National Louis University

National Louis University Department of Counseling and Human Services GRADUATE STUDENT HANDBOOK 2013-2014 National Louis University College of Arts and Sciences

National Louis University College of Arts and Sciences Department of Counseling and Human Services CHICAGO ELGIN NORTH SHORE 122 S. Michigan Avenue 620 Tollgate Road 5202 Old Orchard Road Chicago, IL 60603 Elgin, IL 60123 Skokie, IL 60077 LISLE WHEELING 850 Warrenville Road 1000 Capitol Drive Lisle, IL 60532-1356 Wheeling, IL 60090 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 2

Table of Contents National Louis University Campus Locations... 2 Department Full-Time Faculty and Staff... 6 Directory of Support Services... 7 GENERAL PROGRAM INFORMATION Introduction... 9 Graduate Programs... 9 Mission Statement... 9 Diversity Statement...10 Professional Identity and Professional Organizations...12 Application for Formal Admission...13 Persons with Disabilities Statement...15 Graduation Information... 15 FEATURES OF THE PROGRAM Curriculum...17 Faculty...17 Cohort Model...17 Clinical Sequence...17 Information for Practicum and Internship...18 Malpractice Insurance...18 PROGRAM AND UNIVERSITY POLICIES Course and Grading Policies & Procedures...20 Course Assignments...21 Department Policies on Writing Proficiency...23 General Practicum and Internship Information...24 Background Checks...27 Drug Testing...28 Student Retention Policy...28 Procedure for Re-entry following a leave from the program...29 University Policy on Academic Honesty...30 M.S. in COUNSELING: COMMUNITY COUNSELING EMPHASIS Professional Identity...34 Community Counseling Curriculum...35 Community Counseling Practicum and Internship Goals...36 Department Expectations for the Student...37 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 3

Department Expectations for the Agency...38 Department Support for the Agency...40 Definition of Direct versus Indirect Hours...41 Community Counseling Practicum Forms...42 Memorandum of Understanding 43 Practicum Checklist 49 Weekly Log Sheet...50 End of Term Summary Log 51 Practicum Evaluation- Supervisor Form. 52 Practicum Evaluation- Student Form. 54 Community Counseling Internship I Forms... 56 Internship I Checklist... 57 Goals and Objectives Guidelines...... 58 Goals & Objectives Form.. 59 Internship I Evaluation- Supervisor Form...60 Internship I Evaluation- Student Form. 63 Community Counseling Internship II Forms. 66 Internship II Checklist..67 Internship II Evaluation- Supervisor Form.. 68 Internship II Evaluation- Student Form...71 M.S. in COUNSELING: SCHOOL COUNSELING EMPHASIS Professional Identity...78 School Counseling Curriculum...79 School Counseling Certificate Curriculum...81 Advising Plan for Non-Teachers/Certificate Only Students...81 School Counseling TAP Agreement...82 School Counseling Certificate Curriculum and Advising Plan...83 Learning Standards Matrix...85 School Counseling Practicum and Internship Goals...86 Department Expectations for the Student...87 Department Expectations of the School...87 Department Support for the School...88 Definition of Direct versus Indirect Hours...88 School Counseling Practicum Forms...90 Memorandum of Understanding 91 Practicum Checklist 93 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 4

Weekly Log Sheet...94 End of Term Summary Log 95 Client/Parent/Guardian Release Form..96 Client/Parent/Guardian Release Form (Español)... 97 Practicum Evaluation- Supervisor Form. 98 Practicum Evaluation- Student Form 100 School Counseling Internship I Forms... 102 Internship I Checklist.. 103 Goals & Objectives Guidelines.. 104 Goals & Objectives Form. 105 Internship I Evaluation- Supervisor Form.. 106 Internship I Evaluation- Student Form.. 108 School Counseling Internship II Forms.... 110 Internship II Checklist... 111 Internship II Evaluation- Supervisor Form 112 Internship II Evaluation- Student Form... 115 Appendix A Course Descriptions Course Descriptions... 118 Appendix B Student Performance Review Student Performance Evaluation Form... 125 Remediation Plan... 127 Appendix C Licensure and Certification Information Illinois Counselor Licensure... 131 National Counselor Exam... 136 Student At-Large Sign Off Form... 138 School Counseling Certification... 139 Appendix D Codes of Ethics ACA Code of Ethics... 143 NBCC Code of Ethics... 170 ASCA Code of Ethics... 179 Appendix E Learning Standards Matrix... 187 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 5

DEPARTMENT OF COUNSELING AND HUMAN SERVICES DEPARTMENT CHAIR Chris Clemmer, D. Min. cclemmer@nl.edu Ext. 4535 FULL-TIME FACULTY Marie Bracki, Psy.D. Ext. 4529 Patrick McGrath, Ed.D. Ext. 2330 Tara Bryant-Edwards. Ext. 3416 Judith Nelson, M.A. Ext. 3874 Chris Clemmer, D.Min. Ext. 4535 Alan Owens, D.SC. Ext. 8026 Michael Guglielmo, Psy.D. Ext. 4390 Natasha Schnell, M.S. Ed. Ext. 5331 Tina Houdek, M.S. Ext. 8029 Richard Shaw, Ed.D. Ext. 4146 Susan Kerstein, Ed. D. M.S.W Ext. 2775 Susan Thorne-Devin, M.S.W. Ext. 4560 Elaine Kies, Ed.D., Ext. 3296 Anna Marie Yates, Ph.D. Ext. 2307 CAMPUS COORDINATORS Chicago Laurie Siegel laurie.siegel@nl.edu Ext. 3578 North Shore and Wheeling Natasha Schnell natasha.schnell@nl.edu Ext.5331 Lisle Michael Guglielmo michael.guglielmo@nl.edu Ext. 4390 Elgin Alan Owens alan.owens@nl.edu Ext. 8026 ADMINISTRATIVE ASSISTANTS Jason Landrum Karen Clinton jason.landrum@nl.edu kclinton1@nl.edu Ext. 3208 Ext. 4254 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 6

Directory of Support Services NLU Toll Free Number 800-443-5522 Campus Libraries 312-261-3376 libref@nl.edu Academic Support Services 312-261-3083 learn@nl.edu Student Experience 800-443-5522 (Ext. 3568) Office of Diversity, Access, and Equity. For information, please contact Erin Haulotte at erin.haulotte@nl.edu or (847) 947-5491 Please visit www.nl.edu for more information on student services NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 7

General Program Information NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 8

Introduction This Handbook is intended to provide detailed program information for students and field supervisors. The Handbook is divided into sections giving the user information about our programs in general, as well as specific information and forms for the Community Counseling and the School Counseling Programs. For students, additional information is available in the National Louis University Catalog and the National Louis University Student Guidebook. If students have further questions, they should be directed to their assigned faculty advisor. National Louis University (NLU) strives for excellence in all its programs. The pursuit of excellence requires constant examination of program policies, procedures, faculty, and students. Therefore, information and material contained herein is subject to change. Every reasonable attempt will be made to inform students promptly of changes. Graduate Programs in the Department of Counseling and Human Services The Department of Counseling and Human Services currently offers two programs of study leading to the 51-hour Master of Science in Counseling degree: the Community Counseling emphasis and the School Counseling emphasis. To be eligible for licensure or certification, students must take all of the required courses in these programs without exception to meet State of Illinois licensure and certification requirements. Mission Statement The mission of the NLU Counseling Program is to train highly competent and humane individuals in the greater Chicago area who are interested in working in schools or community agencies in urban, suburban, small town, and rural areas. The faculty is committed to providing experiential opportunities for students that link research and theory with hands-on experiences aimed at promoting personal, scholarly, and professional development. The counseling curriculum prepares individuals to become licensed professional counselors and/or certified school counselors in the State of Illinois. Students will be trained to be diversity-sensitive counselors with expertise for working in an increasingly global society. In pursuit of this mission, the Program has the following objectives: 1. acquaint students with all facets of being professional counselors to develop skills in individual, group, and family counseling practices; advocacy skills; and presentation skills; 2. acquaint students with the legal and ethical responsibilities of the field; 3. provide students with the academic training and professional experiences needed to develop counseling knowledge and skills, including technological competencies as a professional counselor; NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 9

4. provide students with opportunities for self-reflection, and to impress upon students the necessity of continuing education, as well as the need for ongoing personal selfawareness and growth; 5. instill in students an appreciation for the worth of each individual, a developmental perspective on human growth over the lifespan, and an awareness of the importance of context, culture, and diversity; 6. model and teach practices consistent with the legal and ethical standards of the counseling profession; 7. provide students with curricular experiences that integrate theory, research, and skill development; 8. acquaint students with professional organizations and encourage their involvement in these organizations. Diversity Statement The Counseling and Human Services Department is committed to the achievement of excellence and diversity for its students, faculty, and staff. The Department is committed to recruiting and educating students who reflect the diversity of the Chicago metropolitan area as well as the national and international communities where they may be employed. Program curriculum is oriented to promoting an understanding and respect for multiple perspectives that are represented in today s world. Handbook Policies Handbook policies and programmatic revisions contained herein may supersede the general descriptions and explanations set forth in the NLU Catalog. Accreditation National Louis University is accredited by the Commission on Institutions of Higher Education of the North Central Association of Colleges and Schools, 30 N. LaSalle St., Suite 2400, Chicago, Illinois 60606 (312-263-0456). National Louis University is also accredited by The Council on the Accreditation of Counseling and Related Education Programs (CACREP), the organization that accredits professional counseling programs. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 10

State Licensure The Department of Counseling and Human Services prepares students to meet the requirements for licensure at both the Licensed Professional Counselor (LPC) and the Licensed Clinical Professional Counselor (LCPC) levels in Illinois. LPC -Licensed Professional Counselor Able to counsel in nonprofit settings only, under supervision by an LCPC, LCSW, psychologist, or psychiatrist LCPC - Licensed Clinical Professional Counselor Able to counsel in for-profit or nonprofit settings without supervision from another licensed professional National Board for Certified Counselors (NBCC) NBCC s Certification program recognizes counselors who have met predetermined standards in their training, experience and performance on the National Counselor Examination (NCE) for licensure and certification the most portable credentialing examination in counseling. The National Counselor Examination is used by most states, the District of Columbia, Puerto Rico, and Guam to credential counselors on a state level. School Counseling Certification Students who are certified teachers may apply for the Professional Educator License- School Counselor Endorsement Certification when they have completed our 51-hour master s degree. Students who are not certified teachers are required to take three additional professional education courses totaling seven semester hours, in addition to the 51-semester-hour master s degree, before they are eligible to apply for the Professional Educator License- School Counselor Endorsement certification. In addition to the Professional Educator License- School Counselor Endorsement Certificate, the State of Illinois has developed a Type 78 Interim Certificate that students are encouraged to obtain while doing the practicum and internship. Endorsement Policy Faculty may write recommendations for students as requested. Faculty may sign forms for NBCC certification. The Co-Director of the School Counseling program will sign applications for the Type 78 and Professional Educator License- School Counselor Endorsement when faculty advisors indicate that all requirements for such certificates have been fulfilled. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 11

Professional Identity and Professional Organizations The Counseling and Human Services Department of National Louis University seeks to graduate professionals who have developed an identity as a professional counselor, be it in the field of school or community counseling. To accomplish this, students are encouraged to demonstrate accountability to the profession by modeling the philosophy of the American Counseling Association (ACA), following the ACA Code of Ethics, belonging to professional organizations, seeking licensing at the LPC and LCPC levels, obtaining appropriate professional credentialing, maintaining ongoing supervision or consultation, reading professional journals and books, and attending professional conferences. Counseling is a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals. The standards for the profession are outlined in the American Counseling Association (ACA) Code of Ethics and Standards of Practice. The code can be found in Appendix C of this Handbook. ACA is an umbrella organization that includes, but is not limited to, the following divisions: American School Counseling Association American Rehabilitation Counseling Association American Mental Health Counselor Association Association for Multicultural Counseling and Development Association for Gay, Lesbian, and Bisexual Issues in Counseling Association for Specialists in Group Work Association for Spiritual, Ethical and Religious Values in Counseling Association for Assessment in Counseling American Career Development Association International Association of Addiction and Offender Counselors Association for Adult Development and Aging International Association of Marriage and Family Counselors American College Counseling Association Students in the Counseling and Human Services Department are strongly encouraged to join the American Counseling Association (ACA), the Illinois Counseling Association (ICA), the Illinois School Counseling Association (ISCA), the Illinois Mental Health Counseling Association (IMHCA), the National Louis University Counseling Association (NLUCA), which is a chapter of ICA. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 12

Application for Formal Admission When applying for admission, the following materials must be received in the Enrollment Office in Wheeling (Ext. 5151) before a faculty interview can be scheduled. Each year, specific deadlines are determined based on the academic calendar and approval by the Department of Counseling and Human Services. This information is available through Enrollment and the Department of Counseling and Human Services. Completed application form Nonrefundable application fee Official transcripts from every college or university attended Three letters of recommendation, ideally from an academic or a professional in the field of counseling The human services essay Watson-Glaser Critical Appraisal test score Written statement School counseling students must also have passed the Illinois Basic Skills Test After all the above materials have been received, the file will be sent to a faculty member on the campus you will be attending. The faculty member will arrange a personal interview with you. (Refer to current NLU Catalog and the Department of Counseling and Human Services enrollment materials) Please note: The writing exercises should be your best effort in addressing the subject matter as requested. Correct spelling and grammar, punctuation, and sentence structure are necessary to help determine your ability to do graduate coursework. Once all admissions materials are received and assessed, and the faculty interview is completed, a faculty committee will meet, review all completed applications and send a recommendation to the Admissions Department where a final decision is made. You will be notified by the Admissions Department of one of three decisions: Full Admission, Six-Course Provisional Admission, or Denial. If a fully-admitted student receives a C grade, the student will, at the discretion of the department, be allowed to retake the course. The retaken course must be passed with an A or B before the student can continue in the program. Only two C grades can be repeated during the master s-level course work. A third C or any D or F grade will result in automatic dismissal from the counseling program. All provisional six-course review students must earn at least a B in each of the first six courses or they will be dropped from the program. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 13

Full Admission If a student with full admission status receives a C grade at any time during his/her academic career at NLU, the student will be placed on academic probation. The student will be notified in writing about this change in academic status (see University Graduate Catalog). If a student receives an Incomplete, the course must be completed by the end of the next term or the student will not be allowed to continue in the program. Provisional Admission Provisional Admission status means that a student must earn at least a B in each of the first six graded courses after being admitted. In addition, every student who is admitted on a provisional basis must contact academic support services (312-261-3374 (Add Grover s Dept. Number); learn@nl.edu) and then present evidence of completion of this remedial work to their advisor BEFORE beginning the second term. Further explanation of academic support services will be provided during the HSC511 course. The provisional status will be changed to full status after successful completion of the first six courses. If a provisional student receives an Incomplete in one of the first six courses, the course must be completed by the end of the next term or the student will not be allowed to continue in the program. Admission Denied Admission may be denied for several reasons including poor academics or writing skills, mismatch between the student s career goals and the counseling program s, or an unsatisfactory faculty interview. Denial cannot be appealed. Student at Large From time to time students who are already in a masters in counseling program or have already completed their masters degree in counseling may need to take one or two courses to address changing requirements of the State of Illinois s licensing board. The Counseling & Human Services Department uses the following form to determine if a Student at Large can join a cohort for a brief time to address academic courses required by the State of Illinois for licensing. The intent is to preserve the continuity of the cohort process and only allow Students at Large to take courses when it is believed by all concerned that it will not disrupt the cohort s ongoing interrelationships. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 14

Persons with Disabilities National Louis University seeks to ensure that its programs are accessible to all persons with documented disabilities. All documentation must be presented in writing to the Office of Diversity, Access, and Equity. For information, please contact this department at DAE@nl.edu or (847) 947-5275. Students in need of special assistance or an accommodation regarding any of the course requirements as outlined in this syllabus, the course objectives, and/or course evaluations and assessment criteria, are advised to notify the professor immediately. The professor will meet privately to discuss a resolution of the issue, which may or may not include an appropriate referral (e.g., to a writing specialist or the ADA accommodations coordinator). Confidentiality will be maintained regarding any special needs. Graduation Information Application for Graduation Submit application to the registrar's office two terms prior to the expected date of graduation or per university/college announcement. Change of Address Students are requested to notify the department, the academic advisor, and the Registrar of any expected change of address pending graduation. This information is needed to mail the diploma and to foster communication with alumni. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 15

Features of the Program NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 16

Curriculum The curriculum for both the community and school counseling programs meets the standards set by the State of Illinois for professional licensure and school counseling certification. It also meets the national standards of the National Board of Certified Counselors (NBCC). The programs are competency-based, as well as responsive to the needs of the professional field and the client-consumer-student. Faculty The faculty is chosen not only for academic expertise but also for recognized professional competency. This purposeful approach to faculty selection ensures that the theoretical and practical knowledge taught will be tempered by the realities of service delivery in the public and private sectors. A constant and critical examination of curricular content occurs when those who teach also practice. Our faculty believes this examination ensures that the learners will receive the most relevant and current information applicable to their chosen field in human services. Cohort Model The Department of Counseling and Human Services programs are offered in a cohort model with classes scheduled from 4-10 PM during the week. Occasionally, day or weekend programs may be scheduled. The cohort model means the learner enters a structured program of studies with a group of colleagues and will continue his/her studies with that same group of students from program start to finish. Advantages of this model over traditional programs include course sequencing, availability of courses, schedule consistency and the building of group trust. In addition, all cohorts have an identified advisor assigned to assist students toward the goal of obtaining a degree or certificate. Although students are enrolled in a cohort program, registration for classes is required each term as outlined in the Registration Form given at the time of orientation. In the event that a student must take a leave of absence or drop out of the cohort, the student must send written notification to the Registrar s Office (this could include an email from the student s NLU account) indicating that he/she is dropping out of the cohort. The student must obtain permission from his/her advisor before joining another cohort (see section on Re-Entry Procedures in this Handbook). Clinical Sequence Admission to either the School Counseling or Community Counseling program does not guarantee that students will be allowed to advance to the clinical sequence of the program, Practicum and Internship. Departmental approval is required to begin Practicum and Internship (see section on Admission to Clinical Sequence in this Handbook for details). NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 17

Information for Practicum and Internship Preparation for Practicum/Internship generally begins one year prior to when Practicum is scheduled for the cohort. Practicum always begins in the fall term, followed by Internship in the winter and spring terms. Your academic advisor will project the anticipated start date and let you know when you should be contacting your placement (Practicum and Internship) coordinator. Malpractice Insurance All students are covered for malpractice under the University s malpractice insurance policy while they are on site for practicum and internship. Schools or agencies may request a copy of the policy from the placement coordinator. Student membership in the American Counseling Association (ACA) entitles the student to malpractice insurance. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 18

Program and University Policies NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 19

General Policies, Procedures, Grade Expectations, and Guidelines The following policies, procedures, and guidelines have been developed to assist students and instructors in accomplishing the objectives of the Counseling Programs. Students should 1. consult the NLU Catalog and the NLU Student Guidebook; 2. see their primary advisor for general program information, academic advising, and university procedures; 3. contact the concentration coordinator for specific professional field information; 4. contact the faculty internship coordinator. Note: Policies, procedures, and curricula are constantly undergoing review and revision to improve students' educational experience in both content and process, as well as to reflect trends in professional fields. Every effort is made to inform students of such changes and their effective dates. Ethical Behavior Students are required to adhere to all the ethical standards of the profession. This includes, but is not limited to the American Counseling Association (ACA) Code of Ethics and the American School Counseling (ASCA) Code of Ethics as well as the University s and Counseling and Human Services Department s defined appropriate behavior as written in the NLU Graduate Catalog and this handbook. Course and Grading Policies and Procedures Papers will be examined for grammar and spelling, as well as content. At an instructor s discretion, the grade for the paper may be split between grammar and content. The percentages for this split are up to the individual faculty member; however, a 20% grammar, 80% content split is not uncommon. Students are expected to earn a minimum of a B grade in all coursework. Students failing to maintain that academic standard will be dismissed from the program. A grade of C will require the retaking of that course before continuing in the program. This means the student must drop out of his/her cohort and retake the class. If the course is successfully completed with an A or a B, the student can, with permission, join a new cohort and be allowed to continue in the program. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 20

A course in which a C is given can be repeated only once. Only two C-grade courses can be repeated. A third C results in automatic dismissal from the program. A grade of D or F results in automatic dismissal from the program. A provisionally admitted student must maintain a minimum of a B grade in each and every of the first six courses. Failure to do so will result in dismissal from the program. Incomplete Grades Incomplete grades are given only with permission of the instructor. To receive an I grade, students must have: 1. made arrangements with the instructor in writing (prior to the last class); 2. completed 75% of course assignments; 3. missed no more than two classes; 4. performed at a B-grade level or above. Incomplete courses must be finished prior to the end of the following term, unless other arrangements have been made with the instructor. A student receiving an I grade in Fundamentals of Counseling cannot proceed into another techniques course until the I grade is completed. Receiving an I grade in Fundamentals of Counseling may slow down his/her program and prevent him/her from continuing with the cohort. Fundamentals of Counseling is a prerequisite for all other technique courses. A student can receive no more than one Incomplete grade per academic year. If a student receives a second Incomplete in the same year, he or she is required to meet with the academic advisor to discuss his or her status in the program. Course Assignments Each instructor individually determines the specific assignments and requirements that will facilitate learning the content. As the nature and content of courses will vary, the activities suggested below are at the discretion of the instructor. Each course may require some or all of the following: 1. a midterm and/or final exam, either essay or objective form; 2. a major individual or group research paper or project; 3. weekly or biweekly reaction papers and/or quizzes; 4. student presentations; 5. simulation activities requiring individual participation; NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 21

6. outside investigations in the field of interest. The instructor will have high, yet reasonable, expectations regarding student productivity. If an instructor has concerns about a student, the instructor will first address his/her concerns with the student, then, with the student s advisor, and may, finally, discuss the student with the entire Department of Counseling and Human Services. Participation and Posting Policy: All students are expected to fully participate in all class activities, face-to-face, or online. Students are expected to contribute to class discourse in a meaningful way by referencing academic literature (texts, professional journals, and scholarly works). Students are expected to be respectful of classmates and refrain from discussion and behavior that is not relevant to the course materials. The use of personal laptop computers, ipads, cell phones, etc., are distracting to the flow of the class and detract from a sense of open, honest, focused attention necessary to the growth of professional counselors-in-training. Students in the class should feel they are able to discuss emotional topics without being recorded. Students who have a documented disability that requires them to take notes with a computer or other device must provide documentation to the professor before the first class meeting. If a student is on call for employment or internship, the professor should be notified ahead of time and the phone should be on vibrate so as to not distract from other s learning experience. If a phone call is necessary, the student must leave the room. Students should concentrate on forming appropriate counselor behavior in their formative courses to enable them to be competent professionals who are able to focus on their clients needs. Counselor-in-Training: INFORMED CONSENT The Master of Science degree in Counseling at National Louis University is a counselor-training degree program (CACREP). Upon successful completion of our program, students are eligible to take the NCC exam and apply for a professional licensure in the state of Illinois (LPC). Admission to our program indicates that the student is aware of and agrees to appropriate selfdisclosure throughout the course of the program. Some areas of self-disclosure work, but not allinclusive, may be seen in personal journaling, triadic experiences, small group work, dyadic work, class discussion and activities. The purpose of self-reflection is to increase awareness and competency in counseling skills. The American Counseling Association s Code of Ethics guides our counselor-training program. (ACA, 2005, F.7.b.) NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 22

Department Policies on Writing Proficiency Students in a graduate program are expected to write (including composition, spelling, grammar, and punctuation) at the level of a college graduate. Writing ability is part of the grading process and may seriously affect the progress of a student in the program. Internship sites require students to write evaluative reports. Almost every course in the graduate program requires written assignments, such as, research papers, essays, reports, journals, or evaluation summaries. Students are expected to engage in professional writing for every assignment or paper submitted both for course requirements and Practicum and Internship responsibilities. All students will complete a writing assessment during the first term of the program. Any student who needs additional writing assistance is strongly encouraged to or may be required to contact and work with a learning specialist in academic support services (312-261-3374) on each campus. Professors may refer students to academic support services for assistance during any term. Contact information for academic support services: 312-261-3374; learn@nl.edu or www.nl.edu/learningcommons Academic support services is a resource for addressing learning problems, such as study skills, time management, and test taking. This department may be consulted for assistance with resume writing, as well. Academic support services assists students with APA style and offers interactive tutorials on the library website. The site can be accessed at www.nl.edu/learningcommons All formal papers submitted during the program are to be written using the American Psychological Association s current publication manual as a style guide. This is the style adopted by the American Counseling Association; it is used by most professional publications in the counseling field. Excellent resources for learning or reviewing APA style are available at the NLU library s website at http://www.nl.edu/library/resources/citing_sources.cfm An online writing lab with assistance may be found at http://owl.english.purdue.edu/owl/. Information about APA style can be found at the APA s website http://www.apastyle.org/learn/faqs/index.aspx. Reference American Psychological Association. (2010). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: Author. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 23

General Practicum and Internship Information Students will be reviewed by a committee of department faculty prior to beginning the clinical sequence of the program (Practicum and Internship). Instructors in the courses prior to Practicum/Internship in the cohort schedule will complete a Student Performance Evaluation (see Appendix B) of each student. Students who meet expectations in relation to grades and appropriate professional behaviors based on the Performance Evaluations will be permitted to register for the clinical sequence of the program. Evaluation forms will be placed in the student s file. Practicum and Internship provide learners with the hands-on experience of working and learning in a counseling agency or school setting. Through experience with agency clients or students in a school setting, staff, and supervision, students refine their knowledge, attitudes, and skills as professionals in the counseling field. Details about the Practicum and Internship requirements for Community Counseling and School Counseling are contained in the program specific sections of this Handbook. The identification of and final approval for a specific Practicum/Internship experience requires the formal endorsement of the clinical coordinator (University) and the agency or school, as well as the student. The process of finding a Practicum/Internship site usually begins approximately one year before the actual placement. Students should contact the advisor, assigned internship supervisor, or campus coordinator to begin the process. The process should not commence without the coordinator s approval. The specific purposes of the Practicum/ Internship program for the student, agency, school, and university are: 1. to provide students with experience upon which to build their professional careers; to provide students with an arena to practice the application of counseling theories and techniques in field settings; to provide students with an opportunity to discover and refine their professional strengths and weaknesses; 2. to broaden students' concept of counseling agencies and schools and to provide experiences that will expand their understanding of human systems and organizational functions; 3. to provide the University with a practical setting for evaluating student performance; 4. to establish and enhance communication between community agencies, schools, and the University; 5. to offer practitioners an opportunity to cooperate and serve the profession through the preparation of professionals. Practicum and Internship All students complete a minimum 100-hour Practicum and a minimum 600-hour Internship for a minimum total of 700 hours in an approved placement. Students must complete 100 hours of Practicum plus all course requirements in Practicum before they may begin counting the hours at their site toward Internship. All requirements must be verified by the site supervisor and the university supervisor. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 24

What is Practicum? Practicum includes a minimum of 100 hours of field placement in an approved setting with 40 hours of direct client/student contact and 60 hours of indirect contact while the intern is attending a three-semester-hour class at the University. During the Practicum experience, students will acclimate to the school or agency and begin seeing clients/students; they will audio or videotape and critique their counseling sessions, write case notes, develop a counseling approach specific to the client and setting, and will be evaluated both by their site supervisor and their Practicum instructor. Practicum students attend a weekly Practicum class which includes one hour weekly spent in individual or triadic supervision and 1½ hours of group supervision with their University Practicum instructor. In addition, they are expected to receive one hour per week of individual supervision from their onsite supervisor. Practicum is a three-semester-hour course that consists of 1½ hours of group supervision to discuss general Practicum/Internship experiences plus one half hour in individual/triadic supervision per week to discuss specific clients and counseling sessions. Practicum requires 100 hours of on-site placement, with 40 of those hours being direct service. In addition to beginning their on-site experience during the Practicum class, students are required to audio or video tape counseling sessions, evaluate their counseling skills, and have their tapes evaluated by their practicum instructor. Much of this supervision will take place during their individually arranged supervision time. During group supervision time, students will share information with each other about their counseling experiences and clients at their practicum site. Students keep a log of their time and activities on site and a personal reaction journal to reflect on their experiences. Students must complete all the requirements of Practicum before they can begin counting hours in their field placement as Internship hours. This includes 100 hours of placement, all paperwork, and evaluations by both the site supervisor and Practicum instructor. The Practicum instructor will officially notify the student when he/she has permission to begin counting hours on-site toward internship. What is Internship? Internship consists of a minimum of 600 hours of field placement over two terms, half of which (300 hours) must be direct client/student contact, with interns receiving weekly on-site clinical supervision. Interns set individualized goals at the beginning of each term and are evaluated at the end of each term by both their University and on site supervisors. At the University, interns attend a weekly 1½ hour group supervision class with their University supervisor. The intern must receive one hour of direct supervision per week by a Professional Educator License- School Counselor Endorsement Certified School Counselor or a clinically licensed professional with two or more years of experience at the school/agency site, in addition to the weekly University supervision. Interns must complete all Practicum requirements and be given formal approval by their Practicum instructor to begin counting time at their placement as internship hours. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 25

