice of addiction counseling. 2. Develops measurable outcomes for addiction counseling programs, interventions, and treatments. 3. Analyzes and uses data to increase the effectiveness of addiction counseling programs. DIAGNOSIS K. Knowledge - ALL COVERED IN G511, G512 1. Knows the principles of the diagnostic process, including differential diagnosis, and the use of current diagnostic tools, such as the current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM). 2. Knows the impact of co-occurring addictive disorders on medical and psychological disorders. 3. Understands the established diagnostic and clinical criteria for addictive disorders and describes treatment modalities and placement criteria within the continuum of care. 4. Understands the relevance and potential cultural biases of commonly used diagnostic tools as related to clients with addictive disorders in multicultural populations. L. Skills and Practices - COVERED BY G514, G524, G550 1. Demonstrates appropriate use of diagnostic tools, including the current edition of the DSM, to describe the symptoms and clinical presentation of clients with addictive disorders and mental and emotional impairments. 2. Is able to conceptualize an accurate multi-axial diagnosis of disorders presented by clients and communicate the differential diagnosis with collaborating professionals. 34