Even though the student registers for Practicum, Internship I, and Internship II as three separate terms from September through June of the academic year, the student s experience at the placement is continuous. The student is expected to treat the Practicum/Internship as a job and maintain hours at the site even when National Louis University classes are not meeting between terms. The student will be responsible to maintain contact with the University supervisor during the break. Internship takes place over two terms (Internship I and Internship II) and involves a minimum of 600 hours of on-site experience, 300 of which must be direct service, and must include weekly supervision by a site supervisor for a minimum of one hour per week. In addition, students attend a weekly group supervision course on campus where internship experiences are shared, case studies are written, and a portfolio is collected. Practicum and Internship: How to Begin 1. Prepare to meet with the internship coordinator/academic advisor a. Be familiar with all the policies pertaining to practicum and internship prior to the appointment with the Internship coordinator. b. Write a résumé and submit it to the Internship coordinator at least three weeks prior to the scheduled appointment. (Check the specific placement guidelines on each campus.) The Office of Career Services is available for assistance in completing résumés. It is strongly recommended that students avail themselves of this service. c. Schedule an appointment with the Internship coordinator one year prior to the projected starting date of placement. An interview will not be scheduled until a résumé has been submitted. The purpose of meeting with the Internship coordinator is to: a. review the student's finalized résumé; b. assess the student's course work and verify that all prerequisites will be met prior to the beginning of the Practicum/Internship; c. explore the student's professional goals; d. identify possible placement sites; (There are many more agencies within each campus area than those readily available on lists at the University. It is the student's responsibility to explore an agency of interest that will provide an appropriate professional experience.) e. discuss the procedure for contacting a site. Be prepared to contact several sites NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 26

for purposes of comparison of different learning experiences available. A site must meet specific requirements for clinical hours and supervisor credentials. Note: The Internship coordinator will be available to students during this interviewing process. Thus, as students explore sites and questions arise, they should feel free to contact the Internship coordinator at any point. 2. Contact potential Practicum/Internship sites At the conclusion of the interviewing process, students are to contact the Internship coordinator to discuss the interviewing process and the tentative site selection. The Internship coordinator may contact the chosen agency and establish a working relationship between the agency, student, and school. Copies of the Memorandum of Understanding will be distributed to the agency/school, student, and the student s file. The Internship coordinator and National Louis University have the responsibility and right to confirm and/or deny any site for final approval. The placement process is not final until such approval is given by the Internship coordinator. 3. Provide background check: All public schools and many agencies require criminal background checks prior to a student being accepted for a Practicum and Internship. Process for requesting a background check: Contact the Illinois State Police electronically at http://www.isp.state.il.us/crimhistory/crimhistoryhome.cfm or by phone at 815-740- 5160 and request an application (Form ISP6-404B) for a fingerprint-based record search of the Illinois State Police Criminal history information files. When you receive the form, fill it out with your name as the requestor. The results must come from you to the University. Please note that if you indicate National Louis University anywhere on the form, the original results may be sent to the University. Therefore please do not indicate NLU anywhere on the form so that the original results will be returned to your home address. Mail the completed form with a check or money order for $20.00 made payable to the Illinois State Police to the address provided on the form. Always record the Transaction Control Number which is located on the right-hand corner of the form. This number is used in tracking the status of the request. In about 3-6 weeks you will receive one copy of your results in a white envelope marked Confidential. Keep the original to show, upon request, to schools or agencies in which you are doing any type of observation. Provide a copy to your placement coordinator. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 27

Additional Information: Chicago police will not fingerprint students. Many of our students use the detective agency, Argus Services at 123 W. Madison, Suite 1650, Chicago, 312-922-6766. They take care of the background check with the police and do the fingerprints electronically. Some school districts are now requiring FBI checks. This process can take up to six months. Please check with the school district regarding this requirement when applying for a Practicum and Internship. 4. Drug and other testing Students are advised that an internship site may require pre-employment, preplacement, probable cause, and/or random drug screening and that these requirements may be applied to them. Other health-related tests may be required. Student Retention Policy Faculty and administration at National Louis University take the preparation of future professionals very seriously. We believe that the values and ethics needed to work in counseling agencies and schools will be reflected in the behavior of the students, both in the classroom and in the field. Thus, in order to evaluate performance on a continual basis, student issues may be reviewed and discussed at department meetings. If faculty observes behavior that is in violation of the ACA Code of Ethics or other behaviors of concern, the faculty member and/or Department may recommend that students be counseled out of the program regardless of the students grades. Examples of this behavior would include but are not limited to: coming to class under the influence of alcohol or nonprescription drugs; consistently disrupting classroom or internship activity either verbally or nonverbally; cheating or plagiarizing written work; allowing personal issues to consistently interfere with classroom or internship learning experiences; becoming argumentative and belligerent in class; inappropriate touching of another student, instructor, or staff member; breaching confidentiality by inappropriately talking about a classmate to a third party; not following appropriate grievance procedures; inability to receive constructive feedback from fellow students or professors. If a faculty member observes such behavior, the faculty member will present this concern to the student, the student s advisor, and the department. The advisor may then meet with the student and determine the nature of the problem. The student's file (which will include the documentation of the problematic behavior) and the advisor s report of his or her meeting with a NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 28

student will be presented at the next faculty meeting. If the department concurs, the advisor will meet with the student again to inform him/her of the department's decision about dismissal from the program. Students wishing to appeal this decision are expected to follow the University Process of Appeal. For students whose progress is inadequate or questionable, the Advisor will arrange a meeting. In this meeting, a Remediation Plan may be developed or the student may be advised out of the program. If the advisor believes the problem is serious enough, he or she may request that another faculty member or the department chair attend this meeting. If a student agrees to participate in a Remediation Plan, the student s readiness for the clinical sequence of the program will again be assessed upon completion of the Remediation Plan. There may also be career-related issues in counseling a student out of the program. For example, a student may unknowingly pursue career preparation in studies that are of interest but which are not the best fit given the student s abilities. In such situations the faculty may also redirect students into studies that will more appropriately prepare them to be successful. In addition, there may be times when the Department will counsel a student to drop out of the program due to personal, interpersonal, or career-related issues. If these concerns are interfering with a student's ability to relate to faculty, fellow students, supervisors, or clients, the department may recommend that the student take a leave of absence from the program in order to address these concerns. Procedures for Leave of Absence in the Master of Science in Counseling Program A person who has dropped out of the Master s in Counseling Program and whose last class taken was less than five years ago will undertake the following steps to apply for re-entry: 1. Write a letter to the department advisor indicating the decision to apply for re-entry to the Master s in the Counseling Program and indicate the intended term, year, and campus location. Include with the letter the following items: a) A new Counseling essay (directions at the end of this document). b) Three new letters of recommendation from mental health or educational professionals who can attest to the applicant s readiness for graduate counseling work and likelihood of succeeding in the field of counseling. 2. Any student applying for re-entry after Fall 2009 will automatically be applying for the 51-hour program, since the 48-hour curriculum and corresponding Banner code no longer exist. 3. A copy of the NLU Re-entry Form will be mailed or faxed to the applicant. This form, along with copies of transcripts from any academic programs attended during the time away from NLU, must be mailed to the Office of Admissions and Records at the address given on the form. Once these materials are received, copies will be provided to the department advisor. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 29

4. Department of Counseling and Human Services Essay (All applicants must answer questions a through e and then either f or g. a. What is your understanding of the counseling profession? b. How would you describe your skills in relating to people? c. How has your family of origin impacted your decision to choose counseling as your profession? d. Under what circumstances would you seek counseling services? e. Who would you say was one of the most influential people in your life? f. How do you feel this person has impacted who you are today? g. If asked by someone who knows you, how would he/she describe you as a person? Does that fit with how you see yourself? 5. Once the department advisor has received the materials from the applicant, the re-entry form, and the transcripts from the Admissions Office, a formal interview will be scheduled with the applicant. Within two weeks of the interview, the applicant will be notified of the decision. If the applicant is re-admitted, he or she will meet with the department advisor to complete a Plan of Work for finishing the program. 6. If the student has been out of classes for more than five years, then they will need to complete a new application and complete all application requirements. (http://www.nl.edu/applyonline) University Policy Regarding Academic Honesty National Louis University subscribes to the principle that academic quality and a productive learning environment are inextricably linked to academic honesty. Like other colleges and universities, National Louis University has expectations regarding academic honesty on the part of students, faculty and staff and, indeed, professional people at all levels of academic activity. With respect to the academic honesty of students, it is expected that all material submitted as part of any class exercise, in or out of class, is the actual work of the student whose name appears on the material unless properly documented otherwise. The concept of academic honesty includes plagiarism, as well as receiving and/or giving improper assistance and other forms of cheating on coursework. Students found to have engaged in academic dishonesty are subject to disciplinary action and may be dismissed from the University. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 30

Faculty has the right and responsibility to analyze and evaluate students course work. Students may be asked to submit their papers electronically to a third-party plagiarism detection service. Students who are asked to submit their papers, and refuse, must provide proof for every cited work comprising the cover page and first cited page for each source listed in the References. When evidence of academic dishonesty is discovered, an established procedure of resolution will be activated to bring the matter to closure. The policy on Academic Honesty can be found in the printed NLU Catalog and online at http://www.nl.edu/provost/guidebook/upload/section-302-academic-honesty.pdf The policy can also be found in the printed Student Guidebook and online at http://www.nl.edu/studentservices/studentaffairs/studenthandbook/ For resources on how to properly cite sources and avoid plagiarism visit: NLU Library at http://www.nl.edu.proxy.nl.edu/library/resources/citing_sources.cfm University Policy on Academic Appeals The NLU Catalog and Student Guidebook publish important information for students including, but not limited to, Student Rights and Responsibilities, Resources and Services, Student Information, Academic Policies, Campus Policies, and University Policies. The Department encourages students to visit the publications respective Web pages. NLU Catalog: http://www.nl.edu/oar/registration/catalogs-courses.cfm NLU Student Guidebook: www.nl.edu/studentservices/studentaffairs/studenthandbook/ NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 31

M.S. in Counseling: Community Counseling Emphasis NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 32

Master of Science: Community Counseling Emphasis The Community Counseling Program is designed to provide knowledge and foster the development of skills required for practice in the counseling field. Small classes foster full participation of students. Course work, field projects, practicum, and internships provide opportunities to integrate theory and practice. The program curricula emphasize care for the whole person, client empowerment, and accountability to the community. Applicants are screened for suitability to the degree program and the profession. The program is designed to train counseling professionals employing an eclectic approach to practice in a variety of community agencies, including hospitals, youth service bureaus, EAPs, family counseling centers, mental health centers, and crisis centers. The faculty in the program represents diversity of practice specializations and skills. The practicum and internship are the culmination of a student s study in counseling. The emphasis is on specific direct clinical experiences that provide the opportunity for the student s theoretical training to be practiced. The practicum and internship offer trainees the opportunity to demonstrate counseling competencies under clinical supervision. Students in the community counseling program must follow the American Counseling Association (ACA) Code of Ethics and the National Board of Certified Counselor (NBCC) Code of Ethics. Students and their supervisors are expected to recognize the importance of consulting with supervisors and colleagues when ethical issues arise during the course of professional practice. All courses in the Community Counseling curriculum meet the educational requirements set by the Illinois Department of Finance and Professional Regulation at the both LPC and LCPC levels and are designed to meet the standards established by CACREP. Students who complete this program are eligible to sit for the national counselor exam (NCE), which if passed, leads to Licensed Professional Counselor (LPC) status in the state of Illinois. After a period of no less than two years and 3,360 additional clinical hours under clinical supervision, counselors may apply to sit for the National Clinical Mental Health Counseling Examination (NCMHCE), which, if passed, leads to Licensed Clinical Professional Counselor (LCPC) status in the state of Illinois. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 33

Professional Identity Professional counselors are employed in many settings, from hospitals to halfway houses, prisons to clinics and large public agencies, and after appropriate experience, supervision, and licensure, private practice. All fifty states now require that counselors be licensed to practice. Licensing requirements include academic preparation, experiential learning, and a specified period of supervision before a counselor may practice independently. Students in the Counseling Program are encouraged to join the professional organizations that represent counselors. Both the American Counseling Association and the Illinois Counseling Association have been strong advocates for counselors and their clients. In addition, the American Mental Health Counseling Association, a division of ACA, participates with ACA in representing mental health interests. The Illinois Mental Health Counseling Association serves counselors within this state. The faculty recommends that students participate in state and national conferences sponsored by the above organizations. These are venues that provide opportunities for students to learn from others in the field and to acquaint themselves with practices and procedures utilized in other parts of the country and world. Faculty and alumni have been active in many professional organizations and suggest that students become involved in these organizations early in their academic careers. The NLU Community Counseling program makes certain that students understand the Codes of Ethics subscribed to by each of the professional groups. Provided below are the web addresses for selected professional organizations and agencies: www.counseling.org American Counseling Association www.ilcounseling.org Illinois Counseling Association www.amhca.org www.imhca.org American Mental Health Counseling Association Illinois Mental Health Counseling Assoc. www.nbcc.org National Board of Certified Counselors www.idfpr.com Illinois Department of Finance and Professional Regulation NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 34

Community Counseling Curriculum Course Title HSC501 Fundamentals of Counseling 3 HSC510 Theories of Counseling 3 HSC512 Theory and Perspective of Group Counseling 3 HSC511 Professional Practice and Ethics in Human Services 3 LAP506 Advanced Human Development 3 HSC505 Clinical Assessment and Diagnosis 3 HSC506 Intro to Theory and Practice of Family Therapy 3 HSC503 Counseling Human Development in a Multicultural Society 3 LAP501 Psychological Assessment 3 HSC504 Clinical Techniques of Counseling 3 HSC514 Counseling for Career Development 3 HSM508 Research and Evaluation Methodology 3 HSS534 Perspectives on Substance Abuse Counseling 3 HSC524 Introduction to Community Counseling 3 HSC533 Counseling Practicum 3 HSC581 Human Service Internship I 3 HSC582 Human Service Internship II 3 Credit Hours Total Required Hours 51 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 35

Community Counseling Practicum and Internship Goals The Practicum and Internship experiences are the culmination of professional preparation in the community counseling program. The general procedures to begin the Practicum/Internship experience are outlined elsewhere in the Handbook. This section outlines the specifics of the community counseling program. Through their field placement, all practicum students/interns are required to meet specific goals. 1. Experience the varied responsibilities of a professional counselor in an agency, including clinical work, paper work, staff meetings, record keeping, information and referral, inservice trainings, and clinical supervision 2. Complete a minimum of 700 hours (100 hours of practicum and 600 for internship) which must include at least 340 hours of direct service to clients, including both individual and group counseling experiences 3. Receive a minimum of one hour, onsite, face to face, individual supervision by the site supervisor weekly plus weekly group supervision by a faculty member at the university who provides feedback and opportunities for self-evaluation and personal/professional growth 4. Audio or video record their interactions with clients for use in supervision 5. Write case studies/case conceptualizations about individual clients 6. Facilitate or co-facilitate a small group and submit a report about the experience 7. Write a consultation paper, acting as a consultant to the agency 8. Network with other community agencies and become familiar with community resources to effect appropriate referrals 9. Become familiar with the laws and court system as they apply to the population represented at the Practicum/Internship site 10. Prepare for and complete appropriate Internship termination with the agency and its staff 11. Prepare for and complete appropriate termination/transfer of clients upon completion of Internship 12. Receive a formal evaluation on their performance at the end of Practicum and each Internship term by the site supervisor NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 36

In addition to these general counseling goals, interns will write goals specific to their sites and positions at the beginning of each term and complete self-evaluations at the end of each term which they share with their site supervisor and submit to the University supervisor. Department Expectations for the Student The student s responsibilities are as follows: 1. To find a Practicum/Internship site that meets departmental requirements, then obtain approval of placement from his/her clinical coordinator in order to begin the Practicum/Internship experience. 2. To use the Practicum/Internship as a learning opportunity to demonstrate appropriate knowledge and techniques. 3. To set specific weekly internship hours with the agency. Counseling placement usually consists of an average of 15-20 hours a week for three consecutive quarters (700 hours minimum, 100 hours practicum, 600 hours internship). Practicum Students/Interns must be prepared to alter their work schedule to meet the needs of their internship site. They are also expected to maintain their internship schedule when the university is not in session and to make arrangements ahead of time for any changes in their schedule. Generally internship sites offer daytime and evening hours. Weekend hours may be available. 4. If a student is considering using his or her worksite as his or her field placement site the following must be included: a) new and different learning from the current job and b) a new supervisor. As with all placements, the student s clinical coordinator must approve this arrangement before placement can be accepted. 5. To assume professional responsibility for client services and all related agency activities assigned. 6. To complete written paperwork as required by the agency. 7. To participate in scheduled weekly supervision with on-site supervisors. Practicum Student/Intern responsibilities may include: a. Preparing an agenda and turning it into the onsite supervisor prior to scheduled meetings. b. Recording information representative of work. c. Selecting, presenting, and completing materials. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 37

8. To share reactions to the placement experience with both the on-site and university supervisor. 9. To offer feedback to an on-site supervisor regarding supervision and to advise the onsite supervisor of learning needs and problems that arise. 10. To keep a journal that is shared with their university supervisor but not the onsite supervisor. Department Expectations for the Agency 1. By accepting the practicum student/intern, the agency agrees to provide appropriate professional experiences beginning with an orientation to the agency and its programs. 2. A clinically-licensed professional with at least two years experience must supervise practicum students/interns. The degrees, licenses, and certifications that are appropriate include: Licensed Clinical Professional Counselor (LCPC) Licensed Clinical Social Worker (LCSW) Licensed Psychologist (Ph.D. or Psy.D.) Licensed Psychiatrist (M.D.) 3. The assigned on-site supervisor will provide direct, face-to-face, clinical supervision for a minimum of one hour per week throughout the practicum/internship experience. 4. The on-site supervisor will prepare other agency staff prior to the practicum student/intern s arrival, involve staff in the learning experience, and enhance interaction between the agency and the Department of Counseling and Human Services of National Louis University. 5. Practicum Students/Interns will be allowed to participate in staff meetings and inservice training as related to the practicum student/intern s functions at the agency. 6. The assigned supervisor will assist the intern with development of goals and objectives, specifying the student s specific responsibilities. 7. The agency will provide appropriate and adequate space for the practicum student/intern to work. This should include a place where he/she can receive mail and have a desk. This space can be shared but would be available to the practicum student/intern when he or she is on site. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 38

8. The clinical supervisor will submit timely written evaluation of the practicum student/intern to the Department of Counseling and Human Services. Specifically, evaluations must be done at the end of Practicum (the first 100 hours) and at the end of each term of Internship (two terms of 300 hours each). The evaluation forms can be found within this Handbook. The evaluation should be completed and reviewed with the practicum student/intern prior to being submitted to the University supervisor. 9. The on-site supervisor will provide, personally or in cooperation with other staff, an orientation to the setting to include: The purpose, function, policies, and goals of the organization. The source of funds. The clientele served. The specific activities carried out. The relation to the community and other agencies. The personnel regulations. 10. The agency will afford the practicum student/intern the opportunity, when appropriate, to observe other staff members at work in such specific situations as interviews, groups, presentations, etc., that represent a learning experience. Follow-up on what has been observed is vital. 11. The clinical supervisor will act as an advocate for the practicum student/intern to gain access to learning experiences within the professional community. 12. The on-site supervisor will monitor the practicum student/intern s work load, taking into consideration the individual s capacity, interests, life experience, and educational goals whenever possible. Busy work such as typing, filing, etc., is not appropriate for a graduate placement. The practicum student/intern should perceive assignments as meaningful to both the agency functioning and his or her own educational experience. This includes increasing the nature and complexity of the assignments as the practicum student/intern s experience increases. 13. The clinical supervisor will assist the practicum student/intern to communicate effectively both verbally and in written form. Communications skills should encompass: Identifying needs and problems Collecting information. Organizing collected information. Evaluating collected information. Acting on information and evaluation. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 39

14. The on-site supervisor will help the practicum student/intern recognize the steps taken in the performance of each task and the reactions this effort provokes both during and after role performance. 15. The on-site supervisor will assist the practicum student/intern in becoming aware of agency problems, including gaps in service, unmet needs, and funding issues. 16. The clinical supervisor will Teach the practicum student/intern the structure and purpose of accurate recording and record keeping. Discuss ethical, legal, and professional issues including confidentiality and to outline agency procedures regarding these matters. 17. The agency will provide the opportunity for the practicum student/intern to audio or video record counseling sessions. In addition, the agency may offer live supervision through one-way mirrors or any other form of live supervision available through the agency. 18. Any time a practicum student/intern is performing at a substandard level, the on-site supervisor is responsible for discussing the problem with the practicum student/intern and the University supervisor. This is to be followed up with an outline of tasks for the practicum student/intern to complete for remediation. The practicum student/intern, on-site supervisor and University supervisor should receive copies of the signed plan. Department Support for the Agency The Counseling and Human Services Department will: 1. Provide pertinent information regarding the Department of Counseling and Human Service and the internship experience to the on-site supervisor; 2. Carry Professional Liability Insurance through the University. Certificates can be sent upon request by the agency to the University supervisor; 3. Assist the practicum student/intern and on-site supervisor in resolving any problems rising in the placement; 4. Provide the on-site supervisor and practicum student/intern with all pertinent forms. Copies of all forms are found in the Handbook; 5. Contact the agency prior to a practicum student/intern beginning the practicum/internship; NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 40

6. Maintain regular contact with the agency throughout the practicum student/intern s experience; 7. Meet at least once on site with the practicum student/intern and supervisor; 8. Maintain regular contact with practicum student/intern through weekly supervision class, journal, and individual/triadic sessions. National Louis University and the Department of Counseling and Human Service believe that through the commitment and cooperation of the university, department, agency, and practicum student/intern, this practicum/internship experience will be a positive one for all. Definition of Direct versus Indirect Hours Counseling practicum students/interns will provide a minimum of 340 hours of direct client service over their practicum and internship experience. Direct and indirect hours are defined as follows. Direct hours include: Face-to-face interaction with a client in individual, group, or family counseling; Face-to- interaction with the parents/legal guardians if the client is a minor/consultation; Telephone contact with the client or the parent of a minor client; In person or telephone consultation with other professionals to coordinate services to the client and his/her family; Observing a counseling session with a more experienced counselor or co-counseling with a more experienced counselor; Facilitation or co-facilitation of a small group; Educational presentations/workshops for agency clientele. Indirect hours comprise all other services provided including: Supervision time with the on-site supervisor, either individually or in groups; Staff meetings; All paperwork; Community outreach activities. Time spent in Practicum and Internship class at the University does not count for either direct or indirect hours. The following pages contain forms which support the practicum and internship experiences. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 41

Community Counseling Practicum Forms Memorandum of Understanding Practicum Checklist Weekly Log End of Term Summary Log Practicum Evaluation (Supervisor Form) Practicum Evaluation (Student Form) NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 42

Practicum / Internship MEMORANDUM OF UNDERSTANDING Student Name: (Student Name) Address: (Student Address) (City, State Zip) Phone: C: (Cell Phone #) W: (Work Phone #) Email: (Email Address) Internship Site Address: Phone Number: (Business Name) (Business Address) (City, State Zip) (Business Phone) On-Site Supervisor Credentials: Phone Number: Fax Number: Email: (Supervisor Name) (Credentials) (Supervisor Phone) (Supervisor Fax) (Supervisor Email) Student s Schedule M T W TH F S Hours: Beginning Date Ending Date (projected) / / / / / NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 43

Community Counseling Practicum and Internship Goals Through his/her field placement, (Student Name) is required to meet the following specific goals: 1. Experience the varied responsibilities of a professional counselor in an agency, including clinical work, paper work, staff meetings, record keeping, information and referral, inservice trainings, and clinical supervision 2. Complete a minimum of 700 hours (100 hours of practicum, 600 of internship) which must include 340 hours of direct service to clients, including both individual and group counseling experiences 3. Receive a minimum of one hour, onsite, face to face, individual supervision by the site supervisor weekly plus weekly group supervision by a faculty member at the university who provides feedback and opportunities for self-evaluation and personal/professional growth 4. Audio or videotape their interactions with clients/students for use in supervision 5. Write case studies about individual clients 6. Facilitate or co-facilitate a small group and submit a report about the experience 7. Write a consultation paper, acting as a consultant to the agency 8. Network with other community agencies and become familiar with community resources to effect appropriate referrals 9. Become familiar with the laws and court system as they apply to the population represented at the Practicum/Internship site 10. Prepare for and complete appropriate Internship termination with the agency and its staff 11. Prepare for and complete appropriate termination/transfer of clients upon completion of Internship 12. Receive a formal evaluation on their performance at the end of Practicum and each Internship term by the site supervisor As described in the NLU Department of Counseling and Human Services Graduate Student Handbook In addition to these general counseling goals, students will write goals specific to their sites and positions at the beginning of each term and complete self-evaluations at the end of each term which they share with their site supervisor and submit to the University supervisor. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 44

Department Expectations for the Agency 1. By accepting a student, the agency agrees to provide appropriate professional experiences for the student beginning with an orientation to the agency and its programs. 2. A clinically-licensed professional with at least two years experience must supervise students. The degrees, licenses, and certifications that are appropriate include: Licensed Clinical Professional Counselor (LCPC) Licensed Clinical Social Worker (LCSW) Licensed Psychologist (Ph.D. or Psy.D.) Licensed Psychiatrist (M.D.) 3. The assigned on-site supervisor will provide direct, face-to-face, clinical supervision for a minimum of one hour per week of the student s internship. 4. The on-site supervisor will prepare other agency staff prior to the student s arrival, involve staff in student s learning experience, and enhance interaction between the agency and the Department of Counseling and Human Services of National Louis University. 5. Students will be allowed to participate in staff meetings and in-service training as related to the student s functions at the agency. 6. The assigned supervisor will assist the intern with development of goals and objectives, specifying the student s specific responsibilities. 7. The agency will provide appropriate and adequate space for the student to work. This should include a place where the student can receive mail and have a desk. This space can be shared but would be available to the student when he or she is on site. 8. The clinical supervisor will submit timely written evaluation of the student to the Department of Counseling and Human Services. Specifically, evaluations must be done at the end of Practicum (the first 100 hours) and at the end of each term of Internship (two terms of 300 hours each). The evaluation forms are found in the appendix of the Counseling and Human Services Graduate Handbook. The evaluation should be completed and reviewed with the student prior to being submitted by the student to the University supervisor. 9. The on-site supervisor will provide, personally or in cooperation with other staff, an orientation to the setting to include: The purpose, function, policies, and goals of the organization. The source of funds. The clientele served. The specific activities carried out. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 45

The relation to the community and other agencies. The personnel regulations. 10. The agency agrees to afford the student the opportunity, when appropriate, to observe other staff members at work in such specific situations as interviews, groups, presentations, etc., that represent a learning experience. Follow-up on what has been observed is vital. 11. The clinical supervisor agrees to act as an advocate for the student to gain access to learning experiences within the professional community. 12. The on-site supervisor agrees to monitor the student s workload, taking into consideration each student s capacity, interests, life experience, and educational goals whenever possible. Busy work such as typing, filing, etc., is not appropriate for a graduate placement. The student should perceive assignments as meaningful to both the agency functioning and his or her own educational experience. This includes increasing the nature and complexity of the assignments as the student s experience increases. 13. The clinical supervisor agrees to assist the student to communicate effectively both verbally and in written form. Communications skills should encompass: Identifying needs and problems Collecting information. Organizing collected information. Evaluating collected information. Acting on information and evaluation. 14. The on-site supervisor agrees to help the student recognize the steps taken in the performance of each task and the reactions this effort provokes both during and after role performance. As described in the NLU Department of Counseling and Human Services Graduate Student Handbook 15. The on-site supervisor agrees to assist the student in becoming aware of agency problems, including gaps in service, unmet needs, and funding issues. 16. The clinical supervisor agrees to: Teach the student the structure and purpose of accurate recording and record keeping. Discuss with the student ethical, legal, and professional issues including confidentiality and to outline agency procedures regarding these matters. 17. The agency will provide the opportunity for students to audio or video tape counseling sessions. In addition, the agency may offer live supervision through one-way mirrors or any other form of live supervision available through the agency. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 46

18. Any time a student is performing at a substandard level, the on-site supervisor is responsible for discussing the problem with the student and the University supervisor. This is to be followed up with an outline of tasks for the student to complete for remediation. The student, on-site supervisor, and University supervisor should receive copies of the signed plan. As described in the NLU Department of Counseling and Human Services Graduate Student Handbook In accepting this student for a practicum, the agency agrees to provide: An orientation to the agency setting, providing him/her with the opportunity to experience all facets of being a counselor in a community agency. The opportunity for practicum students to meet in individual, group counseling and family sessions with clients. 40 of the 100 hours of practicum must involve direct service. The opportunity to audio or video tape some of their sessions with clients during their Practicum experience. The participating agency must be willing to work with the practicum student to obtain client permission to do so. It must also provide private, confidential space where these sessions can be conducted. Supervision of the counseling practicum experience by a clinically licensed counselor for a minimum of one hour, face to face, per week. Supervision here refers to clinical supervision, not just administrative oversight. Weekly interaction that averages one hour per week of individual and/or triadic supervision by the site supervisor who is working in biweekly consultation with a program faculty member. In accepting this student for a community counseling internship, the agency agrees to provide: Supervision by a counselor for 600 hours of internship, half of which must be direct service. Supervision means clinical supervision for a minimum of one hour per week. The agency agrees to work with the practicum/internship student to develop goals at the beginning of each quarter (NLU s quarters) and then conduct an evaluation at the end of each quarter. For both the Practicum and Internship Experience: The supervisor will contact the university supervisor immediately if there are problems with the practicum or internship student. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 47

National Louis University will provide: Liability insurance coverage for the student while on site Supervision classes and a university practicum/internship supervisor A prompt response to any problems that may arise. An average of 1.5 hours per week of group supervision will be provided on a regular schedule throughout the practicum/internship by a program faculty member. University supervisor will provide biweekly consultation with site supervisor. National Louis University and the Department of Counseling and Human Service believe that through the commitment and cooperation of the university, department agency, and student, this internship experience will be a positive one for all. Signatures: (NLU Faculty Name & Credentials) National Louis University Clinical Supervisor (Faculty NLU Email) (Faculty NLU Phone #) Date (Supervisor Name) On-Site Supervisor Date (Student Name) NLU Community Counseling Intern Date NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 48

National-Louis University Counseling and Human Services Department HSC533 Counseling Practicum COMMUNITY COUNSELING STUDENT ASSIGNMENT CHECK LIST Practicum Student: Class Participation Tapes/Self-Evaluations Tape one and evaluation Tape two and evaluation Extra tape(s) and evaluations(s) as needed Time and Activity Logs (use form in Handbook) End of Term Summary Log (use form in Handbook) Personal Reaction Journal Final Practicum Paper Final Practicum Evaluations Student form Supervisor Form Completed 100 hours Direct hours (40 hours) Indirect hours (60 hours) Additional Enrichment Assignments (per University supervisor) Practicum Student Signature: Date: University Supervisor Signature: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 49

COMMUNITY COUNSELING WEEKLY LOG Log # Practicum Student / Intern s Name: Site: Beginning Date: End Date ASSESSMENT Intake Client Appraisal Telephone Contact COUNSELING Individual Group Family Telephone Contact Co-Counseling Career Counseling Crisis Intervention Case Management Workshop Presentations Education/Career Planning SUPPORT SERVICES Orientation Staff Meetings All other agency meetings All paperwork/planning Community Outreach Professional Development Research ADDITIONAL Other SUPERVISION Site Supervision TOTALS This Week s Totals Previous Totals Cumulative Totals Direct Indirect Direct Indirect Direct Indirect Direct Indirect Direct Indirect Direct Indirect Description of Activities Intern Signature: Date Site Supervisor s Signature: University Supervisor s Signature: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 50

National-Louis University Department of Counseling & Human Services Community Counseling End of Term Summary of Hours Practicum Student/Intern (PRINT) (SIGNATURE) Site Supervisor (signature) University Supervisor (signature) ASSESSMENT Direct Indirect Combined Totals Intake Client Appraisal Telephone Contact COUNSELING Individual Group Family Telephone Contact Co-Counseling Career Counseling Crisis Intervention Case Management Workshop Presentations Education/Career Planning SUPPORT SERVICES Orientation Staff Meetings All other agency meetings All paperwork/planning Community Outreach Professional Development Research ADDITIONAL Other SUPERVISION Site Supervision Direct Indirect Combined Total TOTALS NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 51

National Louis University Community Counseling Program PRACTICUM EVALUATION (Completion of 100 Hours) SUPERVISOR FORM Practicum Student: Agency: Site Supervisor: Evaluation Period (Dates): On the rating scale below please check the number that best represents your intern at this point in his/her internship. Rating Scale 4 Exceeds Expectations 3 Meets Expectations 2 Below Expectations 1 Unsatisfactory N.O. No Observation Acclimation to the agency and community Attendance and Punctuality Ability to work within the purpose, structure and constraints of the agency Ability to meet schedules, follow through, and attend to instructions Professional Development Ability to assume responsibility for own learning, ask questions or take initiative as appropriate Written communication (Degree of skill and ability to express thoughts in writing) Quality of work (Organization; thoroughness; soundness of decisions; foresight) Demonstrates professional ethical behavior and personal Integrity Professional Skills Ability to relate well to clients, to listen and respond effectively, to pick up on verbal and nonverbal cues Responsiveness to clients from diverse cultural, ethnic and racial backgrounds, as well as different learning styles or developmental abilities NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 52

Demonstrated beginning counseling skills such as having insight into client issues, maintaining professional boundaries, and under supervision making decisions about an appropriate course of action Beginning ability to learn and use technology efficiently Overall impression of practicum student What do you see as this student s strengths? What concerns do you have about this student as a counselor? Do you recommend this student for internship? Yes No With reservation (please explain) Agency Supervisor Date Practicum Intern Date I have read, discussed and agree with the supervisor s evaluation. Yes No NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 53

National Louis University Community Counseling Program PRACTICUM EVALUATION (Completion of 100 hours) STUDENT FORM Practicum Student: Agency: Site Supervisor: Evaluation Period (Dates): On the rating scale below please check the number that best represents your intern at this point in his/her internship. Rating Scale 4 Exceeds Expectations 3 Meets Expectations 2 Below Expectations 1 Unsatisfactory N.O. No Observation Acclimation to the agency and community Attendance and Punctuality Ability to work within the purpose, structure and constraints of the agency Ability to meet schedules, follow through, and attend to instructions Professional Development Ability to assume responsibility for own learning, ask questions or take initiative as appropriate Written communication (Degree of skill and ability to express thoughts in writing) Quality of work (Organization; thoroughness; soundness of decisions; foresight) Demonstrates professional ethical behavior and personal Integrity Professional Skills Ability to relate well to clients, to listen and respond effectively, to pick up on verbal and nonverbal cues Responsiveness to clients from diverse cultural, ethnic and racial backgrounds, as well as different learning styles or developmental abilities NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 54

Demonstrated beginning counseling skills such as having insight into client issues, maintaining professional boundaries, and under supervision making decisions about an appropriate course of action Beginning ability to learn and use technology efficiently Overall observations Strengths Address any concerns Agency Supervisor Date Practicum Intern Date I have shared this evaluation with my site supervisor. Yes No NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 55

Community Counseling Internship I Forms Internship I Checklist Goals and Objectives Form Weekly Log (See page 49) End of Term Summary Log (See page 50) Internship I Evaluation (Supervisor Form) Internship I Evaluation (Student Form) NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 56

National Louis University Counseling and Human Services Department HSC581 Internship I COMMUNITY COUNSELING STUDENT ASSIGNMENT CHECK LIST Intern: Class Participation Goals and Objectives Time and Activity Logs (use form in Handbook) End of Term Summary Log (use form in Handbook) Case Conceptualization Presentation Group Counseling Experience Agency Description Final Internship I Evaluations Student form Supervisor Form Completed 300 hours Direct hours (150 hours) Indirect hours (150 hours) Additional Enrichment Assignments (per University supervisor) Intern Signature: Date: University Supervisor Signature: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 57

Goals and Objectives Guidelines A goal is a general statement about what you want to learn and/or accomplish. It is not a statement about what you are going to do. "I want to lead groups" is not a goal. "I want to improve my group facilitation skills" is a goal. A goal needs to make clear what you want to learn. There are four possible categories for goals:, knowledge, skills, personal growth, and career. Knowledge goals describe new information you want to learn. Skill goals describe what you want to learn to do. Personal growth and development goals involve ways in which you hope to grow and change as a person. Career development goals focus on ways that your experience can help you clarify your career plans. Objectives are more specific statements that form the components of your goals. Objectives should be written in observable terms. "I want to appreciate my client's cultural diversity" is not an objective, as how would you observe "appreciate". Writing "I could describe each client's cultural identity and some of its impact on their behavior" is an objective as it is observable. See example Goal 1: Strengthen my multicultural counseling skills/knowledge Objectives: Identify what different cultures are represented at my agency Work with three of the represented cultures Read at least one journal article about each of these cultures Discuss in supervision my reactions to working with clients from each of these cultures Goal 2: Strengthen my knowledge of community resources for referrals Objectives: Review the Human Services-Care Directory Conduct a survey of other counselors at my agency to see what referral resources they use Start a list of referral resources for myself Goal 3: Develop Self-Awareness Objectives: Increase self-reflective writing through journaling Assess personal strengths Examine potential countertransference arising in work with clients NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 58

Internship Goals and Objectives Form Please attach this Form to your Personal Goals and Objectives. Copies of this Form with the attached Personal Goals and Objectives are to be given to your Site supervisor and your University supervisor. Please keep one copy for yourself. Intern Name: Address: Phone (Work): (Home): Site Name: Site Address: Phone: Supervisor's Name: My supervisor and I have met, discussed and agreed upon my Personal Goals and Objectives (attached). We are aware that these goals and objectives are to be reviewed each quarter and can be modified as appropriate throughout the course of my internship. Intern's Signature: (DATE) Site Supervisor's Signature: University Supervisor s Signature: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 59

Intern: Agency: Site Supervisor: Evaluation Period (Dates): National Louis University Community Counseling Program INTERNSHIP I EVALUATION (Completion of 300 hours) SUPERVISOR FORM On the rating scale below please check the number that best represents your intern at this point in his/her internship. Rating Scale 4 Exceeds Expectations 3 Meets Expectations 2 Below Expectations 1 Unsatisfactory N.O. No Observation Acclimation to the agency and community Attendance and Punctuality Ability to work within the purpose, structure and constraints of the agency Ability to meet schedules, follow-through, and attends to instruction Ability to work with other counselors, administrative staff and director Comments/concerns: Personal Characteristics Ability to assume responsibility for own learning, ask questions, comes prepared to supervision Conducts self in professional manner Awareness of own strengths and weaknesses Ability to communicate verbally and professionally Ability to communicate professionally in a written form Comments/Concerns: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 60

Individual Counseling Ability to establish and maintain an effective counseling relationship Gains confidence of client Is a good listener Shows acceptance of client Maintains professional boundaries Responsive to different cultural backgrounds and diversity issues Uses self-disclosure only when therapeutically appropriate Able to provide theoretical rationale for use of counseling procedure Overall individual counseling skills Comments/Concerns: Group Counseling Skills Ability to relate well to clients in a group setting Effectiveness of leadership ability Comments/Concerns: Assessment and Appraisal Understanding and use of client records Ability to understand testing information when appropriate Comments/Concerns: Information/Referrals Beginning to learn referral sources in the community Ability to locate appropriate resources for client as relates to client s diagnosis Ability to help clients interpret information in light of individual needs Comments/Concerns: Supervision Comes prepared for supervision Uses feedback constructively Comments/Concerns: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 61

Overall observations Strengths: Areas for improvement: Changes/modification to goals: Overall rating Site Supervisor Signature Date Intern Signature Date I have read, discussed and agree with the supervisor s evaluation. Yes No NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 62

Student: Placement Agency: Agency Supervisor: Evaluation Period (Dates): Department of Counseling and Human Services National Louis University Community Counseling Program INTERNSHIP I EVALUATION (Completion of 300 hours) STUDENT FORM On the rating scale below please check the number that best represents your intern at this point in his/her internship. Rating Scale 4 Exceeds Expectations 3 Meets Expectations 2 Below Expectations 1 Unsatisfactory N.O. No Observation Acclimation to the agency and community Attendance and Punctuality Ability to work within the purpose, structure and constraints of the agency Ability to meet schedules, follow-through, and attends to instruction Punctuality Ability to work with other counselors, administrative staff and director Comments/concerns: Personal Characteristics Ability to assume responsibility for own learning, ask questions, comes prepared to supervision Conducts self in professional manner Awareness of own strengths and weaknesses Ability to communicate verbally and professionally Ability to communicate professionally in a written form Comments/Concerns: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 63

Individual Counseling Ability to establish and maintain an effective counseling relationship Gains confidence of client Is a good listener Shows acceptance of client Maintains professional boundaries Responsive to different cultural backgrounds and diversity issues Uses self-disclosure only when therapeutically appropriate Able to provide theoretical rationale for use of counseling procedure Overall individual counseling skills Comments/Concerns: Group Counseling Skills Ability to relate well to clients in a group setting Effectiveness of leadership ability Comments/Concerns: Assessment and Appraisal Understanding and use of client records Ability to understand testing information when appropriate Comments/Concerns: Information/Referrals Beginning to learn referral sources in the community Ability to locate appropriate resources for client as relates to client s diagnosis Ability to help clients interpret information in light of individual needs Comments/Concerns: Supervision Comes prepared for supervision Uses feedback constructively Comments/Concerns: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 64

Overall observations Strengths: Areas for improvement: Changes/modification to goals: Overall rating Site Supervisor Signature Date Intern Signature Date I have shared and discussed this evaluation with my site supervisor. Yes No NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 65

Community Counseling Internship II Forms Internship II Checklist Goals and Objectives Form (See pages 57-58) Weekly Log (See page 49) End of Term Summary Log (See page 50) Internship II Evaluation (Supervisor Form) Internship II Evaluation (Student Form) NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 66

National Louis University Counseling and Human Services Department HSC582 Internship II COMMUNITY COUNSELING STUDENT ASSIGNMENT CHECK LIST Intern: Class Participation Goals and Objectives Time and Activity Logs (use form in Handbook) End of Term Summary Log (use form in Handbook) Case Conceptualization Presentation Consultation Paper Professional Capstone Assignment Portfolio Final Internship I Evaluations Student form Supervisor Form Completed 300 hours Direct hours (150 hours) Indirect hours (150 hours) Additional Enrichment Assignments (per University supervisor) Intern Signature: Date: University Supervisor Signature: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 67

Intern: Agency: Site Supervisor: Evaluation Period (Dates): National Louis University Community Counseling Program INTERNSHIP II EVALUATION (Completion of 300 hours) SUPERVISOR FORM The purpose of this evaluation is to make a final appraisal of the student. In order to receive the maximum benefit from this joint process, the student and supervisor are required to independently complete this evaluation and then confer and share their responses. Use as your standard of evaluation the level of functioning you believe a student should achieve upon completion of his/her fieldwork experience. If there are any items that you do not feel you can answer because of insufficient information, please answer not applicable (NA). Rating Scale 4 Exceeds Expectations 3 Meets Expectations 2 Below Expectations 1 Unsatisfactory N.O. No Observation Experiences/Assignment: Describe the kinds of learning experiences made available to the student. Include any special orientation or training the student attended. GENERAL TRAITS Attendance and Punctuality. Physical Appearance. Knowledge of agency, goals, purposes, and philosophy. Ability to work within the purpose, structure, and constraints of the agency. Responsibility/Dependability (ability to meet schedules, follow through, and attend to instructions.) Level of Independent Functioning (effectiveness in planning and analysis; work responsibilities; ability to assume responsibility for own learning.) Written Communications (degree of skill and ability to express thoughts on paper, reports, projects.) Quality of Work (organization; thoroughness; soundness of decisions; foresight.) Comments/Concerns: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 68

Professional Development (as relates to development of relationships and interaction with staff and use of supervision. Include level of self-awareness, awareness of others and ability to work within the accepted framework of confidentiality and professional ethics and preparedness for supervision.) Individual Counseling Ability to establish and maintain an effective counseling relationship Gains confidence of client Is a good listener Shows acceptance of client Maintains professional boundaries Responsive to different cultural backgrounds and diversity issues Uses self-disclosure only when therapeutically appropriate Able to provide theoretical rationale for use of counseling procedure Ability to use problem solving skills when appropriate Overall individual counseling skills Comments/Concerns: Group Counseling Skills Able to develop and recruit for a group Able to appropriately screen potential group members Developed appropriate activities for group Ability to relate well to clients in a group setting Effectiveness of leadership ability Works well as a co-facilitator Comments/Concerns: Treatment Planning Able to develop appropriate treatment plans for clients Able to follow through on treatment plans as developed Comments/Concerns: Assessment and Appraisal Understanding and use of client records Ability to understand testing information when appropriate Comments/Concerns: Information/Referrals Developed an awareness of referral sources in the community Ability to locate appropriate resources for client as relates to client s diagnosis Ability to help clients interpret information in light of individual needs Comments/Concerns: Supervision Comes prepared for supervision Uses feedback constructively Comments/Concerns: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 69

Overall observations Strengths: Areas for improvement: Would you hire this intern as a counselor? Overall rating Site Supervisor Signature Date Intern Signature Date I have read and discussed my supervisor's evaluation. Yes No NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 70

Intern: Agency: Site Supervisor: Evaluation Period (Dates): National Louis University Community Counseling Program INTERNSHIP II EVALUATION (Completion of 300 hours) STUDENT FORM The purpose of this evaluation is to make a final appraisal of the student. In order to receive the maximum benefit from this joint process, the student and supervisor are required to independently complete this evaluation and then confer and share their responses. Use as your standard of evaluation the level of functioning you believe a student should achieve upon completion of his/her fieldwork experience. If there are any items that you do not feel you can answer because of insufficient information, please answer not applicable (NA). Rating Scale 4 Exceeds Expectations 3 Meets Expectations 2 Below Expectations 1 Unsatisfactory N.O. No Observation Experiences/Assignment: Describe the kinds of learning experiences made available to the student. Include any special orientation or training the student attended. GENERAL TRAITS Attendance and Punctuality. Physical Appearance. Knowledge of agency, goals, purposes, and philosophy. Ability to work within the purpose, structure, and constraints of the agency. Responsibility/Dependability (ability to meet schedules, follow through, and attend to instructions.) Level of Independent Functioning (effectiveness in planning and analysis; work responsibilities; ability to assume responsibility for own learning.) Written Communications (degree of skill and ability to express thoughts on paper, reports, projects.) Quality of Work (organization; thoroughness; soundness of decisions; foresight.) Comments/Concerns: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 71

Professional Development (as relates to development of relationships and interaction with staff and use of supervision. Include level of self-awareness, awareness of others and ability to work within the accepted framework of confidentiality and professional ethics and preparedness for supervision.) Individual Counseling Ability to establish and maintain effective counseling relationship Gains confidence of client Is a good listener Shows acceptance of client Maintains professional boundaries Responsive to different cultural backgrounds and diversity issues Uses self-disclosure only when therapeutically appropriate Able to provide theoretical rationale for use of counseling procedure Ability to use problem solving skills when appropriate Overall individual counseling skills Comments/Concerns: Group Counseling Skills Able to develop and recruit for a group Able to appropriately screen potential group members Developed appropriate activities for group Ability to relate well to clients in a group setting Effectiveness of leadership ability Works well as a co-facilitator Comments/Concerns: Treatment Planning Able to develop appropriate treatment plans for clients Able to follow through on treatment plans as developed Comments/Concerns: Assessment and Appraisal Understanding and use of client records Ability to understand testing information when appropriate Comments/Concerns: Information/Referrals Developed an awareness of referral sources in the community Ability to locate appropriate resources for client as relates to client s diagnosis Ability to help clients interpret information in light of individual needs Comments/Concerns: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 72

Supervision Comes prepared for supervision Uses feedback constructively Comments/Concerns: Overall comments Strengths: Areas for improvement: Would you hire this intern as a counselor? Overall rating Site Supervisor Signature Date Intern Signature Date I have read and discussed my supervisor's evaluation. Yes No NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 73

M.S. in Counseling: School Counseling Emphasis NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 74

Master of Science: School Counseling Emphasis The School Counseling Program at National Louis University is approved by the Illinois State Board of Education. Students will be trained in crisis intervention, peer mediation, substance abuse prevention, anti-bullying, violence prevention, career counseling, parent consultation, and group counseling, as well as traditional school counselor functions. Graduates are certified to work in pre-k, elementary, middle, and high schools. All students admitted to the School Counseling Program must have passed the Illinois Test of Academic Proficiency (TAP), in addition to the other University requirements for admission. All students admitted to the School Counseling Program must show evidence of having passed the Illinois Test of Academic Proficiency for all new certifications consistent with the latest Illinois State Board of Education policy. This must be presented to the student s advisor by October 15 during the year prior to the commencement of the practicum and internship placement. Students completing the school counseling option will be eligible for the School Service Personnel Professional Educator License- School Counselor Endorsement Certificate (School Counseling) in the State of Illinois. In order to obtain the Professional Educator License- School Counselor Endorsement Certificate, students must pass the Content Area Exam (181) School Counselor and complete additional steps as outlined on page 132. In addition, school counselors holding the Professional Educator License- School Counselor Endorsement certificate will be eligible to attain the Type 75 Certificate in Administration with the appropriate additional coursework and evidence of working for two years in a full-time school service personnel position. Students who complete this program are also eligible to sit for the national counselor exam (NCE), which if passed, leads to Licensed Professional Counselor (LPC) status in the state of Illinois. After a period of no less than two years and 3,360 additional clinical hours under clinical supervision, counselors may apply to sit for the National Clinical Mental Health Counseling Examination (NCMHCE), which, if passed, leads to Licensed Clinical Professional Counselor (LCPC) status in the state of Illinois. The State of Illinois now allows individuals who are not certified teachers to acquire the School Service Personnel Professional Educator License- School Counselor Endorsement (School Counselor) certification. To do this, non-teachers must complete three courses in the College of Education in addition to the 51-hour master s degree. These three courses for students who are not certified teachers are: SPE500 Introduction to Exceptional Children and Adolescents 3SH EPS509 Structure and Organization of the Educational System 2SH EPS539 Foundational Behavioral Support 2SH These are non-cohort classes. They are taken in addition to the 51 SH required for the degree program. Students must work with their advisors, check the NLU schedules each term, and register for the required classes; they may have to attend classes on another campus. These courses, along with HSC 534 School Counseling, must be completed prior to Practicum and Internship. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 75

Overview of Literacy Assessments 1. Early Literacy assessments: DIBELS (Dynamic Indicators of Basic Early Literacy Skills) This assessment is given in most if not all CPS schools, and in a large swath of suburban schools as well. It gives 60 second fluency snapshot assessments, such as how many random alphabet letters can a child identify in 60 seconds, how many sounds can be correctly identified (phonemic awareness)in 60 seconds, or how many words from a grade level passage can a child read in 60 seconds. Children s scores are measured against benchmark scores and kids fall into the green if they are on track, yellow if their score is on the fence, and red if their score falls well below the benchmark. Results are used to make RtI (Response to Intervention) decisions in the early grades. This assessment is relatively universal in schools, yet nearly universally beloathed by reading professionals/researchers. The following website provides more information and also has links that will take you to free DIBELS materials (you need to create an account). https://dibels.org/ ISEL (Illinois Snapshots of Early Literacy) Created at NLU, this is a better early literacy assessment than DIBELS, largely because it is untimed, though most of the subtests are similar. It is not as widespread as DIBELS, but school districts such as Evanston use it. You can obtain information about the assessment, as well as testing materials, at the following: http://www.isbe.state.il.us/grants/reading/html/isel.htm 2. Informal Reading Inventories: These are comprehensive assessments that usually involve the following components: Word list reading; running record/miscue analysis of leveled passages, with the goal being finding students instructional and independent reading levels (passages often include narrative AND expository/information selections); listening comprehension assessment; and fluency assessment. These are often administered by reading specialists, though classroom teachers will sometimes do so. Here are a couple overviews of IRIs in general, and then more specific info about individual inventories. http://www.greece.k12.ny.us/district.cfm?subpage=1640 and http://www.readingrockets.org/article/23373/ Diagnostic Reading Assessment (DRA) http://www.scholastic.com/resources/article/dra-reading-levels http://www.pasd.k12.pa.us/cms/lib02/pa01001354/centricity/domain/34/dra_s ummary.pdf Basic Reading Inventory (BRI) http://comprehensiveliteracy.wikispaces.com/basic+reading+inventory Qualitative Reading Inventory (QRI) http://www.lite.iwarp.com/qrihome.htm NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 76

Fountas & Pinnell Benchmark Assessment (this assessment also includes a developmental spelling component) http://www.heinemann.com/fountasandpinnell/bas2_overview.aspx 3. Developmental Spelling Assessments: These generally take the perspective that spelling (and encoding) develops in stages, and that teachers need to understand what stage each of their students is in in order to differentiate appropriately. For younger students, this generally reflects their phonological knowledge, but for older students, this tends to reflect their ability to understand syllable juncture, word derivations, etc. Words Their Way Elementary Spelling Inventory (this one is commonly used in schools because it is for students K-8 and because there is now a word study curriculum that many schools have purchased) http://readingandwritingproject.com/public/themes/rwproject/resources/assessm ents/spelling/spelling_elementary.pdf Schlagel Spelling Assessment (can t find a good overview online we use this in our summer practicum for reading specialist students) Darrell Morris Developmental Spelling Assessment http://www.lesn.appstate.edu/fryeem/re5710/morrisspelling.pdf (long article but you can scan for the gist) 5. Running Records: This kind of assessment is taught to all of our reading specialist and preservice teachers. It involves listening to children read aloud in order to 1) understand what cueing systems children use when they encounter unknown words in text; and 2) determine a student s instructional and independent reading level. This is untimed, and texts used will differ from child to child, as a text to student match is sought. The following module provides online training on how to conduct a running record. http://www.eworkshop.on.ca/edu/core.cfm?p=main&modcolour=1&modid=2&m=121&l=1 4. Fluency Snapshots, CBM (curriculum-based measures): Basically, fluency snapshots involve asking students to read 3 passages at their grade level for one minute and count the words read accurately, then average the 3 scores. There is a list of norms for each grade level, which allows teachers to place their students into rough groups, based on their fluency. http://www.nppsd.org/pages/uploaded_files/example%20of%20cbm%20probes.pdf (This is a lengthy overview of CBMs. Look at page 32ff for more info about fluency snapshots.) 5. Measures of Academic Progress (MAP): This is a computerized assessment for reading and math that is available for K-12 students, though many districts do not use it for grades K-2. The question difficulty self-adjusts, according to the capabilities demonstrated by each student. This assessment is currently being used in the State of Illinois as part of teachers evaluations. Students take the assessment three times a year, and teachers evaluations are being based on student growth over the course of the year. The MAP test in literacy looks at many different sub-categories, such as vocabulary, fiction comprehension, nonfiction comprehension, word usage, etc. Teachers use the scores to pinpoint what area of literacy may be a struggle area for NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 77

each student, and they also use Lexile scores obtained from the test to group students for guided reading and to choose appropriate reading materials. This is the homepage for the MAP test: http://www.nwea.org/productsservices/computer-based-adaptive-assessments/map NOTE: AIMSWeb is one data management system that school districts use for keeping track of data they get from CBM or fluency snapshots and other standardized benchmark assessments. AIMSWeb is not an assessment though people sometimes think it is. DIBELS, which in addition to its many assessments looking at early literacy skills, also offers fluency snapshots up through 8 th grade, also has a data management system to help organize data. Professional Identity Previously, to become a school counselor in Illinois, it was necessary to have been a teacher. In 2004, legislation was passed to allow non-teachers to become professional school counselors. In the former system, teachers then became aligned with their new profession, but many continued to have strong allegiances to teaching. With the new policy, counselors who have been employed in other settings or students who want to become school counselors may do so. For many, this is a shift from mental health, addictions, career counseling, or other specialties to school counseling. In addition, students must understand the legislative requirements of No Child Left behind (NCLB) and Individuals with Disabilities Education Improvement Act (2007) and the implications for school counselors. The faculty strongly recommends that students join the professional organizations that support school counseling. Within the state, the Illinois Counseling Association (ICA) has been quite active in the legislative arena, as well as engaging in advocacy for school counseling issues at the national level. The Illinois School Counselors Association (ISCA) is a division of ICA whose mission is: To promote excellence in professional school counseling as an integral component in the development of all students while fostering public awareness in the counseling profession statewide (ilschoolcounselor.org; Mission Statement). In addition to participation in the fall ICA conference, ISCA holds an annual spring conference. The American Counseling Association (ACA) is a strong voice for all professional counselors, including school counselors. Its annual conference is held in the early spring. The American School Counselors Association (ASCA), a division of the American Counseling Association, is the national organization which represents the interests of those in schools. At the university level, students are invited to join the National Louis University Counseling Association (NLUCA), a chapter of ICA. A national conference is held in late spring, early summer. Faculty is active in these organizations and encourages student participation. The NLU School Counseling program makes certain that students understand the Code of Ethics subscribed to by each of the professional groups. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 78

Provided below are the web addresses for selected professional organizations and agencies: www.schoolcounselor.org American School Counselor Association www.ilcounseling.org Illinois Counseling Association www.isbe.net Illinois State Board of Education www.ilschoolcounselor.org Illinois School Counselor Association www.counseling.org American Counseling Association www.nbcc.org National Board of Certified Counselors School Counseling Curriculum Course Title Credit Hours HSC501 Fundamentals of Counseling 3 HSC510 Theories of Counseling 3 HSC512 Theory and Techniques of Group Counseling 3 HSM508 Research Design & Methodology 3 HSC504 Clinical Techniques of Counseling 3 LAP501 Introduction to Psychological Assessment 3 HSC505 Clinical Assessment & Diagnosis 3 HSC511 Professional Practice & Ethics 3 LAP506 Advanced Human Development 3 HSC506 Intro to Theory and Practice of Family Therapy 3 HSC503 Counseling & Human Development in Multicultural Society 3 HSC514 Counseling for Career Development 3 HSS534 Perspectives on Substance Abuse Counseling 3 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 79

HSC534 School Counseling: Theory, Issues and Practice 3 HSC533 Counseling Practicum 3 HSC581 Internship 1 3 HSC582 Internship 2 3 Total Required Hours 51 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 80

National Louis University Counseling and Human Services School Counseling Program ADVISING PLAN Name Address Campus Phone Email Practicum/Internship Year Students in our Master s Degree Program, School Counseling Track must fulfill the requirements set by the Illinois State Board of Education for the Professional Educator License, School Support Personnel Endorsement: School Counselor (PK- Age 21). These requirements are subject to change by the Illinois State Board of Education at any time. It is your responsibility to be sure you are aware of these requirements. I have a Professional Educator License. ISBE # I do not have a Professional Educator License and need to fulfill the following requirements: PASS the Illinois State Board of Education (ISBE) Test of Academic Proficiency (TAP) (formerly Test of Basic Skills) : Date passed: Date REGISTERED to take test: Take EPS 509, EPS 539, and SPE 500: Term of registration for EPS 539: Term of registration for EPS 509: Term of registration for SPE 500: (*NOTE: Students MUST have passed the TAP prior to enrollment in this special education course, per ISBE) Take HSC 534: Term of registration for HSC 534: Advising Conferences: Advisor Signature Date Student Signature Date Advisor Signature Date Student Signature Date Advisor Signature Date Student Signature Date Advisor Signature Date Student Signature Date Advisor Signature Date Student Signature Date NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 81

National Louis University School Counseling Program Regulations Agreement The School Counseling Program at National Louis University requires that students must pass the Illinois State Board of Education (ISBE) Test of Academic Proficiency (TAP) before enrolling in the School Counseling courses. Furthermore, students in this program cannot enter a school Practicum site without having passed the TAP. This regulation has been fully explained to me and I understand that National Louis University has no obligation to me if I take courses which will not count toward the total number of credits which I need for the graduate degree that I am seeking. Student Signature Date Name of Student has not yet passed all portions of the TAP and has decided to enroll in the School Counseling courses. The student states the following reason(s) for taking the courses: School Counseling Academic Advisor Signature Date Copy sent to Campus Coordinator (Name) Date NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 82

School Counseling Certificate In addition to the Master s Degree in Counseling, School Counseling Emphasis, National Louis University offers a Certificate in School Counseling for individuals who already have a Master s Degree in Counseling and now wish to become school counselors. Admission to School Counseling Certificate Individuals must fulfill all University admissions requirements and pass the Test of Academic Proficiency (TAP) prior to admittance to this Certificate program. In addition, faculty will review the student s transcript to determine if the master s coursework meets the standards of the Illinois State Board of Education for certification. Additional coursework may be required for academic deficits as determined by the student s advisor. Any course considered for the certificate must be at the graduate level. School Counseling Certificate Curriculum Course Title Credit Hours HSC534 School Counseling 3 SPE500 Introduction to Exceptional Children and Adolescents (Special Education) EPS509 Structure and Organization of the Education System 2 EPS539 Foundational Behavior Support 2 LAP506 Advanced Human Development* 3 3 HSC533 Counseling Practicum** 3 HSC581 Internship I 3 HSC582 Internship II 3 *Unless student has completed graduate coursework in Counseling Children and/or Adolescents **If students have completed a practicum as part of their Masters Degree, with advisor approval, they may register for Internship for each of the three terms they are in the field. Students will register for these courses at the discretion of their advisor NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 83

ADVISING PLAN Post Master s Certificate-Only Students School Counseling Program Student Name Date Address Campus Phone Email Counseling License State License # University Granting Degree Date Degree Major Teachers: Professional Educator License # Students in our Post-Master s Certificate Program must fulfill the requirements set by the Illinois State Board of Education for the Professional Educator License, School Support Personnel Endorsement: School Counselor (PK-Age 21). These requirements are subject to change by the Illinois State Board of Education at any time. It is your responsibility to be sure you are aware of current requirements. REQUIRED EXAMINATIONS: 1. Illinois State Board of Education (ISBE) Date Passed Test of Academic Proficiency (TAP) 2. Illinois State Board of Education (ISBE) Date Passed Content Area Exam (181) School Counseling COURSES REQUIRED BY ISBE, MAY HAVE BEEN TAKEN IN THE MASTER S DEGREE PROGRAM: HSC534 School Counseling: Theory & Practice Date Equivalent: HSS534 Substance Abuse Date Equivalent: HSC514 Counseling for Career Development Date Equivalent: LAP506, EPD647; growth and development of children & youth, and their implications for counseling in schools. Equivalent: Date COURSES NEEDED BY STUDENTS WHO DO NOT HAVE A PROFESSIONAL EDUCATOR LICENSE: EPS 509: the structure, organization, and operation of the educational system, with emphasis on P-12 schools Equivalent: Date/Term EPS 539: effective management of the classroom and learning process Equivalent: Date/Term SPE 500: the diversity of Illinois students and the laws and programs that have been designed to meet their unique needs. Equivalent: Date/Term: FIELD PLACEMENT/APPLIED EXPERIENCE (PRACTICUM & INTERNSHIP): HSC533 School Counseling Practicum Date/Term HSC581, School Counseling Internship I Date/Term HSC582, School Counseling Internship II Date/Term Advisor Signature Student Signature Date Date *This ADVISING PLAN must be completed and filed with the NLU registrar. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 84

Learning Standards Matrix (23 Standards) The Content-Area Standards for Educators define the knowledge and skills teachers, school service personnel, and administrators must demonstrate in their specific subject areas and professional roles to ensure that Illinois students meet or exceed the expectations defined by the Illinois Learning Standards. In addition to the content-area standards, all teachers are expected to meet the Illinois Professional Teaching Standards, the core Technology Standards, and the core Language Arts Standards; administrators must meet the expectations defined in the Illinois Professional School Leader Standards. The matrix format was designed by the Division of Professional Preparation and Recruitment to assist higher education institutions with the analysis and design of their programs to ensure that they meet the State standards. The matrix format may also assist professional educators with the design of their professional development plans. The standards are effective as rules of the State Board of Education and are recorded in the Illinois Administrative Rules (http://www.isbe.net/rules). The only exceptions are the special education standards for special education teachers, which are now in effect. By July 1, 2003, all other college and university professional preparation programs for teachers and administrators must be redesigned to address the Illinois standards. Programs preparing school service personnel, including school counselors, school nurses, school psychologists, and school social workers, must be redesigned in accordance with the standards by July 1, 2004. When National Louis University developed its proposal for approved status, the matrix was submitted with information regarding courses, assignments, and student expectations. The matrix is contained in this resource to guide students in their learning and to inform field supervisors about the expectations for school counseling personnel. Students are accountable for the learning standards. The Standards were used to develop the Illinois State Board of Education Content Area Examination (School Counseling). The department utilizes the matrix to guide required course content, assignments, and philosophy. See Appendix E for a detailed listing of competencies. The Practicum and Internship experiences are the culmination of professional preparation in the school counseling program. The general procedures to begin the Practicum/Internship experience are outlined elsewhere in the Handbook. This section outlines the specifics of the school counseling program. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 85

School Counseling Practicum and Internship Goals The Practicum and Internship experiences are the culmination of professional preparation in the school counseling program. The general procedures to begin the practicum/internship experience are outlined elsewhere in the Handbook. This section details the specifics of the school counseling program. Prior to beginning field placement, ALL school counseling students MUST pass the Content Area Exam (181) School Counselor. Information regarding this exam can be found at the Illinoi s Certification Testing System (ICTS). homepage: http://www.icts.nesinc.com/index.asp Through their field placement, all students are required to meet specific goals. 1. Experience the varied responsibilities of a professional counselor in a school, including clinical work, paper work, staff meetings, record keeping, information and referral, in-service trainings, and clinical supervision. 2. Complete a minimum of 700 hours (100 hours of practicum and 600 hours of internship) which must include 340 hours of direct service to students, family, and staff, including both individual and group counseling experiences. 3. Receive a minimum of one hour, onsite, face to face, individual supervision by the site supervisor plus weekly group supervision by a faculty member at the university who provides feedback and opportunities for self-evaluation and personal/professional growth. 4. Have the opportunity to audio or video tape their interactions with students for use in supervision. 5. Write case studies about individual students. 6. Facilitate or co-facilitate a small group and submit a report about their experience. 7. Write a consultation paper, acting as a consultant to the school. 8. Network with other schools and community agencies and become familiar with community resources in order to effect appropriate referrals. 9. Become familiar with the laws and court system as it applies to the population represented at the practicum/internship site. 10. Prepare for and complete appropriate internship termination with the school and its staff. 11. Prepare for and complete appropriate termination/transfer of students upon completion of internship. 12. Receive a formal evaluation on their performance at the end of Practicum and each Internship term by the site supervisor. In addition to these general counseling goals, students will write goals specific to their site and position at the beginning of each term and complete self-evaluations at the end of each term which they share with their site supervisor. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 86

Department Expectations for the Student 1. Practicum Students/Interns are expected to dress and behave in a professional manner throughout their experience. 2. Practicum Students/Interns will assume professional responsibility for all related school counseling activities to which they are assigned. 3. Practicum Students/Interns will work on days the school is open, regardless of whether or not the university is open or on break. 4. Practicum Students/Interns will complete any written paperwork required by the school. 5. Practicum Students/Interns will prepare questions and/or work requested for their meeting with their site supervisor. 6. Practicum Students/Interns will keep a daily school counseling log, a personal reaction journal, and other paperwork required by the university practicum or Internship supervisor. All hours must be documented and signed weekly by the on-site supervisor. Department Expectations of the School Schools that accept a school counseling Practicum/Internship student from National Louis University must be willing to provide the following: 1. The participating school will orient the NLU Practicum Student/Intern to the school setting and provide him/her with the opportunity to experience all facets of being a school counselor. 2. The School Counseling Practicum is an orientation to school counseling, but it is also a clinical experience for students. The participating school must be willing to provide the opportunity for Practicum students to meet in individual and group counseling sessions with students to discuss academic, career, and/or social/personal issues. 3. During the placement, the school counseling intern must be exposed to students of all grade levels. It is expected that interns who are based in one school, for example, elementary, middle, or high school, will have experiences in schools at the other levels. 4. Interns should be encouraged to design and deliver classroom counseling core curriculum in collaboration with the classroom teacher. 5. Practicum Students/Interns who are teachers working in the school must be able to spend a block of time in the counseling area, not just one period a day. The participating school must be willing to work with teachers to arrange for a 2-3-hour time slot that the teacher can spend in the counseling office on a regular basis. Some of the Practicum and Internship hours may be fulfilled in after-school programs, but the NLU student/intern must be able to spend a designated period of time in the counseling office for the terms that he/she is taking Practicum and/or Internship. 6. We would like our Practicum Students/Interns to be able to audio or videotape some of their sessions with students if at all possible. The participating school must be willing to work with the Practicum student to obtain parental and student permission to do so. It must also provide private, confidential space where these sessions can be conducted. 7. The participating school will make available a Professional Educator License- School Counselor Endorsement certified school counselor with at least two years experience who will provide a minimum of one hour per week of on-site face-to-face supervision. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 87

This supervisor will work with the student to set goals at the beginning of each quarter and then complete a written evaluation of the student at the end of the Practicum and at the end of each of the three quarters of Internship. The forms for these evaluations are contained in an online version of this Handbook. If a certified school counselor is not available other arrangements may be made at the discretion of the University. 8. The site supervisor will contact the University supervisor immediately if there are problems with the Practicum Student/Intern or site. 9. Any time a student/intern is performing at a substandard level, the on-site supervisor is responsible for discussing the problem with the student/intern and the University supervisor. This is to be followed up with an outline of tasks for the student/intern to complete for remediation. The student/intern, on-site supervisor, and University supervisor should receive copies of the signed plan. Department Support for the School The University provides liability insurance for all Practicum/Interns. A certificate of insurance can be sent upon request by the school. 1. A University supervisor will meet with the school at the beginning of the Practicum or Internship experience and then will be available throughout the experience via phone, email, or another site visit, as needed. 2. The University supervisor will provide any information, forms, and/or clarification that the school needs for this to be a successful experience for all involved. Definition of Direct versus Indirect Hours Counseling interns will provide a minimum of 340 hours of direct service over their Practicum and Internship experiences. Direct and indirect hours are defined as follows. Direct hours include: Face-to-face interaction with students in individual, group, or family counseling; Face-to-face interaction with the parents/legal guardians if the client is a minor/consultation; Telephone contact with the student or the parent(s); In person or telephone consultation with other professionals to coordinate services to the student and his/her family; Co-counseling with a more experienced counselor or with other school service personnel; Facilitation or co-facilitation of a small group; Educational presentations/workshops for school staff and administration; Multidisciplinary conferences (special education staffing); Counseling Curriculum experience in the classroom. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 88

Indirect hours include the following: Professional Development; Curriculum Development; Department Meetings; Staff Meetings; Supervision time spent with the site supervisor, either individually or in groups; All paperwork; Community outreach activities. Time spent in Practicum and Internship class at the university does not count for either direct or indirect hours. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 89

School Counseling Practicum Forms Memorandum of Understanding Practicum Checklist Weekly Log End of Term Summary Log Practicum Evaluation (Supervisor Form) Practicum Evaluation (Student Form) NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 90

NLU SCHOOL COUNSELING MEMORANDUM OF UNDERSTANDING I. Practicum Student/Intern Name: (Student Name) Address: (Student Address) (City, State Zip) Phone: C: (Cell Phone #) W: (Work Phone #) Email: Internship Site: Address: Phone Number: II. School Personnel Student s Supervisor: Supervisor s Credentials: License- School Counselor Endorsement) Supervisor s Phone Number: Supervisor s Email: (Email Address) (School Name) (School Address) (City, State Zip) (School Phone) (Supervisor Name) (Credentials- Professional Educator (Supervisor Phone) (Supervisor Email) III. Student s Schedule Beginning Date Ending Date (Month Year) (Month Year) (Student Name) is to complete a minimum of 600 hours during internship with an additional 100 hours committed to practicum. Approximately one-half of these hours are required to be in direct service through individual sessions and group sessions. The number of hours per week may be modified to meet the needs of the school and its counseling department. (Student Name) s exact schedule will be determined by the on-site supervisor and the school calendar. IV. In accepting this student for a practicum/internship, the school agrees to: Orient the NLU practicum student/intern to the school setting and provide the counselor-intraining with the opportunity to experience all facets of being a professional school counselor. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 91

Expose the intern to students of all grade levels. It is expected that interns who are based in one school, e.g. elementary, middle or secondary, will have experiences in schools at the other levels. Whenever possible the intern should be encouraged to design and deliver classroom guidance sessions in collaboration with the classroom teacher. Practicum students and interns who are teachers working in the school must be able to spend a block of time in the guidance office, not just one period a day. The participating school must be willing to work with teachers to arrange for a continuous 2-3 hour time slot in the counseling office daily. Some of the practicum and internship hours may be fulfilled in after-school programs, but the NLU intern must be able to spend a designated period of time in the guidance office for the terms that he/she is taking practicum and/or internship. Efforts will be made to allow a practicum/internship intern to audio/videotape some of their sessions with students. The participating school must be willing to work with students to obtain parental and student permission. It must also provide private, confidential space where these sessions can be conducted. The participating school will make available a certified school counselor (Professional Educator License- School Counselor Endorsement), with two or more years experience in a full-time, school counselor role, who will provide a minimum of one hour per week of on-site, face-toface supervision. This supervisor will work with the intern to set goals at the beginning of each quarter and then complete a written evaluation of the intern at the end of the practicum and at the end of each of the three quarters of internship. The forms for these evaluations will be provided by National Louis University. If a certified school counselor is not available, other arrangements may be made at the discretion of the university. The school supervisor will contact the university supervisor immediately if there are problems with the practicum/internship student. In accepting this student, the school agrees to provide the practicum/internship opportunities as described above, as appropriate for the school. The NLU Clinical Coordinator will work with the site supervisor to ensure that all needs of the school counseling department, university, and intern are met. The NLU Clinical Internship Supervisor will visit the site and confer with the site supervisor and the graduate student intern. Signatures: (Instructor s Name), (Credentials) NLU School Counselor Placement Coordinator (Phone Number) (Site Supervisor Name) Counselor/On-Site Supervisor (Student Name) NLU School Counseling Intern Date Date Date NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 92

National-Louis University Counseling and Human Services Department HSC533 Counseling Practicum SCHOOL COUNSELING STUDENT ASSIGNMENT CHECK LIST Student: Class Participation Tapes/Self-Evaluations Tape one and evaluation Tape two and evaluation Extra tape(s) and evaluations(s) as needed Time and Activity Logs (use form in Handbook) End of Term Summary Log (use form in Handbook) Personal Reaction Journal Final Practicum Paper Final Practicum Evaluations Student form Supervisor Form Completed 100 hours Direct hours (40 hours) Indirect hours (60 hours) Additional Enrichment Assignments (per University supervisor) Student Signature: Date: University Supervisor Signature: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 93

SCHOOL COUNSELING WEEKLY LOG Log # Practicum Student / Intern s Name: Site: Beginning Date: End Date This Week s Totals Previous Totals Cumulative Totals INDIVIDUAL PLANNING Direct Indirect Direct Indirect Direct Indirect Description of Activities Post HS/Career Planning/ College/HS Apps Follow-Up Testing Placement/Course Selection RESPONSIVE SERVICES Consultation Referrals Individual Counseling Group Counseling Crisis Intervention SCHOOL COUNSELING CURRICULUM Developing Classroom Curriculum Career Presentations Curriculum Infusion Classroom & Group Intervention Character Ed./ Social Emotional Learning SYSTEM SUPPORT Research Program/Prof. Development Committees/Inservices Staff Consultations Community Outreach/Public Relations ADDITIONAL Other SUPERVISION Site Supervision TOTALS Direct Indirect Direct Indirect Direct Indirect Intern Signature: Date Site Supervisor s Signature: University Supervisor s Signature: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 94

National-Louis University Department of Counseling & Human Services School Counseling End of Term Summary of Hours Practicum Student/Intern (PRINT) (SIGNATURE) Site Supervisor (signature) University Supervisor (signature) INDIVIDUAL PLANNING Direct Indirect Combined Totals Post HS/Career Planning/ College/HS Apps Follow-Up Testing Placement/Course Selection RESPONSIVE SERVICES Consultation Referrals Individual Counseling Group Counseling Crisis Intervention SCHOOL COUNSELING CURRICULUM Developing Classroom Curriculum Career Presentations Curriculum Infusion Classroom & Group Intervention Character Ed./ Social Emotional Learning SYSTEM SUPPORT Research Program/Prof. Development Committees/Inservices Staff Consultations Community Outreach/Public Relations ADDITIONAL Other SUPERVISION Site Supervision TOTALS Direct Indirect Combined Total NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 95

COUNSELING & HUMAN SERVICES DEPARTMENT CLIENT/PARENT/GUARDIAN RELEASE FORM Client s Name: Parent (Guardian s) Name (if client is under 18) : Address: City, State and Zip Code: Home Phone: Cell: The Graduate Counseling Program at National Louis University requires internship and practicum placements of all students. These courses are advanced courses in counseling and are taken near the end of the student s degree program. Both a university supervisor and a supervisor from the site (school or agency) supervise students in these courses. Students are required to audio and/or videotape counseling sessions as part of their course and degree requirements. (NLU student s name) would like to work with (client s name) at (site). All audio and videotapes will be erased at the completion of the NLU student s internship/practicum. Thank you for your cooperation. I agree to have my counseling session audio/video recorded. Date: Client/Parent s/guardian s signature Date: NLU Student s signature Date: Supervisor s signature NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 96

COUNSELING & HUMAN SERVICES DEPARTMENT FORMA DE CONSENTIMIMENTO DE CLIENTES/PADRES/TUTORES Nombre de cliente: Los padres nombre (tutores) (si el cliente es menor de 18 años): Domicilio: Ciudad, Estado y Código Postal: Télefono (casa): Télefono (celular): El programa de consejería postgrado Universidad Nacional Louis requiere prácticas y Prácticum colocaciones de todos los estudiantes. Estos cursos son cursos avanzados en consejería y toman cerca del final del programa de grado del estudiante. Tanto un supervisor de la Universidad y un supervisor en el sitio (escuela o agencia) supervisan a los estudiantes en estos cursos. Los estudiantes están obligados a audio y/o video sesiones de asesoramiento como parte de sus requisitos de curso y grado. (Nombre del estudiante) quiere trabajar con (Nombre del cliente) a (site). Se borrarán todos los cintas de vídeo y audio en la realización de prácticas/practicum del estudiante NLU. Gracias por su cooperación. Estoy de acuerdo que mi consejera audio/vídeo grabado. Fecha: Cliente/Padres/Tutor Firma Fecha: NLU Estudiante Firma Fecha: Supervisor Firma NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 97

National Louis University School Counseling Program PRACTICUM EVALUATION (Completion of 100 hours) SUPERVISOR FORM Practicum Student: School Site: Site Supervisor: Evaluation Period (Dates): On the rating scale below please check the number that best represents your intern at this point in his/her internship. Rating Scale 4 Exceeds Expectations 3 Meets Expectations 2 Below Expectations 1 Unsatisfactory N.O. No Observation Acclimation to the school and the counseling department Attendance and Punctuality Ability to work within the purpose, structure, and constraints of the school and counseling department. Ability to meet schedules, follow through, and attend to instructions Ability to meet schedules, follows through, and attends to Instructions Ability to work with counselors, teachers and administrators Professional Development Ability to assume responsibility for own learning, ask questions or take initiative as appropriate Written communication (Degree of skill and ability to express thoughts in writing) Quality of work (Organization; thoroughness; soundness of decisions; foresight) Demonstrates professional ethical behavior and personal Integrity Professional Skills Ability to relate well to students, to listen and respond effectively, to pick up on verbal and nonverbal cues Responsiveness to students from diverse cultural, ethnic and NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 98

racial backgrounds, as well as different learning styles or developmental abilities Demonstrated beginning counseling skills such as having Insight into students issues, maintaining professional boundaries, and under supervision making decisions about an appropriate course of action Beginning ability to learn and use technology efficiently, e.g. computerized career program, scheduling of students, etc. Overall impression of practicum student What do you see as this student s strengths? What concerns do you have about this student as a school counselor? Do you recommend this student for internship? Yes No With reservation (please explain) Supervisor Date Practicum intern Date I have read, discussed and agree with the supervisor s evaluation. Yes No NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 99

National Louis University School Counseling Program PRACTICUM EVALUATION (Completion of 100 hours) STUDENT FORM Practicum Student: School Site: Site Supervisor: Evaluation Period (Dates): On the rating scale below please check the number that best represents your intern at this point in his/her internship. Rating Scale 4 Exceeds Expectations 3 Meets Expectations 2 Below Expectations 1 Unsatisfactory N.O. No Observation Acclimation to the school and the counseling department Attendance and Punctuality Ability to work within the purpose, structure, and constraints of the school and counseling department. Ability to meet schedules, follow through, and attend to instructions Ability to meet schedules, follows through, and attends to Instructions Ability to work with counselors, teachers and administrators Professional Development Ability to assume responsibility for own learning, ask questions or take initiative as appropriate Written communication (Degree of skill and ability to express thoughts in writing) Quality of work (Organization; thoroughness; soundness of decisions; foresight) Demonstrates professional ethical behavior and personal Integrity Professional Skills Ability to relate well to students, to listen and respond effectively, to pick up on verbal and nonverbal cues Responsiveness to students from diverse cultural, ethnic and NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 100

racial backgrounds, as well as different learning styles or developmental abilities Demonstrated beginning counseling skills such as having Insight into students issues, maintaining professional boundaries, and under supervision making decisions about an appropriate course of action Beginning ability to learn and use technology efficiently, e.g. computerized career program, scheduling of students, etc. Overall observations Strengths: Address any concerns Supervisor Date Practicum Intern Date I have shared this evaluation with my site supervisor. Yes No NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 101

School Counseling Internship I Forms Internship I Checklist Goals and Objectives Form Weekly Log (See page 88) End of Term Summary Log (See page 89) Internship I Evaluation (Supervisor Form) Internship I Evaluation (Student Form) NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 102

National Louis University Counseling and Human Services Department HSC581 Internship I SCHOOL COUNSELING STUDENT ASSIGNMENT CHECK LIST Intern: Class Participation Goals and Objectives Time and Activity Logs (use form in Handbook) End of Term Summary Log (use form in Handbook) Case Conceptualization Presentation/Screening Team Report Group Counseling Experience School Description Final Internship I Evaluations Student form Supervisor Form Completed 300 hours Direct hours (150 hours) Indirect hours (150 hours) Additional Enrichment Assignments (per University supervisor) Intern Signature: Date: University Supervisor Signature: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 103

Goals and Objectives Guidelines Align goals & objectives with the 23 Standards for School Counselors found in Appendix E., page 180 A goal is a general statement about what you want to learn and/or accomplish. It is not a statement about what you are going to do. "I want to lead groups" is not a goal. "I want to improve my group facilitation skills" is a goal. A goal needs to make clear what you want to learn. There are four possible categories for goals:, knowledge, skills, personal growth, and career. Knowledge goals describe new information you want to learn. Skill goals describe what you want to learn to do. Personal growth and development goals involve ways in which you hope to grow and change as a person. Career development goals focus on ways that your experience can help you clarify your career plans. Objectives are more specific statements that form the components of your goals. Objectives should be written in observable terms. "I want to appreciate my client's cultural diversity" is not an objective, as how would you observe "appreciate". Writing "I could describe each client's cultural identity and some of its impact on their behavior" is an objective as it is observable. See example below: Goal 1: Understand the phases of career development and how they are applied across grade levels and guide students in the use of career resources. (Aligns with Standard 2 Career Development Domain) Objectives: Become proficient in using and navigating Naviance Deliver curriculum using the world of Naviance Assist freshmen to identify academic/personal interests and abilities Provide a comprehensive vehicle to assist students with career/college planning Identify challenges, problem areas, and assess needs Goal 2: Strengthen my multicultural counseling skills/knowledge. (Aligns with Standard 20 Social and Cultural Diversity) Objectives: Identify what different cultures are represented at my school Work with three of the represented cultures Read at least one journal article about each of these cultures Discuss in supervision my reactions to working with students from each of these cultures Goal 3: Decrease behaviors resulting in suspension and promote a safer school climate. (Aligns with Standard 3 Personal/Social Development Domain) Objectives: Reduce the number of students with more than two suspensions by 25 percent via counselor interventions such as group counseling, in-school suspension (rather than out-of-school suspension), and introduction to service learning Reduce incidents of fighting at school by five percent via PBIS (Positive Behavioral Intervention and Support) NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 104

Internship Goals and Objectives Form Please attach this Form to your Personal Goals and Objectives. Copies of this Form with the attached Personal Goals and Objectives are to be given to your site supervisor and your University supervisor. Please keep one copy for yourself. Intern Name: Address: Phone (Work): (Home): Site Name: School Site Address: Phone: Site Supervisor's Name: My supervisor and I have met, discussed and agreed upon my Personal Goals and Objectives (attached). We are aware that these goals and objectives are to be reviewed each quarter and can be modified as appropriate throughout the course of my internship. Intern's Signature: (DATE) Site Supervisor's Signature: University Supervisor s Signature: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 105

Intern: School Site: Site Supervisor: Evaluation Period (Dates): National Louis University School Counseling Program INTERNSHIP I EVALUATION (Completion of 300 hours) SUPERVISOR FORM On the rating scale below please check the number that best represents your intern at this point in his/her internship. Rating Scale 4 Exceeds Expectations 3 Meets Expectations 2 Below Expectations 1 Unsatisfactory N.O. No Observation Acclimation to the school and the counseling department Attendance and Punctuality Ability to work within the purpose, structure and constraints of the school and counseling department Ability to meet schedules, follow-through, and attends to instructions Ability to work with other counselors, administrative staff and director Comments/Concerns: Professional Development Ability to assume responsibility for own learning, ask questions or take initiative as appropriate Written communication (Degree of skill and ability to express thoughts in writing) Quality of work (Organization; thoroughness; soundness of decisions; foresight) Demonstrates professional ethical behavior and personal Integrity Comments/Concerns: Professional Skills Ability to relate well to students, to listen and respond effectively, to pick up on verbal and nonverbal cues Responsiveness to students from diverse cultural, ethnic and NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 106

racial backgrounds, as well as different learning styles or developmental abilities Demonstrated counseling skills such as having insight into students issues, using appropriate self-disclosure, maintaining professional boundaries, and making decisions about an appropriate course of action Able to learn and use technology efficiently, e.g. computerized career program, scheduling of students, etc. Comments/Concerns: Supervision Comes prepared for supervision Uses feedback constructively Comments/Concerns: Overall observations Strengths: Areas for improvement: Changes/modification to goals: Overall rating Site Supervisor Signature Date Intern Signature Date I have read, discussed and agreed with the supervisor s evaluation Yes No NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 107

National Louis University School Counseling Program INTERNSHIP I EVALUATION (Completion of 300 hours) STUDENT FORM Intern: School Site: Site Supervisor: Evaluation Period (Dates): On the rating scale below please check the number that best represents your intern at this point in his/her internship. Rating Scale 4 Exceeds Expectations 3 Meets Expectations 2 Below Expectations 1 Unsatisfactory N.O. No Observation Acclimation to the school and the counseling department Attendance and Punctuality Ability to work within the purpose, structure and constraints of the school and counseling department Ability to meet schedules, follow-through, and attends to instructions Ability to work with other counselors, administrative staff and director Comments/Concerns: Professional Development Ability to assume responsibility for own learning, ask questions or take initiative as appropriate Written communication (Degree of skill and ability to express thoughts in writing) Quality of work (Organization; thoroughness; soundness of decisions; foresight) Demonstrates professional ethical behavior and personal Integrity Comments/Concerns: Professional Skills Ability to relate well to students, to listen and respond effectively, to pick up on verbal and nonverbal cues Responsiveness to students from diverse cultural, ethnic and NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 108

racial backgrounds, as well as different learning styles or developmental abilities Demonstrated counseling skills such as having insight into students issues, using appropriate self-disclosure, maintaining professional boundaries, and making decisions about an appropriate course of action Able to learn and use technology efficiently, e.g. computerized career program, scheduling of students, etc. Comments/Concerns: Supervision Comes prepared for supervision Uses feedback constructively Comments/Concerns: Overall observations Strengths: Areas for improvement: Changes/modification to goals: Overall rating Site Supervisor Signature Date Intern Signature Date I have shared and discussed this evaluation with my site supervisor. Yes No NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 109

School Counseling Internship II Forms Internship II Checklist Goals and Objectives Form (See pages 98-99) Weekly Log (See page 88) End of Term Summary Log (See page 89) Internship II Evaluation (Supervisor Form) Internship II Evaluation (Student Form) NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 110

National Louis University Counseling and Human Services Department HSC582 Internship II SCHOOL COUNSELING STUDENT ASSIGNMENT CHECK LIST Intern: Class Participation Goals and Objectives Time and Activity Logs (use form in Handbook) End of Term Summary Log (use form in Handbook) Case Conceptualization Presentation/Screening Team Report Consultation Paper Professional Capstone Assignment Portfolio Final Internship I Evaluations Student form Supervisor Form Completed 300 hours Direct hours (150 hours) Indirect hours (150 hours) Additional Enrichment Assignments (per University supervisor) Intern Signature: Date: University Supervisor Signature: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 111

Intern: School Site: Site Supervisor: Evaluation Period (Dates): National Louis University School Counseling Program INTERNSHIP II EVALUATION (Completion of 300 hours) SUPERVISOR FORM The purpose of this evaluation is to make a final appraisal of your school counseling intern. In order to receive the maximum benefit from this joint process, complete this evaluation and then confer and share your responses with your student. Rating Scale 4 Exceeds Expectations 3 Meets Expectations 2 Below Expectations 1 Unsatisfactory N.O. No Observation Personal Characteristics and Development Attendance and Punctuality Responsibility/Dependability (ability to meet schedules, follow through and attend to instructions.) Level of independent functioning (effectiveness in planning and analysis; ability to assume responsibility for own learning) Is Introspective, open and receptive to feedback Demonstrates flexibility by making appropriate changes in response to feedback Demonstrates motivation for current and future roles as a school counselor Comments/Concerns: Professional Characteristics and Development This area relates to the development of the intern s relationships and interaction with teachers, colleagues, administration and supervisor. Include level of student s self-awareness, awareness of others, the ability to work within the accepted framework of confidentiality and professional ethics and respects individual and cultural differences. Knowledge of school, goals, purposes and philosophy Ability to work within the purpose, structure, and constraints of the school Written communication (degree of skill and ability to express thoughts) Quality of work (organization; thoroughness; soundness of decisions; foresight) Ability to work with students in relation to academic scheduling, college planning, and career choices Comments/Concerns: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 112

Communication skills This area relates to intern s ability to listen, respond effectively, and pick up on verbal and nonverbal cues, maintain professional relationships with students and their families, and work with diverse cultural/ethnic and racial backgrounds. Comments/Concerns: Counseling skills Ability to counsel individual students to meet remedial, preventive, developmental, career development and personal needs Ability to identify students in need of personal/social counseling and make appropriate referral when necessary Intervenes appropriately with students in crisis Ability to provide group counseling to meet student remedial, preventive, developmental and emotional needs. Ability to develop and implement a classroom curriculum as appropriate to student and teacher needs Ability to identify and use school and community resources and make referrals as appropriate. Maintains the privacy and confidentiality of information Comments/Concerns: Consultation This area involves providing information, presenting instruction, giving suggestions for handling situations, and facilitating planning processes with students, parents, teachers, student service specialists administrators and community agency professionals. Comments/Concerns: Supervision This area relates to the intern s attending and coming prepared for supervision; ability to accept constructive criticism and recommendations; is open and honest in supervisory sessions and is able to recognize own limitations and seeks help and direction. Comments/Concerns: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 113

Overall observations Strengths Areas for improvement Would you hire this intern as a counselor? Overall rating Site Supervisor Signature Date Intern Signature Date I have read and discussed my supervisor s evaluation. Yes No NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 114

Intern: School Site: Site Supervisor: Evaluation Period (Dates): National Louis University School Counseling Program INTERNSHIP II EVALUATION (Completion of 300 hours) STUDENT FORM The purpose of this evaluation is to make a final appraisal of your school counseling intern. In order to receive the maximum benefit from this joint process, complete this evaluation and then confer and share your responses with your student. Rating Scale 4 Exceeds Expectations 3 Meets Expectations 2 Below Expectations 1 Unsatisfactory N.O. No Observation Personal Characteristics and Development Attendance and Punctuality Responsibility/Dependability (ability to meet schedules, follow through and attend to instructions.) Level of independent functioning (effectiveness in planning and analysis; ability to assume responsibility for own learning) Is Introspective, open and receptive to feedback Demonstrates flexibility by making appropriate changes in response to feedback Demonstrates motivation for current and future roles as a school counselor Comments/Concerns: Professional Characteristics and Development This area relates to the development of the intern s relationships and interaction with teachers, colleagues, administration and supervisor. Include level of student s self-awareness, awareness of others, the ability to work within the accepted framework of confidentiality and professional ethics and respects individual and cultural differences. Knowledge of school, goals, purposes and philosophy Ability to work within the purpose, structure, and constraints of the school Written communication (degree of skill and ability to express thoughts) Quality of work (organization; thoroughness; soundness of decisions; foresight) Ability to work with students in relation to academic scheduling, college planning, and career choices Comments/Concerns: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 115

Communication skills This area relates to intern s ability to listen, respond effectively, and pick up on verbal and nonverbal cues, maintain professional relationships with students and their families, and work with diverse cultural/ethnic and racial backgrounds. Comments/Concerns: Counseling skills Ability to counsel individual students to meet remedial, preventive, developmental, career development and personal needs Ability to identify students in need of personal/social counseling and make appropriate referral when necessary Intervenes appropriately with students in crisis Ability to provide group counseling to meet student remedial, preventive, developmental and emotional needs. Ability to develop and implement a classroom curriculum as appropriate to student and teacher needs Ability to identify and use school and community resources and make referrals as appropriate. Maintains the privacy and confidentiality of information Comments/Concerns: Consultation This area involves providing information, presenting instruction, giving suggestions for handling situations, and facilitating planning processes with students, parents, teachers, student service specialists administrators and community agency professionals. Comments/Concerns: Supervision This area relates to the intern s attending and coming prepared for supervision; ability to accept constructive criticism and recommendations; is open and honest in supervisory sessions and is able to recognize own limitations and seeks help and direction. Comments/Concerns: NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 116

Overall comments Strengths: Areas for improvement: Would you hire this intern as a counselor? Overall rating Site Supervisor Signature Date Intern Signature Date I have read and discussed my supervisor s evaluation. Yes No NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 117

APPENDIX A Course Descriptions NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 118

HSC501 Fundamentals of Counseling in Human Services This course presents an overview of the theory, principles, techniques and methods essential in conducting an effective interview. Specific skills, competencies, and concepts related to interviewing are studied, and an ongoing experiential component provides practice opportunities. In addition, there is a focus on self-awareness and insight, which are essential qualities for the effective interviewer. Fundamentals of Counseling is a prerequisite for every subsequent course. 3 semester hours HSC503 Counseling and Human Development in a Multicultural Society An examination of theory, techniques, dynamics, and behaviors of counseling in a multicultural society. Emphasis is placed upon understanding the influences of one's own cultural background as well as critical issues of counseling persons of other cultures, ethnicity, race, and/or unique subculture grouping. Prerequisite: HSC501. 3 semester hours HSC504 Clinical Techniques of Counseling This course expands interviewing skills and techniques through extended practice sessions with one client, relevant readings, examination of case materials and written exercises. Prerequisites: HSC501, HSC510. 3 semester hours HSC505 Clinical Assessment and Diagnosis This course will provide an overview of the DSM III R and how it can be used for purposes of assessment and diagnosis of the individual client. The student will learn the characteristics of various personality disorders and how to assess these disorders within the parameters of the helping interview. Prerequisites: HSC501, HSC510. 3 semester hours HSC506 Introduction to Theory and Practice of Family Therapy This course explores the theoretical models and concepts in the field of family therapy; focus upon systemic change, dysfunction, and stages of family development. Family therapy approaches to whole families are presented theoretically and through simulation experiences. Prerequisites: HSC501, HSC510. 3 semester hours HSC510 Theories of Counseling A survey of current theories of counseling and psychotherapies. The characteristics of all professional or paraprofessional helping relationships will be explored. Most major theories used in psychotherapy today and specific counseling techniques based on those theories will be studied to familiarize students with the most important methods of individual treatment of psychological problems. 3 semester hours NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 119

HSC511 Professional Practice and Ethics in Human Services This course will offer two components. One is a look at the field of professional counseling. Students will learn about the different types of counseling settings such as schools, community agencies, substance abuse programs, behavioral health programs, etc. Requirements for national certification, school certification and state licensing will be covered. The second component involves studying the American Counseling Association s Standards of Care and Code of Ethics. Case examples of ethical decision-making, role-plays and personal reflection are emphasized. 3 semester hours HSC512 Theories and Techniques of Group Counseling An overview of various theories and techniques of group counseling and the practical application of these techniques. The first part of the course emphasizes goals and purposes of group counseling, tasks, and skills of the group counselor, and guidelines for group creation. The latter sessions concentrate on the experiential application of these concepts. Prerequisite: HSC501 and HSC510 3 semester hours HSC514 Counseling for Career Development This course will present an overview of the concepts, theories, history, practices and techniques of career counseling through the life span. In addition the course will review the use of occupational classification systems, test and computers in career counseling, as well as counseling with special populations. An experiential component will provide practice opportunities. Prerequisite: HSC501. 3 semester hours HSM508 Research and Evaluation Methodology This course introduces students to principles and methods of social research and prepares students to appropriately apply these skills in the conduct of program evaluation and other program management applications. Emphasis will be placed on the research context for decision making in the planning, design, analysis and reporting of applied research. 3 semester hours HSS534 Perspectives on Substance Abuse Counseling This course provides an overview of substance use issues, including: understanding the substance use experience of the user and the impact of substance use disorder on the family and the larger community; assessment of substance use from abuse to dependence; historical aspects of use and of treatment, including the current treatment delivery system etiology with particular emphasis on application to the counseling process, 12 step groups and their role in counseling individuals with substance use problems; prevention efforts to reduce alcohol/drug problems. 3 semester hours LAP501 Introduction to Psychological Assessment Introduction to psychological evaluation, familiarizing the student with different NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 120

assessment procedures, including categories of tests, observations and implications. Several tests are examined in class, demonstrating standardized administration and the importance of controlling anxiety and establishing rapport with the individual being tested. Issues of reliability and validity, the importance of the referral question, and report reading will be stressed. Prerequisite: graduate standing. 3 semester hours LAP506 Advanced Human Development A study of the biological, physical, cognitive, emotional, social and personality development of humans from birth through death. Emphasis will be placed on research methodology, including interview and traditional psychological assessment. Normal and pathological aspects of the aging process will be explored. The concepts of prevention and postponement will be incorporated. Prerequisite: graduate standing. 3 semester hours HSC 524 Introduction to Community Counseling This course will introduce students to community agency counseling by familiarizing them with the roles of the community counselor, program development, and community counseling models and processes. Students will learn about counselors as change agents, client advocates, outreach specialists, consultants, and preventive educators, and they will review the effects of public policy, managed care, and other social issues on counseling practice. Prerequisites: HSC501, HSC510; HSC511 and HSC512. 3 semester hours. HSC534 School Counseling: Theory, Issues, and Practice This course is intended to develop knowledge and skills in the application of counseling theory and techniques in a school setting. Focus will be on a developmental counseling curriculum, academic program planning, motivation, consultation, collaboration, and referral. Current issues and practices will be included. Prerequisites: HSC501; HSC510; HSC511 3 semester hours HSC533 Clinical Practicum This course will provide a combination of didactic and experiential approaches to refine counseling skills as students begin to work in practice settings. Emphasis will be on the development of a counseling approach specific to clients needs and characteristics. Feedback, self-assessment, and group interaction will be elements of the course. This course requires 100 hours of field placement in an approved setting with 40 hours of direct client contact. PREREQUISITIES: HSC501; HSC510, HSC504, and HSC505. 3 semester hours HSM 581 Internship I Counseling experience in a community or school organization to enable NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 121

students to integrate classroom learning with practice and to refine their skills. Students complete 300 hours on-site, half of which must be direct client service. Placements are individualized according to the student's track (school or agency. Students also participate in a weekly supervision class. Prerequisite: HSC533 and approval from internship coordinator and department. 3 semester hours HSC582 Internship II A continuation o Internship I. An additional 300 hours of on-site experience, half of which must be direct client contact. Students continue to attend an internship supervision class. Prerequisite: HSC582. 3 semester hours HSM585X Internship Extension Course allows students extra time to complete required Internship hours. Structure is exactly the same as HSC582 & HSM585. 0 semester hours School Counseling Certificate Program EPS509 Structure and Organization of the Educational System Introduces students to the structure, organization, and operation of the educational system with an emphasis on P-12 schools. Course is designed for school counseling professionals who function in roles that support direct instruction and intervene with students and their families in school setting. Activities provide an open forum in which students first understand and then construct their own ideas about effective schooling in the United States. EPS539 Foundational Behavioral Support The purpose of this course is to enhance student understanding of cognitivebehavioral change programs for children and adolescents. Students review psychological theory on the connection between culture, cognition, and action as it relates to child behavior in the classroom. Students apply this information to critique and develop culturally responsive intervention programs to support child or adolescent learning. SPE500 Introduction to Exceptional Children and Adolescents/Special Education This course provides fundamental knowledge of the historical, legal, philosophical, and instructional issues pertaining to the education of students with disabilities. Key components of the Individuals with Disabilities Education Act (IDEA) and other important laws and regulations are stressed. A basic understanding is gained of all high incidences with an emphasis on learning disabilities and behavior disorders and low incidence disabilities. A variety of NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 122

assessment and instructional strategies are introduced. All types of classroom and intervention models are explored, including inclusive, co-teaching, mainstream, resource and self-contained. The responsibilities of general education and special education teachers, partnerships with parents, and collaborative reform issues are highlighted. Fifteen clinical observation hours are required as part of this course. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 123

APPENDIX B Student Performance Review NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 124

Department of Counseling and Human Services Student Performance Review Student No concerns Class Term Grade in Professor Class Rating Scale: 1- Below Expectation 2- At Expectation 3- Above Expectation Academic Skills 1 2 3 Concerns -Be Specific Makes valuable contributions to class discussions regarding content and readings Demonstrates thoughtfulness and self-reflection about the course content in class discussions and through written assignments Demonstrates an ability to make professional presentations Demonstrates college level writing skills Interpersonal Skills 1 2 3 Concerns -Be Specific Actively contributes to small and large group discussion Does not monopolize classroom time or make inappropriate self-disclosure Refrains from being argumentative and attention getting Demonstrates insight into how personal characteristics and values impact professional identity development Demonstrates an awareness of how own actions or verbal responses impact classmates, teachers, supervisors, and/or clients Recognizes & can accurately assess own competencies& skills, & shares these with peers, teachers and supervisors NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 125

Intrapersonal Awareness 1 2 3 Concerns -Be Specific Recognizes and/or acknowledges own issues which may interfere with performance as a counselor When personal issues interfere is willing to take necessary steps to resolve such issues sufficiently Professional Behavior 1 2 3 Concerns -Be Specific Demonstrates an awareness and sensitvity to ethical issues Attends class weekly, comes to class on time Does not leave class early Papers and assignments completed on time Demonstrates the ability to receive, integrate, and utilize feedback from peers, teachers, and supervisors In your opinion, at this time, do you feel that this student is appropriate for the counseling program/profession? I have the following reservations about this student YES NO Recommendations NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 126

Date National Louis University Counseling & Human Services Department Remediation Plan Student Advisor/Faculty Member After reviewing the above student s Performance Evaluation Forms and/or Incident Report Forms, the following Remediation Plan has been created. Completion of the Remediation Plan will be required before this student will be admitted into the clinical portion of this Masters Degree program. Academic (Grade other than A or B) Poor writing skills Personal/interpersonal/questionable behavior Other I understand that admission into the clinical portion of this degree program (Practicum and Internship) is dependent upon my completion of the requirements in this agreed-upon Remediation Plan. Student Date NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 127

Student Name Date LEARNING OBJECTIVES RUBRIC FOR SCORING PORTFOLIOS Objective 1. To acquaint students with all facets of being professional counselors, including not only individual, group, and family counseling practices, but also the necessity of advocating for students/clients and the profession, adhering to ethical and legal integrity, and involvement in professional organizations and activities. Based on data/information contained in the summary of log hours and final resume Score 1 for criteria not met, 2 for meets criteria, score 3 for exceeds criteria a. Has experience/training in individual, group, and family counseling practices. 1 2 3 b. Has experience/training with advocacy for students/clients, and counseling profession. 1 2 3 c. Demonstrates understanding of necessity for adhering to ethical and legal integrity. 1 2 3 d. Demonstrates understanding of necessity for involvement in professional organizations and activities. 1 2 3 Total Score Average Score Objective met Objective not met Objective 2. To provide students with the academic training and professional experiences needed to develop counseling knowledge and skills, including technological competencies as a professional counselor. Based on data/information contained in site supervisors evaluations Score 1 for criteria not met, 2 for meets criteria, score 3 for exceeds criteria a. Minimum of average satisfactory rating on site supervisors evaluations. 1 2 3 Objective met Total Score Objective not met Objective 3. To provide students with opportunities for self-reflection, and to impress upon the students the necessity of continuing education as well as the need for ongoing personal self-awareness and growth. Based on data/information contained in the personal philosophy/capstone paper Score 1 for criteria not met, 2 for meets criteria, score 3 for exceeds criteria a. Understands the necessity of continuing education. 1 2 3 b. Understands the need for ongoing personal selfawareness and growth. 1 2 3 c. Demonstrates adequate self-awareness and growth. 1 2 3 Objective met Total Score Average Score Objective not met NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 128

Objective 4. To instill in students an appreciation for the worth of each individual, a developmental perspective on human growth over the lifespan, and an awareness of the importance of context, culture, and diversity. Based on data/information contained in site supervisors evaluations and personal philosophy Score 1 for criteria not met, 2 for meets criteria, score 3 for exceeds criteria a. Demonstrates appreciation for worth of each individual. 1 2 3 b. Understands development and human growth over the lifespan. 1 2 3 c. Demonstrates awareness of the importance of context, culture, and diversity. 1 2 3 Objective met Total Score Average Score Objective not met Objective 5. To model and teach practices consistent with the legal and ethical standards of the counseling profession. Based on data/information contained in case conceptualization papers Score 1 for criteria not met, 2 for meets criteria, score 3 for exceeds criteria a. Understands legal and ethical standards. 1 2 3 b. Demonstrates practice consistent with legal and ethical standards. 1 2 3 Objective met Total Score Average Score Objective not met Objective 6. To provide students with curricular experiences that integrate theory, research, and skill development. Based on data/information contained in representative paper and exams Score 1 for criteria not met, 2 for meets criteria, score 3 for exceeds criteria a. Demonstrates adequate integration of theory, research, and skill development. 1 2 3 Objective met Total Score Average Score Objective not met NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 129

Appendix C Certification and Licensure NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 130

Illinois Counselor Licensure In Illinois, the professional counselor licensure bill became law in March, 1993. Specific application procedures, forms, and examination processes are available from the Illinois Department of Finance Professional Regulations (www.idfpr.com) Education requirements for LPC and LCPC The program must be at least two academic years and require a minimum of 48 semester hours (or equivalent) in the following thirteen content areas: 1. Human growth and development and maladaptive behavior. 2. Counseling theory. 3. Counseling techniques. 4. Group dynamics, processing and counseling. 5. Appraisal of individuals. 6. Research and evaluation. 7. Professional, legal and ethical responsibilities relating to professional counseling, especially as related to Illinois law. 8. Social and cultural foundations. 9. Lifestyle and career development. 10. Substance Abuse Counseling 11. Family Therapy 12. Career Counseling 13. Practicum and Internship Licensed Professional Counselor (LPC) Requirements: Education: Completed a minimum of a 48 semester hour master s degree in counseling, psychology or related field. The program must be comprehensive and continuous. No combination of degrees/programs will be acceptable. Exam: Pass the National Counselor's Exam (NCE). Licensed Clinical Professional Counselor (LCPC) Requirements: Education: Master's degree in psychology, counseling or related field Exam: Pass both the National Counselor Exam and the National Mental Health Counselor Exam. Experience: 3,360 hours of clinical counseling work with individuals, couples, families, groups or organizations under the direction of a qualified supervisor (LCPC, LCSW, licensed psychologist, or psychiatrist) after completing the master s degree. The minimum amount of time to obtain post-masters experience is 96 weeks (two units of 48 weeks each); there is no maximum amount of time; part time work is acceptable. Each 48-week unit of experience includes 960 hours of face-to-face service to clients Note: The best source of current information in addition to IDFPR is: Illinois Mental Health Counselors Association IMHCA, 800/493-4424 www.imhca.org The American Counseling Association (ACA) is an excellent resource for obtaining information and addresses of state licensing boards in other states beside Illinois. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 131

How To Apply for Licensure Directly through IDFPR The process for applying for the LPC is as follows: Computerized testing is available in Illinois for the NCE exam. Applicants will submit their application for licensure directly to the IDFPR following graduation. IDFPR staff will review the application. If it is complete and all is in order you will receive a letter from IDFPR (a Counselor Examination Application Evaluation Notice) approving you to take the exam. Once you receive your Counselor Examination Application Evaluation Notice you will go to the Continental Testing website and the NBCC website. Next apply to take the exam at the Continental Testing Website by either printing the form and mail it in with payment or you can complete the form online and submit it with credit card payment http://www.continentaltesting.net/profdetail.aspx?entity=2&profid=37 = NCE Next go to the NBCC website and register for the exam. NBCC will collect an exam fee. After successfully completing the above steps you will receive an Authorization to Test (ATT) letter from NBCC which will allow you to schedule the test date, time and location. You can schedule either online or by phone. On-Line Scheduling through Applied Measurement Professionals (AMP): http://www.goamp.com/ and select Candidates By phone: Call AMP at 888-519-9901 Testing is offered at specific H&R Block offices the first full week of each month. The exam is administered by appointment only Monday through Fridays at 9:00 AM and 1:30 PM. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 132

Test Results: After completing the examination, report to the examination proctor to receive your score report. Your score report will be indicated as pass or fail. A complete score report will be mailed. Retakes: If you are unsuccessful in your examination attempt, you may reregister once every 90 days by completing another NBCC Examination Registration form. It is recommended that you not re-register until after you have received your complete score as this will indicate your areas of strength and weakness. PROCUEDURES MAY CHANGE AND COSTS MAY INCREASE. IT IS RECOMMENDED THAT YOU CHECK WITH THE IMHCA WEBSITE, http://www.imhca.org/ FOR MOST CURRENT INFORMATION. Certification Counselor certification is recognized through the National Board of Certified Counselors (NBCC). National Board of Certified Counselors, Inc. (NBCC) 3-D Terrace Way, Suite D Greensboro, NC 27403-3660 336-547-0607 Certification is a national, voluntary process. Two levels of professional counselor certification are available: NCC (National Certified Counselor) and CCMHC (Certified Clinical Mental Health Counselor). The NCE: General Information The purpose of the NCE is to assess knowledge, skills, and abilities viewed as important for providing effective counseling services. The NCE is designed to be general in nature. It is intended to assess cognitive knowledge which should be known by all counselors regardless of their individual professional specialties. Content Areas & Work Behaviors Human Growth and Development Social and Cultural Foundations Helping Relationships Group Work NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 133

Career and Lifestyle Development Appraisal Research and Program Evaluation Professional Orientation and Ethics In addition, the NCE is based on the following five work behaviors: Fundamentals of Counseling Assessment and Career Counseling Group Counseling Programmatic and Clinical Intervention Professional Practice Issues Examination Format The NCE is comprised of 200 multiple-choice questions and is scheduled for a four-hour period beginning at 9:00 a.m. Responses are recorded on a separate machine-scorable answer sheet. A different edition of the NCE is compiled for each administration of the exam. Each form's questions are drawn from the NCE item pool which has undergone extensive review and field testing. The entire item pool, each form of the NCE, and the answer sheet are copyrighted. Consequently, any distribution of the examination content or materials through any form of reproduction or oral or written communication is strictly prohibited. Disclosure of examination content is a violation of the NBCC Code of Ethics. Scoring Procedures Of the 200 items on the examination, only 160 items are scored to determine whether you meet or surpass the minimum criterion (passing) score for that form of the NCE. The MAXIMUM possible score on the NCE is 160. The remaining 40 items on the exam are being field tested to determine their appropriateness for future use. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 134

Since the 160 items to be scored are not identified in the exam booklet, you should respond with equal effort to all items. The minimum criterion (passing) score is derived from a modified Angoff procedure. The NCE is not scored on a curve, therefore, the candidate pool does not determine the passing score. Examination Results NBCC will mail examination results to examinees within eight weeks of the date of the examination. No scores are released by telephone. NBCC's score report contains: (1) your number of correct responses for 13 domains on the NCE and your TOTAL SCORE, which is the sum of the correct responses; (2) the group mean and standard deviation for each domain and the total exam; (3) the minimum criterion (passing) score for that form of the NCE. If your TOTAL SCORE meets or exceeds the minimum criterion score, you have passed the NCC. Score reports are mailed only to the examinee at the address provided on the NCC application or Exam Registration Form. It is your responsibility to send written notification to NBCC if there is a change of address. Your specific examination scores will not be released to a third party without your written permission. Scores cannot be released until all requirements, including fees, are fulfilled. There is a fee charged for sending score verifications to third parties. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 135

HOW TO APPLY FOR LICENSURE IF YOU HAVE TAKEN THE NCC EXAM THROUGH NBCC After receiving your passing test results from NBCC and after graduation, you are to do the following: 1. Contact the Illinois Department of Finance and Professional Regulations www.idfpr.com/dpr/licensee.asp. Once on the site, you can choose either a written application or an online application for the Licensed Professional Counselor (LPC). To download the application, you must use Acrobat Reader. Your application is valid for three years from the date you apply. 2. Professional Code: 178 3. Licensure Method: ACCEPTANCE OF EXAMINATION as you have already taken and passed the exam through NBCC. 4. Submission of Certification form: Contact NBCC. NBCC will request a processing fee, an official final transcript, and a written request to have your exam score sent to the Illinois Department of Finance and Professional Regulations. 5. ED (Certificate of Education): Submit form to NLU registrar. This form MUST have the University seal. 6. Submission of Transcript with University seal: This means your transcript must have the University seal and be submitted in the envelope you receive your transcript in from the registrar s office. The envelope cannot have been opened. 7. Professional Counselor Academic Criteria: To fill out this section, please see attached form LPC/LCPC Core Areas. You do not need to fill out VE-LPC form. 8. Submit your application along with the required fee. Follow all instructions carefully or your application will be returned. The State of Illinois charges an application fee. This fee does change, so please review the charges as stated in the application form. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 136

Content Areas and Corresponding Courses for LPC and LCPC Area Counseling Course Title Course Number Course Credit Comments Human Grow Human Growth & Dev. Advanced Human Growth and Development LAP506 3 Counseling Theory Theories of Counseling HSC510 3 Counseling Techniques Fundamentals of Counseling HSC501 3 Group Dynamics, Processing & Counseling Appraisal of Individuals Research & Evaluation Theories and Techniques of Group Counseling Introduction to Psychological Assessment* Research and Evaluation Methodology HSC512 3 LAP501 3 HSM508 3 Professional, Legal & Ethical Responsibilities Professional Practice and Ethics in HSC511 3 Social & Cultural Foundations Lifestyle & Career Development Counseling and Human Development in a Multicultural Society Counseling for Career Development HSC503 3 HSC514 3 Practicum/Internship Human Services Practicum Human Services Internship I Human Services Internship II HSC533 HSC581 HSC582 3 3 3 ** Counseling Education Counseling Supervision Family Dynamics Introduction to the Theory and Perspective Family Therapy HSC506 3 Psychopathology & Maladaptive Behavior Clinical Assessment and Diagnosis HSC505 3 Substance Abuse Perspectives in Substance Abuse Counseling HSS534 3 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 137

SIGN OFF FORM FOR INDIVIDUALS REQUESTING ADMISSION INTO COUNSELING COURSES AS A STUDENT-AT-LARGE TO ADDRESS IDENTIFIED ACADEMIC DEFICIENCIES AND ENABLE THEM TO SIT FOR THE LPC OR LCPC TEST Contact information for the individual requesting Student-at-Large status. Name: Home Address: Email Address: Phone: (Home) (Mobile) (Work) Please list the educational institution and program in Counseling attended Name and number of course(s) requested. Identity of the cohort involved in the request. ************************** I confirm that the requested cohort class has room for a student-at-large. (Campus Coordinator) We believe that a student at large will not negatively affect the overall dynamics of the cohort listed above. (Campus Coordinator) (Cohort Advisor) I believe that a student at large will not negatively affect the cohort s dynamics in the class listed above. (Course Instructor) *In addition to this form, please submit documents from the State of Illinois that require you to take additional coursework If all signatures are present, then the individual named above is permitted to registrar as a student-at-large for the course listed above. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 138

Illinois Professional Educator License- School Counselor Endorsement Certification Steps for Application After Completion of Program 1. During the Winter term, the student initiates the process by completing the Degree Finalization Request with the Registrar. 2. Next, the student completes Application Form 73-03D- Application for School Service Personnel or Administrative Certificate available at www.isbe.net 3. Two copies of the completed form shall be submitted to your University internship professor who will then forward one copy of the form to the School Counseling Faculty Coordinator and one copy to the University Certification Officer. 4. When the degree is conferred, the Certification Office will complete the Certification Entitlement with ISBE database and return the application to the student. Instructions for completing the registration of the Professional Educator License- School Counselor Endorsement Certificate (either online, with a local ROE, or by mailing directly to the state) will be sent to the student. The Interim (Type 78) Certificate 1. This is an interim (temporary) certificate that allows student candidates who have been admitted to a certification program three years to complete all the requirements for the Service Personnel, Professional Educator License- School Counselor Endorsement School Counselor Certificate. 2. To obtain the Interim Certification of School Counselor Interns, students must take and pass the Illinois Test of Academic Proficiency (TAP). Students must be officially accepted into the NLU School Counseling program. 3. Students must meet with their advisor to complete the application for the Interim Certification of School Counselor Interns. The advisor will then forward the application to the appropriate person for further processing. 4. No student may independently apply to the certification office for this certificate. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 139

Note 1: Do not attempt to register for certification directly with the Illinois State Board of Education. The university must endorse the candidate. The above steps are required to complete the process. Note 2: Students who already have a master s degree in counseling and are completing only the school counseling certification courses must be sure to list NLU on the application for the Type 78 and Professional Educator License- School Counselor Endorsement certificate. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 140

Content Areas to Meet Requirements for Illinois State Board of Education School Counseling (Guidance) Endorsement State Requirement 1. Human Growth and Development (3 hours) NLU Course LAP506 Advanced Human Development (3 SH) 2. Social and Cultural Foundations (3 hours) 3. The Helping Relationship (6 hours) 4. Groups (3 hours) 5. Life Style and Career Development (3 hours) 6. Appraisal of the Individual (3 hours) 7. Research and Evaluation (3 hours) 8. Professional Orientation (3 hours) HSC503 Counseling and Human Development in a Multicultural Society (3SH) HSC501 Fundamentals of Counseling (3 SH) HSC510 Theories of Counseling (3 SH) HSC512 Theories and Techniques of Group Counseling (3 SH) HSC514 Counseling for Career Development (3 SH) LAP501 Introduction to Psychological Assessment (3 SH) HSC505 Clinical Assessment and Diagnosis (3 SH) HSM508 Research and Evaluation Methodology (3 SH) HSC511 Professional Practice and Ethics (3 SH) NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 141

APPENDIX D Codes of Ethics NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 142

American Counseling Association Code of Ethics Mission The mission of the American Counseling Association is to enhance the quality of life in society by promoting the development of professional counselors, advancing the counseling profession, and using the profession and practice of counseling to promote respect for human dignity and diversity. ACA Code of Ethics Preamble The American Counseling Association is an educational, scientific, and professional organization whose members work in a variety of settings and serve in multiple capacities. ACA members are dedicated to the enhancement 0f human development throughout the life span. Association members recognize diversity and embrace a cross-cultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts. Professional values are an important way of living out an ethical commitment. Values inform principles. Inherently held values that guide our behaviors or exceed prescribed behaviors are deeply ingrained in the counselor and developed out of personal dedication, rather than the mandatory requirement of an external organization. ACA Code of Ethics Purpose: The ACA Code of Ethics serves five main purposes: 1. The Code 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. 2. The Code helps support the mission of the association. 3. The Code establishes principles that define ethical behavior and best practices of association members. 4. The Code serves as an ethical guide designed to assist members in constructing a professional course of action that best serves those utilizing counseling services and best promotes the values of the counseling profession. 5. The Code serves as the basis for processing of ethical complaints and inquiries initiated against members of the association. The ACA Code of Ethics contains eight main sections that address the following areas: Section A: The Counseling Relationship Section B: Confidentiality, Privileged Communication, and Privacy Section C: Professional Responsibility NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 143

Section D: Relationships With Other Professionals Section E: Evaluation, Assessment, and Interpretation Section F: Supervision, Training, and Teaching Section G: Research and Publication Section H: Resolving Ethical Issues Each section of the ACA Code of Ethics begins with an Introduction. The introductions to each section discuss what counselors should aspire to with regard to ethical behavior and responsibility. The Introduction helps set the tone for that particular section and provides a starting point that invites reflection on the ethical mandates contained in each part of the ACA Code of Ethics. When counselors are faced with ethical dilemmas that are difficult to resolve, they are expected to engage in a carefully considered ethical decision-making process. Reasonable differences of opinion can and do exist among counselors with respect to the ways in which values, ethical principles, and ethical standards would be applied when they conflict. While there is no specific ethical decision-making model that is most effective, counselors are expected to be familiar with a credible model of decision making that can bear public scrutiny and its application. Through a chosen ethical decision-making process and evaluation of the context of the situation, counselors are empowered to make decisions that help expand the capacity of people to grow and develop. A brief glossary is given to provide readers with a concise description of some of the terms used in the ACA Code of Ethics. Section A: The Counseling Relationship Introduction Counselors encourage client growth and development in ways that foster the interest and welfare of clients and promote formation of healthy relationships. Counselors actively attempt to understand the diverse cultural backgrounds of the clients they serve. Counselors also explore their own cultural identities and how these affect their values and beliefs about the counseling process. Counselors are encouraged to contribute to society by devoting a portion of their professional activity to services for which there is little or no financial return (pro bono publico). A.1. Welfare of Those Served by Counselors A.1.a. Primary Responsibility The primary responsibility of counselors is to respect the dignity and to promote the welfare of clients. A.1.b. Records Counselors maintain records necessary for rendering professional services to their clients and as required by laws, regulations, or agency or institution procedures. Counselors include sufficient and timely documentation in their client records to facilitate the delivery and continuity of needed services. Counselors take reasonable steps to ensure that documentation in records accurately reflects client progress and services provided. If errors are made in client records, counselors take steps to properly note the correction of such errors according to agency or institutional policies. (See A.12.g.7., B.6., B.6.g., G.2.j.) A.1.c. Counseling Plans Counselors and their clients work jointly in devising integrated 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 assess their continued viability and effectiveness, respecting the freedom of choice of clients. (See A.2.a., A.2.d., A.12.g.) A.1.d. Support Network Involvement NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 144

Counselors recognize that support networks hold various meanings in the lives of clients and consider enlisting the support, understanding, and involvement of others (e.g., religious/spiritual/community leaders, family members, friends) as positive resources, when appropriate, with client consent. A.1.e. Employment Needs Counselors work with their clients considering employment in jobs that are consistent with the overall abilities, vocational limitations, physical restrictions, general temperament, interest and aptitude patterns, social skills, education, general qualifications, and other relevant characteristics and needs of clients. When appropriate, counselors appropriately trained in career development will assist in the placement of clients in positions that are consistent with the interest, culture, and the welfare of clients, employers, and/or the public. A.2. Informed Consent in the Counseling Relationship (See A.12.g., B.5., B.6.b., E.3., E.13.b., F.1.c., G.2.a.) A.2.a. Informed Consent Clients have the freedom to choose whether to enter into or remain in a counseling relationship and need adequate information about the counseling process and the counselor. Counselors have an obligation to review in writing and verbally with clients the rights and responsibilities of both the counselor and the client. Informed consent is an ongoing part of the counseling process, and counselors appropriately document discussions of informed consent throughout the counseling relationship. A.2.b. Types of Information Needed Counselors explicitly explain to clients the nature of all services provided. They inform clients about issues such as, but not limited to, the following: the purposes, goals, techniques, procedures, limitations, potential risks, and benefits of services; the counselor s qualifications, credentials, and relevant experience; continuation of services upon the incapacitation or death of a counselor; 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 confidentiality and to be provided with an explanation of its limitations (including how supervisors and/or treatment team professionals are involved); to obtain clear information about their records; to participate in the ongoing counseling plans; and to refuse any services or modality change and to be advised of the consequences of such refusal. A.2.c. Developmental and Cultural Sensitivity Counselors communicate information in ways that are both developmentally and culturally appropriate. Counselors use clear and understandable language when discussing issues related to informed consent. When clients have difficulty understanding the language used by counselors, they provide necessary services (e.g., arranging for a qualified interpreter or translator) to ensure comprehension by clients. In collaboration with clients, counselors consider cultural implications of informed consent procedures and, where possible, counselors adjust their practices accordingly. A.2.d. Inability to Give Consent When counseling minors or persons unable to give voluntary consent, counselors seek the assent of clients to services, and include them in decision making as appropriate. Counselors recognize the need to balance the ethical rights of clients to make choices, their capacity to give consent or assent to receive services, and parental or familial legal rights and responsibilities to protect these clients and make decisions on their behalf. A.3. 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. A.4. Avoiding Harm and Imposing Values A.4.a. Avoiding Harm Counselors act to avoid harming their clients, trainees, and research participants and to minimize or to remedy unavoidable or unanticipated harm. A.4.b. Personal Values Counselors are aware of their own values, attitudes, beliefs, and behaviors and avoid imposing values that are inconsistent with counseling goals. Counselors respect the diversity of clients, trainees, NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 145

and research participants. A.5. Roles and Relationships With Clients (See F.3., F.10., G.3.) A.5.a. Current Clients Sexual or romantic counselor client interactions or relationships with current clients, their romantic partners, or their family members are prohibited. A.5.b. Former Clients Sexual or romantic counselor client interactions or relationships with former clients, their romantic partners, or their family members are prohibited for a period of 5 years following the last professional contact. Counselors, before engaging in sexual or romantic interactions or relationships with clients, their romantic partners, or client family members after 5 years following the last professional contact, demonstrate forethought and document (in written form) whether the interactions or relationship can be viewed as exploitive in some way and/or whether there is still potential to harm the former client; in cases of potential exploitation and/or harm, the counselor avoids entering such an interaction or relationship. A.5.c. Nonprofessional Interactions or Relationships (Other Than Sexual or Romantic Interactions or Relationships) Counselor client nonprofessional relationships with clients, former clients, their romantic partners, or their family members should be avoided, except when the interaction is potentially beneficial to the client. (See A.5.d.) A.5.d. Potentially Beneficial Interactions When a counselor client nonprofessional interaction with a client or former client may be potentially beneficial to the client or former client, the counselor must document in case records, prior to the interaction (when feasible), the rationale for such an interaction, the potential benefit, and anticipated consequences for the client or former client and other individuals significantly involved with the client or former client. Such interactions should be initiated with appropriate client consent. Where unintentional harm occurs to the client or former client, or to an individual significantly involved with the client or former client, due to the nonprofessional interaction, the counselor must show evidence of an attempt to remedy such harm. Examples of potentially beneficial interactions include, but are not limited to, attending a formal ceremony (e.g., a wedding/commitment ceremony or graduation); purchasing a service or product provided by a client or former client (excepting unrestricted bartering); hospital visits to an ill family member; mutual membership in a professional association, organization, or community. (See A.5.c.) A.5.e. Role Changes in the Professional Relationship When a counselor changes a role from the original or most recent contracted relationship, he or she obtains informed consent from the client and explains the right of the client to refuse services related to the change. Examples of role changes include 1. changing from individual to relationship or family counseling, or vice versa; 2. changing from a non-forensic evaluative role to a therapeutic role, or vice versa; 3. changing from a counselor to a researcher role (i.e., enlisting clients as research participants), or vice versa; and 4. changing from a counselor to a mediator role, or vice versa. Clients must be fully informed of any anticipated consequences (e.g., financial, legal, personal, or therapeutic) of counselor role changes. A.6. Roles and Relationships at Individual, Group, Institutional, and Societal Levels A.6.a. Advocacy When appropriate, counselors advocate at individual, group, institutional, and societal levels to examine potential barriers and obstacles that inhibit access and/or the growth and development of clients. A.6.b. Confidentiality and Advocacy Counselors obtain client consent prior to engaging in advocacy efforts on behalf of an identifiable client to improve the provision of services and to work toward removal of systemic barriers or obstacles that inhibit client access, growth, and development. A.7. Multiple Clients NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 146

When a counselor agrees to provide counseling services to two or more persons who have a relationship, the counselor clarifies at the outset which person or persons are clients and the nature of the relationships the counselor will have with each involved person. If it becomes apparent that the counselor may be called upon to perform potentially conflicting roles, the counselor will clarify, adjust, or withdraw from roles appropriately. (See A.8.a., B.4.) A.8. Group Work (See B.4.a.) A.8.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. A.8.b. Protecting Clients In a group setting, counselors take reasonable precautions to protect clients from physical, emotional, or psychological trauma. A.9. End-of-Life Care for Terminally Ill Clients A.9.a. Quality of Care Counselors strive to take measures that enable clients 1. to obtain high quality end-of-life care for their physical, emotional, social, and spiritual needs; 2. to exercise the highest degree of self-determination possible; 3. to be given every opportunity possible to engage in informed decision making regarding their endof-life care; and 4. to receive complete and adequate assessment regarding their ability to make competent, rational decisions on their own behalf from a mental health professional who is experienced in endof-life care practice. A.9.b. Counselor Competence, Choice, and Referral Recognizing the personal, moral, and competence issues related to end-of-life decisions, counselors may choose to work or not work with terminally ill clients who wish to explore their end-of-life options. Counselors provide appropriate referral information to ensure that clients receive the necessary help. A.9.c. Confidentiality Counselors who provide services to terminally ill individuals who are considering hastening their own deaths have the option of breaking or not breaking confidentiality, depending on applicable laws and the specific circumstances of the situation and after seeking consultation or supervision from appropriate professional and legal parties. (See B.5.c., B.7.c.) A.10. Fees and Bartering A.10.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. A.10.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, counselors assist clients in attempting to find comparable services of acceptable cost. A.10.c. Nonpayment of Fees If counselors intend to use collection agencies or take legal measures to collect fees from clients who do not pay for services as agreed upon, they first inform clients of intended actions and offer clients the opportunity to make payment. A.10.d. Bartering Counselors may barter only if the relationship is not exploitive or harmful and does not place the counselor in an unfair advantage, if the client requests it, and if such arrangements are an accepted practice among professionals in the community. Counselors consider the cultural implications of bartering and discuss relevant concerns with clients and document such agreements in a clear written contract. A.10.e. Receiving Gifts Counselors understand the challenges of accepting gifts from clients and recognize that in some NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 147

cultures, small gifts are a token of respect and showing gratitude. When determining whether or not to accept a gift from clients, counselors take into account the therapeutic relationship, the monetary value of the gift, a client s motivation for giving the gift, and the counselor s motivation for wanting or declining the gift. A.11. Termination and Referral A.11.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, illness, and following termination. A.11.b. Inability to Assist Clients If counselors determine an inability to be of professional assistance to clients, they avoid entering or continuing counseling relationships. Counselors are knowledgeable about culturally and clinically appropriate referral resources and suggest these alternatives. If clients decline the suggested referrals, counselors should discontinue the relationship. A.11.c. Appropriate Termination Counselors terminate a counseling relationship when it becomes reasonably apparent that the client no longer needs assistance, is not likely to benefit, or is being harmed by continued counseling. Counselors may terminate counseling when in jeopardy of harm by the client, or another person with whom the client has a relationship, or when clients do not pay fees as agreed upon. Counselors provide pretermination counseling and recommend other service providers when necessary. A.11.d. Appropriate Transfer of Services When counselors transfer or refer clients to other practitioners, they ensure that appropriate clinical and administrative processes are completed and open communication is maintained with both clients and practitioners. A.12. Technology Applications A.12.a. Benefits and Limitations Counselors inform clients of the benefits and limitations of using information technology applications in the counseling process and in business/ billing procedures. Such technologies include but are not limited to computer hardware and software, telephones, the World Wide Web, the Internet, online assessment instruments and other communication devices. A.12.b. Technology-Assisted Services When providing technology-assisted distance counseling services, counselors determine that clients are intellectually, emotionally, and physically capable of using the application and that the application is appropriate for the needs of clients. A.12.c. Inappropriate Services When technology-assisted distance counseling services are deemed inappropriate by the counselor or client, counselors consider delivering services face to face. A.12.d. Access Counselors provide reasonable access to computer applications when providing technology-assisted distance counseling services. A.12.e. Laws and Statutes Counselors ensure that the use of technology does not violate the laws of any local, state, national, or international entity and observe all relevant statutes. A.12.f. Assistance Counselors seek business, legal, and technical assistance when using technology applications, particularly when the use of such applications crosses state or national boundaries. A.12.g. Technology and Informed Consent As part of the process of establishing informed consent, counselors do the following: 1. Address issues related to the difficulty of maintaining the confidentiality of electronically transmitted communications. 2. Inform clients of all colleagues, supervisors, and employees, such as Informational Technology (IT) administrators, who might have authorized or unauthorized access to electronic transmissions. 3. Urge clients to be aware of all authorized or unauthorized users including family members and fellow employees who have access to any technology clients may use in the counseling process. 4. Inform clients of pertinent legal rights and limitations governing the practice of a profession over state lines or international boundaries. 5. Use encrypted Web sites and e-mail communications to help ensure confidentiality when possible. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 148

6. When the use of encryption is not possible, counselors notify clients of this fact and limit electronic transmissions to general communications that are not client specific. 7. Inform clients if and for how long archival storage of transaction records are maintained. 8. Discuss the possibility of technology failure and alternate methods of service delivery. 9. Inform clients of emergency procedures, such as calling 911 or a local crisis hotline, when the counselor is not available. 10. Discuss time zone differences, local customs, and cultural or language differences that might impact service delivery. 11. Inform clients when technology-assisted distance counseling services are not covered by insurance. (See A.2.) A.12.h. Sites on the World Wide Web Counselors maintaining sites on the World Wide Web (the Internet) do the following: 1. Regularly check that electronic links are working and professionally appropriate. 2. Establish ways clients can contact the counselor in case of technology failure. 3. Provide electronic links to relevant state licensure and professional certification boards to protect consumer rights and facilitate addressing ethical concerns. 4. Establish a method for verifying client identity. 5. Obtain the written consent of the legal guardian or other authorized legal representative prior to rendering services in the event the client is a minor child, an adult who is legally incompetent, or an adult incapable of giving informed consent. 6. Strive to provide a site that is accessible to persons with disabilities. 7. Strive to provide translation capabilities for clients who have a different primary language while also addressing the imperfect nature of such translations. 8. Assist clients in determining the validity and reliability of information found on the World Wide Web and other technology applications. Section B: Confidentiality, Privileged Communication, and Privacy Introduction Counselors recognize that trust is a cornerstone of the counseling relationship. Counselors aspire to earn the trust of clients by creating an ongoing partnership, establishing and upholding appropriate boundaries, and maintaining confidentiality. Counselors communicate the parameters of confidentiality in a culturally competent manner. B.1. Respecting Client Rights B.1.a. Multicultural/Diversity Considerations Counselors maintain awareness and sensitivity regarding cultural meanings of confidentiality and privacy. Counselors respect differing views toward disclosure of information. Counselors hold ongoing discussions with clients as to how, when, and with whom information is to be shared. B.1.b. Respect for Privacy Counselors respect client rights to privacy. Counselors solicit private information from clients only when it is beneficial to the counseling process. B.1.c. Respect for Confidentiality Counselors do not share confidential information without client consent or without sound legal or ethical justification. B.1.d. Explanation of Limitations At initiation and throughout the counseling process, counselors inform clients of the limitations of confidentiality and seek to identify foreseeable situations in which confidentiality must be breached. (See A.2.b.) B.2. Exceptions B.2.a. Danger and Legal Requirements The general requirement that counselors keep information confidential does not apply when disclosure is required to protect clients or identified others from serious and foreseeable harm or when legal requirements demand that confidential information must be revealed. Counselors consult with other professionals when in doubt as to the validity of an exception. Additional considerations apply when addressing end-of-life issues. (See A.9.c.) B.2.b. Contagious, Life-Threatening Diseases NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 149

When clients disclose that they have a disease commonly known to be both communicable and life threatening, counselors may be justified in disclosing information to identifiable third parties, if they are known to be at demonstrable and high risk of contracting the disease. Prior to making a disclosure, counselors confirm that there is such a diagnosis and assess the intent of clients to inform the third parties about their disease or to engage in any behaviors that may be harmful to an identifiable third party. B.2.c. Court-Ordered Disclosure When subpoenaed to release confidential or privileged information without a client s permission, counselors obtain written, informed consent from the client or take steps to prohibit the disclosure or have it limited as narrowly as possible due to potential harm to the client or counseling relationship. B.2.d. Minimal Disclosure To the extent possible, clients are informed before confidential information is disclosed and are involved in the disclosure decision-making process. When circumstances require the disclosure of confidential information, only essential information is revealed. B.3. Information Shared With Others B.3.a. Subordinates Counselors make every effort to ensure that privacy and confidentiality of clients are maintained by subordinates, including employees, supervisees, students, clerical assistants, and volunteers. (See F.1.c.) B.3.b. Treatment Teams When client treatment involves a continued review or participation by a treatment team, the client will be informed of the team s existence and composition, information being shared, and the purposes of sharing such information. B.3.c. Confidential Settings Counselors discuss confidential information only in settings in which they can reasonably ensure client privacy. B.3.d. Third-Party Payers Counselors disclose information to third-party payers only when clients have authorized such disclosure. B.3.e. Transmitting Confidential Information Counselors take precautions to ensure the confidentiality of information transmitted through the use of computers, electronic mail, facsimile machines, telephones, voicemail, answering machines, and other electronic or computer technology. (See A.12.g.) B.3.f. Deceased Clients Counselors protect the confidentiality of deceased clients, consistent with legal requirements and agency or setting policies. B.4. Groups and Families B.4.a. Group Work In group work, counselors clearly explain the importance and parameters of confidentiality for the specific group being entered. B.4.b. Couples and Family Counseling In couples and family counseling, counselors clearly define who is considered the client and discuss expectations and limitations of confidentiality. Counselors seek agreement and document in writing such agreement among all involved parties having capacity to give consent concerning each individual s right to confidentiality and any obligation to preserve the confidentiality of information known. B.5. Clients Lacking Capacity to Give Informed Consent B.5.a. Responsibility to Clients When counseling minor clients or adult clients who lack the capacity to give voluntary, informed consent, counselors protect the confidentiality of information received in the counseling relationship as specified by federal and state laws, written policies, and applicable ethical standards. B.5.b. Responsibility to Parents and Legal Guardians Counselors inform parents and legal guardians about the role of counselors and the confidential nature of the counseling relationship. Counselors are sensitive to the cultural diversity of families and respect the inherent rights and responsibilities of parents/guardians over the welfare of their children/charges according to law. Counselors work to establish, as appropriate, collaborative NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 150

relationships with parents/guardians to best serve clients. B.5.c. Release of Confidential Information When counseling minor clients or adult clients who lack the capacity to give voluntary consent to release confidential information, counselors seek permission from an appropriate third party to disclose information. In such instances, counselors inform clients consistent with their level of understanding and take culturally appropriate measures to safeguard client confidentiality. B.6. Records B.6.a. Confidentiality of Records Counselors ensure that records are kept in a secure location and that only authorized persons have access to records. B.6.b. Permission to Record Counselors obtain permission from clients prior to recording sessions through electronic or other means. B.6.c. Permission to Observe Counselors obtain permission from clients prior to observing counseling sessions, reviewing session transcripts, or viewing recordings of sessions with supervisors, faculty, peers, or others within the training environment. B.6.d. Client Access Counselors provide reasonable access to records and copies of records when requested by competent clients. Counselors limit the access of clients to their records, or portions of their records, only when there is compelling evidence that such access would cause harm to the client. Counselors document the request of clients and the rationale for withholding some or all of the record in the files of clients. In situations involving multiple clients, counselors provide individual clients with only those parts of records that related directly to them and do not include confidential information related to any other client. B.6.e. Assistance With Records When clients request access to their records, counselors provide assistance and consultation in interpreting counseling records. B.6.f. Disclosure or Transfer Unless exceptions to confidentiality exist, counselors obtain written permission from clients to disclose or transfer records to legitimate third parties. Steps are taken to ensure that receivers of counseling records are sensitive to their confidential nature. (See A.3., E.4.) B.6.g. Storage and Disposal After Termination Counselors store records following termination of services to ensure reasonable future access, maintain records in accordance with state and federal statutes governing records, and dispose of client records and other sensitive materials in a manner that protects client confidentiality. When records are of an artistic nature, counselors obtain client (or guardian) consent with regards to handling of such records or documents. (See A.1.b.) B.6.h. Reasonable Precautions Counselors take reasonable precautions to protect client confidentiality in the event of the counselor s termination of practice, incapacity, or death. (See C.2.h.) B.7. Research and Training B.7.a. Institutional Approval When institutional approval is required, counselors provide accurate information about their research proposals and obtain approval prior to conducting their research. They conduct research in accordance with the approved research protocol. B.7.b. Adherence to Guidelines Counselors are responsible for understanding and adhering to state, federal, agency, or institutional policies or applicable guidelines regarding confidentiality in their research practices. B.7.c. Confidentiality of Information Obtained in Research Violations of participant privacy and confidentiality are risks of participation in research involving human participants. Investigators maintain all research records in a secure manner. They explain to participants the risks of violations of privacy and confidentiality and disclose to participants any limits of confidentiality that reasonably can be expected. Regardless of the degree to which confidentiality will be maintained, investigators must disclose to participants any limits of confidentiality that reasonably can be expected. (See G.2.e.) NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 151

B.7.d. Disclosure of Research Information Counselors do not disclose confidential information that reasonably could lead to the identification of a research participant unless they have obtained the prior consent of the person. 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 G.2.a., G.2.d.) B.7.e. Agreement for Identification Identification of clients, students, or supervisees in a presentation or publication is permissible only when they have reviewed the material and agreed to its presentation or publication. (See G.4.d.) B.8. Consultation B.8.a. Agreements When acting as consultants, counselors seek agreements among all parties involved concerning each individual s rights to confidentiality, the obligation of each individual to preserve confidential information, and the limits of confidentiality of information shared by others. B.8.b. Respect for Privacy Information obtained in a consulting relationship is discussed for professional purposes only with persons directly involved with the case. Written and oral reports present only data germane to the purposes of the consultation, and every effort is made to protect client identity and to avoid undue invasion of privacy. B.8.c. Disclosure of Confidential Information When consulting with colleagues, counselors do not disclose confidential information that reasonably could lead to the identification of a client or other person or organization with whom they have a confidential relationship unless they have obtained the prior consent of the person or organization or the disclosure cannot be avoided. They disclose information only to the extent necessary to achieve the purposes of the consultation. (See D.2.d.) Section C: Professional Responsibility Introduction Counselors aspire to open, honest, and accurate communication in dealing with the public and other professionals. They practice in a nondiscriminatory manner within the boundaries of professional and personal competence and have a responsibility to abide by the ACA Code of Ethics. Counselors actively participate in local, state, and national associations that foster the development and improvement of counseling. Counselors advocate to promote change at the individual, group, institutional, and societal levels that improve the quality of life for individuals and groups and remove potential barriers to the provision or access of appropriate services being offered. Counselors have a responsibility to the public to engage in counseling practices that are based on rigorous research methodologies. In addition, counselors engage in self-care activities to maintain and promote their emotional, physical, mental, and spiritual well-being to best meet their professional responsibilities. C.1. Knowledge of Standards Counselors have a responsibility to read, understand, and follow the ACA Code of Ethics and adhere to applicable laws and regulations. C.2. Professional Competence C.2.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 professional experience. Counselors gain knowledge, personal awareness, sensitivity, and skills pertinent to working with a diverse client population. (See A.9.b., C.4.e., E.2., F.2., F.11.b.) C.2.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. (See F.6.f.) C.2.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 for those positions. C.2.d. Monitor Effectiveness NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 152

Counselors continually monitor their effectiveness as professionals and take steps to improve when necessary. Counselors in private practice take reasonable steps to seek peer supervision as needed to evaluate their efficacy as counselors. C.2.e. Consultation on Ethical Obligations Counselors take reasonable steps to consult with other counselors or related professionals when they have questions regarding their ethical obligations or professional practice. C.2.f. Continuing Education Counselors recognize the need for continuing education to acquire and 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 populations and specific populations with whom they work. C.2.g. Impairment Counselors are alert to the signs of impairment from their own physical, mental, or emotional problems and refrain from offering or providing professional services when such impairment is likely to harm a client or others. They seek assistance for problems that reach the level of professional impairment, and, if necessary, they limit, suspend, or terminate their professional responsibilities until such time it is determined that they may safely resume their work. Counselors assist colleagues or supervisors in recognizing their own professional impairment and provide consultation and assistance when warranted with colleagues or supervisors showing signs of impairment and intervene as appropriate to prevent imminent harm to clients. (See A.11.b., F.8.b.) C.2.h. Counselor Incapacitation or Termination of Practice When counselors leave a practice, they follow a prepared plan for transfer of clients and files. Counselors prepare and disseminate to an identified colleague or records custodian a plan for the transfer of clients and files in the case of their incapacitation, death, or termination of practice. C.3. Advertising and Soliciting Clients C.3.a. Accurate Advertising When advertising or otherwise representing their services to the public, counselors identify their credentials in an accurate manner that is not false, misleading, deceptive, or fraudulent. C.3.b. Testimonials Counselors who use testimonials do not solicit them from current clients nor former clients nor any other persons who may be vulnerable to undue influence. C.3.c. Statements by Others Counselors make reasonable efforts to ensure that statements made by others about them or the profession of counseling are accurate. C.3.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. C.3.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. (See C.6.d.) C.3.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. However, counselor educators may adopt textbooks they have authored for instructional purposes. C.4. Professional Qualifications C.4.a. Accurate Representation Counselors claim or imply only professional qualifications actually completed and correct any known misrepresentations of their qualifications by others. Counselors truthfully represent the qualifications of their professional colleagues. Counselors clearly distinguish between paid and volunteer work experience and accurately describe their continuing education and specialized training. (See C.2.a.) NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 153

C.4.b. Credentials Counselors claim only licenses or certifications that are current and in good standing. C.4.c. Educational Degrees Counselors clearly differentiate between earned and honorary degrees. C.4.d. Implying Doctoral-Level Competence Counselors clearly state their highest earned degree in counseling or closely related field. Counselors do not imply doctoral-level competence when only possessing a master s degree in counseling or a related field by referring to themselves as Dr. in a counseling context when their doctorate is not in counseling or related field. C.4.e. Program Accreditation Status Counselors clearly state the accreditation status of their degree programs at the time the degree was earned. C.4.f. Professional Membership Counselors clearly differentiate between current, active memberships and former memberships in associations. Members of the American Counseling Association must clearly differentiate between professional membership, which implies the possession of at least a master s degree in counseling, and regular membership, which is open to individuals whose interests and activities are consistent with those of ACA but are not qualified for professional membership. C.5. Nondiscrimination Counselors do not condone or engage in discrimination based on age, culture, disability, ethnicity, race, religion/ spirituality, gender, gender identity, sexual orientation, marital status/ partnership, language preference, socioeconomic status, or any basis proscribed by law. Counselors do not discriminate against clients, students, employees, supervisees, or research participants in a manner that has a negative impact on these persons. C.6.Public Responsibility C.6.a. Sexual Harassment Counselors do not engage in or condone 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 or learning 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 in which the behavior occurred. Sexual harassment can consist of a single intense or severe act or multiple persistent or pervasive acts. C.6.b. Reports to Third Parties Counselors are accurate, honest, and objective 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.3., E.4.) C.6.c. Media Presentations When counselors provide advice or comment by means of public lectures, demonstrations, radio or television programs, prerecorded tapes, technology-based applications, 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 ACA Code of Ethics, and 3. the recipients of the information are not encouraged to infer that a professional counseling relationship has been established. C.6.d. Exploitation of Others Counselors do not exploit others in their professional relationships. (See C.3.e.) C.6.e. Scientific Bases for Treatment Modalities Counselors use techniques/ procedures/ modalities that are grounded in theory and/or have an empirical or scientific foundation. Counselors who do not must define the techniques/ procedures as unproven or developing and explain the potential risks and ethical considerations of using such techniques/procedures and take steps to protect clients from possible harm. (See A.4.a., E.5.c., E.5.d.) C.7. Responsibility to Other Professionals NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 154

C.7.a. 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. Section D: Relationships With Other Professionals Introduction Professional counselors recognize that the quality of their interactions with colleagues can influence the quality of services provided to clients. They work to become knowledgeable about colleagues within and outside the field of counseling. Counselors develop positive working relationships and systems of communication with colleagues to enhance services to clients. D.1. Relationships With Colleagues, Employers, and Employees D.1.a. Different Approaches Counselors are respectful of approaches to counseling services that differ from their own. Counselors are respectful of traditions and practices of other professional groups with which they work. D.1.b. Forming Relationships Counselors work to develop and strengthen interdisciplinary relations with colleagues from other disciplines to best serve clients. D.1.c. Interdisciplinary Teamwork Counselors who are members of interdisciplinary teams delivering multifaceted services to clients, keep the focus on how to best serve the clients. They participate in and contribute to decisions that affect the well-being of clients by drawing on the perspectives, values, and experiences of the counseling profession and those of colleagues from other disciplines. (See A.1.a.) D.1.d. Confidentiality When counselors are required by law, institutional policy, or extraordinary circumstances to serve in more than one role in judicial or administrative proceedings, they clarify role expectations and the parameters of confidentiality with their colleagues. (See B.1.c., B.1.d., B.2.c., B.2.d., B.3.b.) D.1.e. Establishing Professional and Ethical Obligations Counselors who are members of interdisciplinary teams clarify professional and ethical obligations of the team as a whole and of its individual members. When a team decision raises ethical concerns, counselors first attempt to resolve the concern within the team. If they cannot reach resolution among team members, counselors pursue other avenues to address their concerns consistent with client well-being. D.1.f. Personnel Selection and Assignment Counselors select competent staff and assign responsibilities compatible with their skills and experiences. D.1.g. 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.1.h. Negative Conditions Counselors alert their employers of inappropriate policies and practices. They attempt to effect changes in such policies or procedures through constructive action within the organization. When such policies are potentially disruptive or damaging to clients or may limit the effectiveness of services provided and change cannot be affected, counselors take appropriate further action. Such action may include referral to appropriate certification, accreditation, or state licensure organizations, or voluntary termination of employment. D.1.i. Protection From Punitive Action Counselors take care not to harass or dismiss an employee who has acted in a responsible and ethical manner to expose inappropriate employer policies or practices. D.2. Consultation D.2.a. Consultant Competency Counselors take reasonable steps to ensure that they have the appropriate resources and competencies when providing consultation services. Counselors provide appropriate referral NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 155

resources when requested or needed. (See C.2.a.) D.2.b. Understanding Consultees When providing consultation, counselors attempt to develop with their consultees a clear understanding of problem definition, goals for change, and predicted consequences of interventions selected. D.2.c. Consultant Goals The consulting relationship is one in which consultee adaptability and growth toward self-direction are consistently encouraged and cultivated. D.2.d. Informed Consent in Consultation When providing consultation, counselors have an obligation to review, in writing and verbally, the rights and responsibilities of both counselors and consultees. Counselors use clear and understandable language to inform all parties involved about the purpose of the services to be provided, relevant costs, potential risks and benefits, and the limits of confidentiality. Working in conjunction with the consultee, counselors attempt to develop a clear definition of the problem, goals for change, and predicted consequences of interventions that are culturally responsive and appropriate to the needs of consultees. (See A.2.a., A.2.b.) Section E: Evaluation, Assessment, and Interpretation Introduction Counselors use assessment instruments as one component of the counseling process, taking into account the client personal and cultural context. Counselors promote the well-being of individual clients or groups of clients by developing and using appropriate educational, psychological, and career assessment instruments. E.1. General E.1.a. Assessment The primary purpose of educational, psychological, and career assessment is to provide measurements that are valid and reliable in either comparative or absolute terms. These include, but are not limited to, measurements of ability, personality, interest, intelligence, achievement, and performance. Counselors recognize the need to interpret the statements in this section as applying to both quantitative and qualitative assessments. E.1.b. Client Welfare Counselors do not misuse assessment results and interpretations, and they take reasonable steps to prevent others from misusing the information these techniques provide. They respect the client s right to know the results, the interpretations made, and the bases for counselors conclusions and recommendations. E.2. Competence to Use and Interpret Assessment Instruments E.2.a. Limits of Competence Counselors utilize only those testing and assessment services for which they have been trained and are competent. Counselors using technology assisted test interpretations are trained in the construct being measured and the specific instrument being used prior to using its technology based application. Counselors take reasonable measures to ensure the proper use of psychological and career assessment techniques by persons under their supervision. (See A.12.) E.2.b. Appropriate Use Counselors are responsible for the appropriate application, scoring, interpretation, and use of assessment instruments relevant to the needs of the client, whether they score and interpret such assessments themselves or use technology or other services. E.2.c. Decisions Based on Results Counselors responsible for decisions involving individuals or policies that are based on assessment results have a thorough understanding of educational, psychological, and career measurement, including validation criteria, assessment research, and guidelines for assessment development and use. E.3. Informed Consent in Assessment E.3.a. Explanation to Clients Prior to assessment, counselors explain the nature and purposes of assessment and the specific use of results by potential recipients. The explanation will be given in the language of the client (or other legally authorized person on behalf of the client), unless an explicit exception has been NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 156

agreed upon in advance. Counselors consider the client s personal or cultural context, the level of the client s understanding of the results, and the impact of the results on the client. (See A.2., A.12.g., F.1.c.) E.3.b. Recipients of Results Counselors consider the examinee s welfare, explicit understandings, and prior agreements in determining who receives the assessment results. Counselors include accurate and appropriate interpretations with any release of individual or group assessment results. (See B.2.c., B.5.) E.4. Release of Data to Qualified Professionals Counselors release assessment data in which the client is identified only with the consent of the client or the client s legal representative. Such data are released only to persons recognized by counselors as qualified to interpret the data. (See B.1., B.3., B.6.b.) E.5. Diagnosis of Mental Disorders E.5.a. Proper Diagnosis Counselors take special care to provide proper diagnosis of mental disorders. Assessment techniques (including personal interview) used to determine client care (e.g., locus of treatment, type of treatment, or recommended follow-up) are carefully selected and appropriately used. E.5.b. Cultural Sensitivity Counselors recognize that culture affects the manner in which clients problems are defined. Clients socioeconomic and cultural experiences are considered when diagnosing mental disorders. (See A.2.c.) E.5.c. Historical and Social Prejudices in the Diagnosis of Pathology Counselors recognize historical and social prejudices in the misdiagnosis and pathologizing of certain individuals and groups and the role of mental health professionals in perpetuating these prejudices through diagnosis and treatment. E.5.d. Refraining From Diagnosis Counselors may refrain from making and/or reporting a diagnosis if they believe it would cause harm to the client or others. E.6. Instrument Selection E.6.a. Appropriateness of Instruments Counselors carefully consider the validity, reliability, psychometric limitations, and appropriateness of instruments when selecting assessments. E.6.b. Referral Information If a client is referred to a third party for assessment, the counselor provides specific referral questions and sufficient objective data about the client to ensure that appropriate assessment instruments are utilized. (See A.9.b., B.3.) E.6.c. Culturally Diverse Populations Counselors are cautious when selecting assessments for culturally diverse populations to avoid the use of instruments that lack appropriate psychometric properties for the client population. (See A.2.c., E.5.b.) E.7. Conditions of Assessment Administration (See A.12.b., A.12.d.) E.7.a. Administration Conditions Counselors administer assessments under the same conditions that were established in their standardization. When assessments are not administered under standard conditions, as may be necessary to accommodate clients with disabilities, or when unusual behavior or irregularities occur during the administration, those conditions are noted in interpretation, and the results may be designated as invalid or of questionable validity. E.7.b. Technological Administration Counselors ensure that administration programs function properly and provide clients with accurate results when technological or other electronic methods are used for assessment administration. E.7.c. Unsupervised Assessments Unless the assessment instrument is designed, intended, and validated for self-administration and/or scoring, counselors do not permit inadequately supervised use. E.7.d. Disclosure of Favorable Conditions NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 157

Prior to administration of assessments, conditions that produce most favorable assessment results are made known to the examinee. E.8. Multicultural Issues/Diversity in Assessment Counselors use with caution assessment techniques that were normed on populations other than that of the client. Counselors recognize the effects of age, color, culture, disability, ethnic group, gender, race, language preference, religion, spirituality, sexual orientation, and socioeconomic status on test administration and interpretation, and place test results in proper perspective with other relevant factors. (See A.2.c., E.5.b.) E.9. Scoring and Interpretation of Assessments E.9.a. Reporting In reporting assessment results, counselors indicate reservations that exist regarding validity or reliability due to circumstances of the assessment or the inappropriateness of the norms for the person tested. E.9.b. Research Instruments Counselors exercise caution when interpreting the results of research instruments not having sufficient technical data to support respondent results. The specific purposes for the use of such instruments are stated explicitly to the examinee. E.9.c. Assessment Services Counselors who provide assessment scoring and interpretation services to support the assessment process confirm the validity of such interpretations. They accurately describe the purpose, norms, validity, reliability, and applications of the procedures and any special qualifications applicable to their use. The public offering of an automated test interpretations service is considered a professional-to-professional consultation. The formal responsibility of the consultant is to the consultee, but the ultimate and overriding responsibility is to the client. (See D.2.) E.10. Assessment Security Counselors maintain the integrity and security of tests and other assessment techniques consistent with legal and contractual obligations. Counselors do not appropriate, reproduce, or modify published assessments or parts thereof without acknowledgment and permission from the publisher. E.11. Obsolete Assessments and Outdated Results Counselors do not use data or results from assessments that are obsolete or outdated for the current purpose. Counselors make every effort to prevent the misuse of obsolete measures and assessment data by others. E.12. Assessment Construction Counselors use established scientific procedures, relevant standards, and current professional knowledge for assessment design in the development, publication, and utilization of educational and psychological assessment techniques. E.13. Forensic Evaluation: Evaluation for Legal Proceedings E.13.a. Primary Obligations When providing forensic evaluations, the primary obligation of counselors is to produce objective findings that can be substantiated based on information and techniques appropriate to the evaluation, which may include examination of the individual and/ or review of records. Counselors are entitled to form professional opinions based on their professional knowledge and expertise that can be supported by the data gathered in evaluations. Counselors will define the limits of their reports or testimony, especially when an examination of the individual has not been conducted. E.13.b. Consent for Evaluation Individuals being evaluated are informed in writing that the relationship is for the purposes of an evaluation and is not counseling in nature, and entities or individuals who will receive the evaluation report are identified. Written consent to be evaluated is obtained from those being evaluated unless a court orders evaluations to be conducted without the written consent of individuals being evaluated. When children or vulnerable adults are being evaluated, informed NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 158

written consent is obtained from a parent or guardian. E.13.c. Client Evaluation Prohibited Counselors do not evaluate individuals for forensic purposes they currently counsel or individuals they have counseled in the past. Counselors do not accept as counseling clients individuals they are evaluating or individuals they have evaluated in the past for forensic purposes. E.13.d. Avoid Potentially Harmful Relationships Counselors who provide forensic evaluations avoid potentially harmful professional or personal relationships with family members, romantic partners, and close friends of individuals they are evaluating or have evaluated in the past. Section F: Supervision, Training, and Teaching Introduction Counselors aspire to foster meaningful and respectful professional relationships and to maintain appropriate boundaries with supervisees and students. Counselors have theoretical and pedagogical foundations for their work and aim to be fair, accurate, and honest in their assessments of counselors-in-training. F.1. Counselor Supervision and Client Welfare F.1.a. Client Welfare A primary obligation of counseling supervisors is to monitor the services provided by other counselors or counselors-in-training. Counseling supervisors monitor client welfare and supervisee clinical performance and professional development. To fulfill these obligations, supervisors meet regularly with supervisees to review case notes, samples of clinical work, or live observations. Supervisees have a responsibility to understand and follow the ACA Code of Ethics. F.1.b. Counselor Credentials Counseling supervisors work to ensure that clients are aware of the qualifications of the supervisees who render services to the clients. (See A.2.b.) F.1.c. Informed Consent and Client Rights Supervisors make supervisees aware of client rights including the protection of client privacy and confidentiality in the counseling relationship. Supervisees provide clients with professional disclosure information and inform them of how the supervision process influences the limits of confidentiality. Supervisees make clients aware of who will have access to records of the counseling relationship and how these records will be used. (See A.2.b., B.1.d.) F.2. Counselor Supervision Competence F.2.a. Supervisor Preparation Prior to offering clinical supervision services, counselors are trained in supervision methods and techniques. Counselors who offer clinical supervision services regularly pursue continuing education activities including both counseling and supervision topics and skills. (See C.2.a., C.2.f.) F.2.b. Multicultural Issues/Diversity in Supervision Counseling supervisors are aware of and address the role of multiculturalism/diversity in the supervisory relationship. F.3. Supervisory Relationships F.3.a. Relationship Boundaries With Supervisees Counseling supervisors clearly define and maintain ethical professional, personal, and social relationships with their supervisees. Counseling supervisors avoid nonprofessional relationships with current supervisees. If supervisors must assume other professional roles (e.g., clinical and administrative supervisor, instructor) with supervisees, they work to minimize potential conflicts and explain to supervisees the expectations and responsibilities associated with each role. They do not engage in any form of nonprofessional interaction that may compromise the supervisory relationship. F.3.b. Sexual Relationships Sexual or romantic interactions or relationships with current supervisees are prohibited. F.3.c. Sexual Harassment Counseling supervisors do not condone or subject supervisees to sexual harassment. (See C.6.a.) F.3.d. Close Relatives and Friends Counseling supervisors avoid accepting close relatives, romantic partners, or friends as supervisees. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 159

F.3.e. Potentially Beneficial Relationships Counseling supervisors are aware of the power differential in their relationships with supervisees. If they believe nonprofessional relationships with a supervisee may be potentially beneficial to the supervisee, they take precautions similar to those taken by counselors when working with clients. Examples of potentially beneficial interactions or relationships include attending a formal ceremony; hospital visits; providing support during a stressful event; or mutual membership in a professional association, organization, or community. Counseling supervisors engage in open discussions with supervisees when they consider entering into relationships with them outside of their roles as clinical and/or administrative supervisors. Before engaging in nonprofessional relationships, supervisors discuss with supervisees and document the rationale for such interactions, potential benefits or drawbacks, and anticipated consequences for the supervisee. Supervisors clarify the specific nature and limitations of the additional role(s) they will have with the supervisee. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 160

F.4. Supervisor Responsibilities F.4.a. Informed Consent for Supervision Supervisors are responsible for incorporating into their supervision the principles of informed consent and participation. Supervisors inform supervisees of the policies and procedures to which they are to adhere and the mechanisms for due process appeal of individual supervisory actions. F.4.b. Emergencies and Absences Supervisors establish and communicate to supervisees procedures for contacting them or, in their absence, alternative on-call supervisors to assist in handling crises. F.4.c. Standards for Supervisees Supervisors make their supervisees aware of professional and ethical standards and legal responsibilities. Supervisors of post-degree counselors encourage these counselors to adhere to professional standards of practice. (See C.1.) F.4.d. Termination of the Supervisory Relationship Supervisors or supervisees have the right to terminate the supervisory relationship with adequate notice. Reasons for withdrawal are provided to the other party. When cultural, clinical, or professional issues are crucial to the viability of the supervisory relationship, both parties make efforts to resolve differences. When termination is warranted, supervisors make appropriate referrals to possible alternative supervisors. F.5. Counseling Supervision Evaluation, Remediation, and Endorsement F.5.a. Evaluation Supervisors document and provide supervisees with ongoing performance appraisal and evaluation feedback and schedule periodic formal evaluative sessions throughout the supervisory relationship. F.5.b. Limitations Through ongoing evaluation and appraisal, supervisors are aware of the limitations of supervisees that might impede performance. Supervisors assist supervisees in securing remedial assistance when needed. They recommend dismissal from training programs, applied counseling settings, or state or voluntary professional credentialing processes when those supervisees are unable to provide competent professional services. Supervisors seek consultation and document their decisions to dismiss or refer supervisees for assistance. They ensure that supervisees are aware of options available to them to address such decisions. (See C.2.g.) F.5.c. Counseling for Supervisees If supervisees request counseling, supervisors provide them with acceptable referrals. Counselors do not provide counseling services to supervisees. Supervisors address interpersonal competencies in terms of the impact of these issues on clients, the supervisory relationship, and professional functioning. (See F.3.a.) F.5.d. Endorsement Supervisors endorse supervisees for certification, licensure, employment, or completion of an academic or training program only when they believe supervisees are qualified for the endorsement. Regardless of qualifications, supervisors do not endorse supervisees whom they believe to be impaired in any way that would interfere with the performance of the duties associated with the endorsement. F.6. Responsibilities of Counselor Educators F.6.a. Counselor Educators Counselor educators who are responsible for developing, implementing, and supervising educational programs are skilled as teachers and practitioners. They are knowledgeable regarding the ethical, legal, and regulatory aspects of the profession, are skilled in applying that knowledge, and make students and supervisees aware of their responsibilities. Counselor educators conduct counselor education and training programs in an ethical manner and serve as role models for professional behavior. (See C.1., C.2.a., C.2.c.) F.6.b. Infusing Multicultural Issues/Diversity Counselor educators infuse material related to multiculturalism/diversity into all courses and workshops for the development of professional counselors. F.6.c. Integration of Study and Practice Counselor educators establish education and training programs that integrate academic study and supervised practice. F.6.d. Teaching Ethics Counselor educators make students and supervisees aware of the ethical responsibilities and standards NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 161

of the profession and the ethical responsibilities of students to the profession. Counselor educators infuse ethical considerations throughout the curriculum. (See C.1.) F.6.e. Peer Relationships Counselor educators make every effort to ensure that the rights of peers are not compromised when students or supervisees lead counseling groups or provide clinical supervision. Counselor educators take steps to ensure that students and supervisees understand they have the same ethical obligations as counselor educators, trainers, and supervisors. F.6.f. Innovative Theories and Techniques When counselor educators teach counseling techniques/procedures that are innovative, without an empirical foundation, or without a well-grounded theoretical foundation, they define the counseling techniques/procedures as unproven or developing and explain to students the potential risks and ethical considerations of using such techniques/procedures. F.6.g. Field Placements Counselor educators develop clear policies within their training programs regarding field placement and other clinical experiences. Counselor educators provide clearly stated roles and responsibilities for the student or supervisee, the site supervisor, and the program supervisor. They confirm that site supervisors are qualified to provide supervision and inform site supervisors of their professional and ethical responsibilities in this role. F.6.h. Professional Disclosure Before initiating counseling services, counselors-in-training disclose their status as students and explain how this status affects the limits of confidentiality. Counselor educators ensure that the clients at field placements are aware of the services rendered and the qualifications of the students and supervisees rendering those services. Students and supervisees obtain client permission before they use any information concerning the counseling relationship in the training process. (See A.2.b.) F.7. Student Welfare F.7.a. Orientation Counselor educators recognize that orientation is a developmental process that continues throughout the educational and clinical training of students. Counseling faculty provide prospective students with information about the counselor education program s expectations: 1. the type and level of skill and knowledge acquisition required for successful completion of the training; 2. program training goals, objectives, and mission, and subject matter to be covered; 3. bases for evaluation; 4. training components that encourage self-growth or self-disclosure as part of the training process; 5. the type of supervision settings and requirements of the sites for required clinical field experiences; 6. student and supervisee evaluation and dismissal policies and procedures; and 7. up-to-date employment prospects for graduates. F.7.b. Self-Growth Experiences Counselor education programs delineate requirements for self-disclosure or self-growth experiences in their admission and program materials. Counselor educators use professional judgment when designing training experiences they conduct that require student and supervisee self-growth or self-disclosure. Students and supervisees are made aware of the ramifications their self-disclosure may have when counselors whose primary role as teacher, trainer, or supervisor requires acting on ethical obligations to the profession. Evaluative components of experiential training experiences explicitly delineate predetermined academic standards that are separate and do not depend on the student s level of selfdisclosure. Counselor educators may require trainees to seek professional help to address any personal concerns that may be affecting their competency. F.8. Student Responsibilities F.8.a. Standards for Students Counselors-in-training have a responsibility to understand and follow the ACA Code of Ethics and adhere to applicable laws, regulatory policies, and rules and policies governing professional staff behavior at the agency or placement setting. Students have the same obligation to clients as those required of professional counselors. (See C.1., H.1.) NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 162

F.8.b. Impairment Counselors-in-training refrain from offering or providing counseling 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 notify their program supervisors when they are aware that they are unable to effectively provide services. In addition, they seek appropriate professional services for themselves to remediate the problems that are interfering with their ability to provide services to others. (See A.1., C.2.d., C.2.g.) F.9. Evaluation and Remediation of Students F.9.a. Evaluation Counselors clearly state to students, prior to and throughout the training program, the levels of competency expected, appraisal methods, and timing of evaluations for both didactic and clinical competencies. Counselor educators provide students with ongoing performance appraisal and evaluation feedback throughout the training program. F.9.b. Limitations Counselor educators, throughout ongoing evaluation and appraisal, are aware of and address the inability of some students to achieve counseling competencies that might impede performance. Counselor educators 1. assist students in securing remedial assistance when needed, 2. seek professional consultation and document their decision to dismiss or refer students for assistance, and 3. ensure that students have recourse in a timely manner to address decisions to require them to seek assistance or to dismiss them and provide students with due process according to institutional policies and procedures. (See C.2.g.) F.9.c. Counseling for Students If students request counseling or if counseling services are required as part of a remediation process, counselor educators provide acceptable referrals. F. 10. Roles and Relationships Between Counselor Educators and Students F.10.a. Sexual or Romantic Relationships Sexual or romantic interactions or relationships with current students are prohibited. F.10.b. Sexual Harassment Counselor educators do not condone or subject students to sexual harassment. (See C.6.a.) F.10.c. Relationships With Former Students Counselor educators are aware of the power differential in the relationship between faculty and students. Faculty members foster open discussions with former students when considering engaging in a social, sexual, or other intimate relationship. Faculty members discuss with the former student how their former relationship may affect the change in relationship. F.10.d. Nonprofessional Relationships Counselor educators avoid nonprofessional or ongoing professional relationships with students in which there is a risk of potential harm to the student or that may compromise the training experience or grades assigned. In addition, counselor educators do not accept any form of professional services, fees, commissions, reimbursement, or remuneration from a site for student or supervisee placement. F.10.e. Counseling Services Counselor educators do not serve as counselors to current students unless this is a brief role associated with a training experience. F.10.f. Potentially Beneficial Relationships Counselor educators are aware of the power differential in the relationship between faculty and students. If they believe a nonprofessional relationship with a student may be potentially beneficial to the student, they take precautions similar to those taken by counselors when working with clients. Examples of potentially beneficial interactions or relationships include, but are not limited to, attending a formal ceremony; hospital visits; providing support during a stressful event; or mutual membership in a professional association, organization, or community. Counselor educators engage in open discussions with students when they consider entering into relationships with students outside of their roles as NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 163

teachers and supervisors. They discuss with students the rationale for such interactions, the potential benefits and drawbacks, and the anticipated consequences for the student. Educators clarify the specific nature and limitations of the additional role(s) they will have with the student prior to engaging in a nonprofessional relationship. Nonprofessional relationships with students should be time-limited and initiated with student consentf.11. Multicultural/Diversity Competence in Counselor Education and Training Programs F.11.a. Faculty Diversity Counselor educators are committed to recruiting and retaining a diverse faculty. F.11.b. Student Diversity Counselor educators actively attempt to recruit and retain a diverse student body. Counselor educators demonstrate commitment to multicultural/diversity competence by recognizing and valuing diverse cultures and types of abilities students bring to the training experience. Counselor educators provide appropriate accommodations that enhance and support diverse student well-being and academic performance. F.11.c. Multicultural/Diversity Competence Counselor educators actively infuse multicultural/diversity competency in their training and supervision practices. They actively train students to gain awareness, knowledge, and skills in the competencies of multicultural practice. Counselor educators include case examples, role-plays, discussion questions, and other classroom activities that promote and represent various cultural perspectives. Section G: Research and Publication Introduction Counselors who conduct research are encouraged to contribute to the knowledge base of the profession and promote a clearer understanding of the conditions that lead to a healthy and more just society. Counselors support efforts of researchers by participating fully and willingly whenever possible. Counselors minimize bias and respect diversity in designing and implementing research programs. G.1. Research Responsibilities G.1.a. Use of Human Research Participants Counselors plan, design, conduct, and report research in a manner that is consistent with pertinent ethical principles, federal and state laws, host institutional regulations, and scientific standards governing research with human research participants. G.1.b. Deviation From Standard Practice Counselors seek consultation and observe stringent safeguards to protect the rights of research participants when a research problem suggests a deviation from standard or acceptable practices. G.1.c. Independent Researchers When independent researchers do not have access to an Institutional Review Board (IRB), they should consult with researchers who are familiar with IRB procedures to provide appropriate safeguards. G.1.d. Precautions to Avoid Injury Counselors who conduct research with human participants are responsible for the welfare of participants throughout the research process and should take reasonable precautions to avoid causing injurious psychological, emotional, physical, or social effects to participants. G.1.e. Principal Researcher Responsibility The ultimate responsibility for ethical research practice lies with the principal researcher. All others involved in the research activities share ethical obligations and responsibility for their own actions. G.1.f. Minimal Interference Counselors take reasonable precautions to avoid causing disruptions in the lives of research participants that could be caused by their involvement in research. G.1.g. Multicultural/Diversity Considerations in Research When appropriate to research goals, counselors are sensitive to incorporating research procedures that take into account cultural considerations. They seek consultation when appropriate. G.2. Rights of Research Participants (See A.2, A.7.) G.2.a. Informed Consent in Research NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 164

Individuals have the right to consent to become research participants. In seeking consent, counselors use language that 1. accurately explains the purpose and procedures to be followed, 2. identifies any procedures that are experimental or relatively untried, 3. describes any attendant discomforts and risks, 4. describes any benefits or changes in individuals or organizations that might be reasonably expected, 5. discloses appropriate alternative procedures that would be advantageous for participants, 6. offers to answer any inquiries concerning the procedures, 7. describes any limitations on confidentiality, 8. describes the format and potential target audiences for the dissemination of research findings, and 9. instructs participants that they are free to withdraw their consent and to discontinue participation in the project at any time without penalty. G.2.b. Deception Counselors do not conduct research involving deception unless alternative procedures are not feasible and the prospective value of the research justifies the deception. If such deception has the potential to cause physical or emotional harm to research participants, the research is not conducted, regardless of prospective value. When the methodological requirements of a study necessitate concealment or deception, the investigator explains the reasons for this action as soon as possible during the debriefing. G.2.c. Student/Supervisee Participation Researchers who involve students or supervisees in research make clear to them that the decision regarding whether or not to participate in research activities does not affect one s academic standing or supervisory relationship. Students or supervisees who choose not to participate in educational research are provided with an appropriate alternative to fulfill their academic or clinical requirements. G.2.d. Client Participation Counselors conducting research involving clients make clear in the informed consent process that clients are free to choose whether or not to participate in research activities. Counselors take necessary precautions to protect clients from adverse consequences of declining or withdrawing from participation. G.2.e. Confidentiality of Information Information obtained about research participants during the course of an investigation is confidential. When the possibility exists that others may obtain access to such information, ethical research practice requires that the possibility, together with the plans for protecting confidentiality, be explained to participants as a part of the procedure for obtaining informed consent. G.2.f. Persons Not Capable of Giving Informed Consent When a person is not capable of giving informed consent, counselors provide an appropriate explanation to, obtain agreement for participation from, and obtain the appropriate consent of a legally authorized person. G.2.g. Commitments to Participants Counselors take reasonable measures to honor all commitments to research participants. (See A.2.c.) G.2.h. Explanations After Data Collection After data are collected, counselors provide participants with full clarification of the nature of the study to remove any misconceptions participants might have regarding the research. Where scientific or human values justify delaying or withholding information, counselors take reasonable measures to avoid causing harm. G.2.i. Informing Sponsors Counselors inform sponsors, institutions, and publication channels regarding research procedures and outcomes. Counselors ensure that appropriate bodies and authorities are given pertinent information and acknowledgement. G.2.j. Disposal of Research Documents and Records Within a reasonable period of time following the completion of a research project or study, counselors take steps to destroy records or documents (audio, video, digital, and written) containing confidential data or information that identifies research participants. When records are of an artistic nature, researchers obtain participant consent with regard to handling of such records or documents. (See B.4.a, B.4.g.) NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 165

G.3. Relationships With Research Participants (When Research Involves Intensive or Extended Interactions) G.3.a. Nonprofessional Relationships Nonprofessional relationships with research participants should be avoided. G.3.b. Relationships With Research Participants Sexual or romantic counselor research participant interactions or relationships with current research participants are prohibited. G.3.c. Sexual Harassment and Research Participants Researchers do not condone or subject research participants to sexual harassment. G.3.d. Potentially Beneficial Interactions When a nonprofessional interaction between the researcher and the research participant may be potentially beneficial, the researcher must document, prior to the interaction (when feasible), the rationale for such an interaction, the potential benefit, and anticipated consequences for the research participant. Such interactions should be initiated with appropriate consent of the research participant. Where unintentional harm occurs to the research participant due to the nonprofessional interaction, the researcher must show evidence of an attempt to remedy such harm. G.4. Reporting Results G.4.a. Accurate Results Counselors plan, conduct, and report research accurately. They provide thorough discussions of the limitations of their data and alternative hypotheses. Counselors do not engage in misleading or fraudulent research, distort data, misrepresent data, or deliberately bias their results. They explicitly mention all variables and conditions known to the investigator that may have affected the outcome of a study or the interpretation of data. They describe the extent to which results are applicable for diverse populations. G.4.b. Obligation to Report Unfavorable Results Counselors report the results of any research of professional value. Results that reflect unfavorably on institutions, programs, services, prevailing opinions, or vested interests are not withheld. G.4.c. Reporting Errors If counselors discover significant errors in their published research, they take reasonable steps to correct such errors in a correction erratum, or through other appropriate publication means. G.4.d. Identity of Participants Counselors who supply data, aid in the research of another person, report research results, or make original data available take due care to disguise the identity of respective participants in the absence of specific authorization from the participants to do otherwise. In situations where participants selfidentify their involvement in research studies, researchers take active steps to ensure that data is adapted/changed to protect the identity and welfare of all parties and that discussion of results does not cause harm to participants. G.4.e. Replication Studies Counselors are obligated to make available sufficient original research data to qualified professionals who may wish to replicate the study. G.5. Publication G.5.a. Recognizing Contributions When conducting and reporting research, counselors are familiar with and give recognition to previous work on the topic, observe copyright laws, and give full credit to those to whom credit is due. G.5.b. Plagiarism Counselors do not plagiarize, that is, they do not present another person s work as their own work. G.5.c. Review/Republication of Data or Ideas Counselors fully acknowledge and make editorial reviewers aware of prior publication of ideas or data where such ideas or data are submitted for review or publication. G.5.d. Contributors Counselors give credit through joint authorship, acknowledgment, footnote statements, or other NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 166

appropriate means to those who have contributed significantly to research or concept development in accordance with such contributions. The principal contributor is listed first and minor technical or professional contributions are acknowledged in notes or introductory statements. G.5.e. Agreement of Contributors Counselors who conduct joint research with colleagues or students/ supervisees establish agreements in advance regarding allocation of tasks, publication credit, and types of acknowledgement that will be received. G.5.f. Student Research For articles that are substantially based on students course papers, projects, dissertations or theses, and on which students have been the primary contributors, they are listed as principal authors. G.5.g. Duplicate Submission Counselors submit manuscripts for consideration to only one journal at a time. Manuscripts that are published in whole or in substantial part in another journal or published work are not submitted for publication without acknowledgment and permission from the previous publication. G.5.h. Professional Review Counselors who review material submitted for publication, research, or other scholarly purposes respect the confidentiality and proprietary rights of those who submitted it. Counselors use care to make publication decisions based on valid and defensible standards. Counselors review article submissions in a timely manner and based on their scope and competency in research methodologies. Counselors who serve as reviewers at the request of editors or publishers make every effort to only review materials that are within their scope of competency and use care to avoid personal biases. Section H: Resolving Ethical Issues Introduction Counselors behave in a legal, ethical, and moral manner in the conduct of their professional work. They are aware that client protection and trust in the profession depend on a high level of professional conduct. They hold other counselors to the same standards and are willing to take appropriate action to ensure that these standards are upheld. Counselors strive to resolve ethical dilemmas with direct and open communication among all parties involved and seek consultation with colleagues and supervisors when necessary. Counselors incorporate ethical practice into their daily professional work. They engage in ongoing professional development regarding current topics in ethical and legal issues in counseling. H.1. Standards and the Law (See F.9.a.) H.1.a. Knowledge Counselors understand the ACA Code of Ethics and other applicable ethics codes from other professional organizations or from certification and licensure bodies of which they are members. Lack of knowledge or misunderstanding of an ethical responsibility is not a defense against a charge of unethical conduct. H.1.b. Conflicts Between Ethics and Laws If ethical responsibilities conflict with law, regulations, or other governing legal authority, counselors make known their commitment to the ACA Code of Ethics and take steps to resolve the conflict. If the conflict cannot be resolved by such means, counselors may adhere to the requirements of law, regulations, or other governing legal authority. H.2. Suspected Violations H.2.a. Ethical Behavior Expected Counselors expect colleagues to adhere to the ACA Code of Ethics. When counselors possess knowledge that raises doubts as to whether another counselor is acting in an ethical manner, they take appropriate action. (See H.2.b., H.2.c.) H.2.b. Informal Resolution When counselors have reason to believe that another counselor is violating or has violated an ethical standard, they attempt first to resolve the issue informally with the other counselor if feasible, provided such action does not violate confidentiality rights that may be involved. H.2.c. Reporting Ethical Violations NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 167

If an apparent violation has substantially harmed, or is likely to substantially harm a person or organization and is not appropriate for informal resolution or is not resolved properly, counselors take further action appropriate to the situation. Such action might include referral to state or national committees on professional ethics, voluntary national certification bodies, state licensing boards, or to the appropriate institutional authorities. This standard does not apply when an intervention would violate confidentiality rights or when counselors have been retained to review the work of another counselor whose professional conduct is in question. H.2.d. Consultation When uncertain as to whether a particular situation or course of action may be in violation of the ACA Code of Ethics, counselors consult with other counselors who are knowledgeable about ethics and the ACA Code of Ethics, with colleagues, or with appropriate authorities H.2.e. Organizational Conflicts If the demands of an organization with which counselors are affiliated pose a conflict with the ACA Code of Ethics, counselors specify the nature of such conflicts and express to their supervisors or other responsible officials their commitment to the ACA Code of Ethics. When possible, counselors work toward change within the organization to allow full adherence to the ACA Code of Ethics. In doing so, they address any confidentiality issues. H.2.f. Unwarranted Complaints Counselors do not initiate, participate in, or encourage the filing of ethics complaints that are made with reckless disregard or willful ignorance of facts that would disprove the allegation. H.2.g. Unfair Discrimination Against Complainants and Respondents Counselors do not deny persons employment, advancement, admission to academic or other programs, tenure, or promotion based solely upon their having made or their being the subject of an ethics complaint. This does not preclude taking action based upon the outcome of such proceedings or considering other appropriate information. H.3. Cooperation With Ethics Committees Counselors assist in the process of enforcing the ACA Code of Ethics. Counselors cooperate with investigations, proceedings, and requirements of the ACA Ethics Committee or ethics committees of other duly constituted associations or boards having jurisdiction over those charged with a violation. Counselors are familiar with the ACA Policy and Procedures for Processing Complains of Ethical Violations and use it as a reference for assisting in the enforcement of the ACA Code of Ethics. Glossary of Terms Advocacy promotion of the well-being of individuals and groups, and the counseling profession within systems and organizations. Advocacy seeks to remove barriers and obstacles that inhibit access, growth, and development. Assent to demonstrate agreement, when a person is otherwise not capable or competent to give formal consent (e.g., informed consent) to a counseling service or plan. Client an individual seeking or referred to the professional services of a counselor for help with problem resolution or decision making. Counselor a professional (or a student who is a counselor-in-training) engaged in a counseling practice or other counseling-related services. Counselors fulfill many roles and responsibilities such as counselor educators, researchers, supervisors, practitioners, and consultants. Counselor Educator a professional counselor engaged primarily in developing, implementing, and supervising the educational preparation of counselors-in-training. Counselor Supervisor a professional counselor who engages in a formal relationship with a practicing counselor or counselor-in-training for the purpose of overseeing that individual s counseling work or clinical skill development. Culture membership in a socially constructed way of living, which incorporates collective values, beliefs, norms, boundaries, and lifestyles that are co-created with others who share similar worldviews comprising biological, psychosocial, historical, psychological, and other factors. Diversity the similarities and differences that occur within and across cultures, and the intersection of cultural and social identities. Documents any written, digital, audio, visual, or artistic recording of the work within the counseling relationship between counselor and client. Examinee a recipient of any professional counseling service that includes educational, psychological, and career appraisal utilizing qualitative or quantitative techniques. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 168

Forensic Evaluation any formal assessment conducted for court or other legal proceedings. Multicultural/Diversity Competence a capacity whereby counselors possess cultural and diversity awareness and knowledge about self and others, and how this awareness and knowledge is applied effectively in practice with clients and client groups. Multicultural/Diversity Counseling counseling that recognizes diversity and embraces approaches that support the worth, dignity, potential, and uniqueness of individuals within their historical, cultural, economic, political, and psychosocial contexts. Student an individual engaged in formal educational preparation as a counselor-in-training. Supervisee a professional counselor or counselor-in-training whose counseling work or clinical skill development is being overseen in a formal supervisory relationship by a qualified trained professional. Supervisor counselors who are trained to oversee the professional clinical work of counselors and counselors-in-training. Teaching all activities engaged in as part of a formal educational program designed to lead to a graduate degree in counseling. Training the instruction and practice of skills related to the counseling profession. Training contributes to the ongoing proficiency of students and professional counselors. References American Counseling Association. (2005). American Counseling Association Code of Ethics. Alexandria, VA: Author. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 169

National Board for Certified Counselors Code of Ethics PREAMBLE The National Board for Certified Counselors (NBCC) is a professional certification board which certifies counselors as having met standards for the general and specialty practice of professional counseling established by the Board. The counselors certified by NBCC may identify with different professional associations and are often licensed by jurisdictions which promulgate codes of ethics. The NBCC code of ethics provides a minimal ethical standard for the professional behavior of all NBCC certificants. This code provides an expectation of and assurance for the ethical practice for all who use the professional services of an NBCC certificant. In addition, it serves the purpose of having an enforceable standard for all NBCC certificants and assures those served of some resource in case of a perceived ethical violation. The NBCC Ethical Code applies to all those certified by NBCC regardless of any other professional affiliation. Persons who receive professional services from certified counselors may elect to use other ethical codes which apply to their counselor. Although NBCC cooperates with professional associations and credentialing organizations, it can bring actions to discipline or sanction NBCC certificants only if the provisions of the NBCC Code are found to have been violated. The National Board for Certified Counselors, Inc. (NBCC) promotes counseling through certification. In pursuit of this mission, the NBCC: wareness of quality counseling practice Section A: General 1. Certified counselors engage in continuous efforts to improve professional practices, services, and research. Certified counselors are guided in their work by evidence of the best professional practices. 2. Certified counselors have a responsibility to the clients they serve and to the institutions within which the services are performed. Certified counselors also strive to assist the respective agency, organization, or institution in providing competent and ethical professional services. The acceptance of employment in an institution implies that the certified counselor is in agreement with the general policies and principles of the institution. Therefore, the professional activities of the certified counselor are in accord with the objectives of the institution. If the certified counselor and the employer do not agree and cannot reach agreement on policies that are consistent with appropriate counselor ethical practice that is conducive to client growth and development, the employment should be terminated. If the situation warrants further action, the certified counselor should work through professional organizations to have the unethical practice changed. 3. Ethical behavior among professional associates (i.e., both certified and non-certified counselors) must be expected at all times. When a certified counselor has doubts as to the NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 170

ethical behavior of professional colleagues, the certified counselor must take action to attempt to rectify this condition. Such action uses the respective institution's channels first and then uses procedures established by the NBCC or the perceived violator s profession. 4. Certified counselors must refuse remuneration for consultation or counseling with persons who are entitled to these services through the certified counselor's employing institution or agency. Certified counselors must not divert to their private practices, without the mutual consent of the institution and the client, legitimate clients in their primary agencies or the institutions with which they are affiliated. 5. In establishing fees for professional counseling services, certified counselors must consider the financial status of clients. In the event that the established fee status is inappropriate for a client, assistance must be provided in finding comparable services at acceptable cost. 6. Certified counselors offer only professional services for which they are trained or have supervised experience. No diagnosis, assessment, or treatment should be performed without prior training or supervision. Certified counselors are responsible for correcting any misrepresentations of their qualifications by others. 7. Certified counselors recognize their limitations and provide services or use techniques for which they are qualified by training and/or supervision. Certified counselors recognize the need for and seek continuing education to assure competent services. 8. Certified counselors are aware of the intimacy in the counseling relationship and maintain respect for the client. Counselors must not engage in activities that seek to meet their personal or professional needs at the expense of the client. 9. Certified counselors must insure that they do not engage in personal, social, organizational, financial, or political activities which might lead to a misuse of their influence. 10. Sexual intimacy with clients is unethical. Certified counselors will not be sexually, physically, or romantically intimate with clients, and they will not engage in sexual, physical, or romantic intimacy with clients within a minimum of two years after terminating the counseling relationship. 11. Certified counselors do not condone or engage in sexual harassment, which is defined as unwelcome comments, gestures, or physical contact of a sexual nature. 12. Through an awareness of the impact of stereotyping and unwarranted discrimination (e.g., biases based on age, disability, ethnicity, gender, race, religion, or sexual orientation), certified counselors guard the individual rights and personal dignity of the client in the counseling relationship. 13. Certified counselors are accountable at all times for their behavior. They must be aware that all actions and behaviors of the counselor reflect on professional integrity and, when inappropriate, can damage the public trust in the counseling profession. To protect public confidence in the counseling profession, certified counselors avoid behavior that is clearly in violation of accepted moral and legal standards. 14. Products or services provided by certified counselors by means of classroom instruction, public lectures, demonstrations, written articles, radio or television programs or other types of media must meet the criteria cited in this code. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 171

15. Certified counselors have an obligation to withdraw from the practice of counseling if they violate the Code of Ethics, or if the mental or physical condition of the certified counselor renders it unlikely that a professional relationship will be maintained. Section B: Counseling Relationship 1. The primary obligation of certified counselors is to respect the integrity and promote the welfare of clients, whether they are assisted individually, in family units, or in group counseling. In a group setting, the certified counselor is also responsible for taking reasonable precautions to protect individuals from physical and/or psychological trauma resulting from interaction within the group. 2. Certified counselors know and take into account the traditions and practices of other professional disciplines with whom they work and cooperate fully with such. If a person is receiving similar services from another professional, certified counselors do not offer their own services directly to such a person. If a certified counselor is contacted by a person who is already receiving similar services from another professional, the certified counselor carefully considers that professional relationship as well as the client's welfare and proceeds with caution and sensitivity to the therapeutic issues. When certified counselors learn that their clients are in a professional relationship with another counselor or mental health professional, they request release from the clients to inform the other counselor or mental health professional of their relationship with the client and strive to establish positive and collaborative professional relationships that arein the best interest of the client. Certified counselors discuss these issues with clients and the counselor or professional so as to minimize the risk of confusion and conflict and encourage clients to inform other professionals of the new professional relationship. 3. Certified counselors may choose to consult with any other professionally competent person about a client and must notify clients of this right. Certified counselors avoid placing a consultant in a conflict-of interest situation that would preclude the consultant serving as a proper party to the efforts of the certified counselor to help the client. 4. When a client's condition indicates that there is a clear and imminent danger to the client or others, the certified counselor must take reasonable action to inform potential victims and/or inform responsible authorities. Consultation with other professionals must be used when possible. The assumption of responsibility for the client s behavior must be taken only after careful deliberation, and the client must be involved in the resumption of responsibility as quickly as possible. 5. Records of the counseling relationship, including interview notes, test data, correspondence, audio or visual tape recordings, electronic data storage, and other documents are to be considered professional information for use in counseling. Records should contain accurate factual data. The physical records are property of the certified counselors or their employers. The information contained in the records belongs to the client and therefore may not be released to others without the consent of the client or when the counselor has exhausted challenges to a court order. The certified counselors are responsible to insure that their employees handle confidential information appropriately. Confidentiality must be maintained during the storage and disposition of records. Records should be maintained for a period of at least five (5) years after the lastcounselor/client contact, including cases in which the client is deceased. All records must be released to the client upon request. 6. Certified counselors must ensure that data maintained in electronic storage are secure. By using the best computer security methods available, the data must be limited to information NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 172

that is appropriate and necessary for the services being provided and accessible only to appropriate staff members involved in the provision of services. Certified counselors must also ensure that the electronically stored data are destroyed when the information is no longer of value in providing services or required as part of clients records. 7. Any data derived from a client relationship and used in training or research shall be so disguised that the informed client's identity is fully protected. Any data which cannot be so disguised may be used only as expressly authorized by the client's informed and uncoerced consent. 8. 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 clearly indicate limitations that may affect the relationship as well as any other pertinent information. Counselors take reasonable steps to ensure that clients understand the implications of any diagnosis, the intended use of tests and reports, methods of treatment and safety precautions that must be taken in their use, fees, and billing arrangements. 9. Certified counselors who have an administrative, supervisory and/or evaluative relationship with individuals seeking counseling services must not serve as the counselor and should refer the individuals to other professionals. Exceptions are made only in instances where an individual's situation warrants counseling intervention and another alternative is unavailable. Dual relationships that might impair the certified counselor s objectivity and professional judgment must be avoided and/or the counseling relationship terminated through referral to a competent professional. 10. When certified counselors determine an inability to be of professional assistance to a potential or existing client, they must, respectively, not initiate the counseling relationship or immediately terminate the relationship. In either event, the certified counselor must suggest appropriate alternatives. Certified counselors must be knowledgeable about referral resources so that a satisfactory referral can be initiated. In the event that the client declines a suggested referral, the certified counselor is not obligated to continue the relationship. 11. When certified counselors are engaged in intensive, short-term counseling, they must ensure that professional assistance is available at normal costs to clients during and following the shortterm counseling. 12. Counselors using electronic means in which counselor and client are not in immediate proximity must present clients with local sources of care before establishing a continued short or long-term relationship. Counselors who communicate with clients via Internet are governed by NBCC standards for Web Counseling. 13. Counselors must document permission to practice counseling by electronic means in all governmental jurisdictions where such counseling takes place. 14. When electronic data and systems are used as a component of counseling services, certified counselors must ensure that the computer application, and any information it contains, is appropriate for the respective needs of clients and is non-discriminatory. Certified counselors must ensure that they themselves have acquired a facilitation level of knowledge with any system they use including hands-on application, and understanding of the uses of all aspects of the computer-based system. In selecting and/or maintaining computer-based systems that NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 173

contain career information, counselors must ensure that the system provides current, accurate, and locally relevant information. Certified counselors must also ensure that clients are intellectually, emotionally, and physically compatible with computer applications and understand their purpose and operation. Client use of a computer application must be evaluated to correct possible problems and assess subsequent needs. 15. Certified counselors who develop self-help/stand-alone computer software for use by the general public, must first ensure that it is designed to function in a stand-alone manner that is appropriate and safe for all clients for which it is intended. A manual is required. The manual must provide the user with intended outcomes, suggestions for using the software, descriptions of inappropriately used applications, and descriptions of when and how other forms of counseling services might be beneficial. Finally, the manual must include the qualifications of the developer, the development process, validation date, and operating procedures. 16. The counseling relationship and information resulting from it remains confidential, consistent with the legal and ethical obligations of certified counselors. In group counseling, counselors clearly define confidentiality and the parameters for the specific group being entered, explain the importance of confidentiality, and discuss the difficulties related to confidentiality involved in group work. The fact that confidentiality cannot be guaranteed is clearly communicated to group members. However, counselors should give assurance about their professional responsibility to keep all group communications confidential. 17. Certified counselors must screen prospective group counseling participants to ensure compatibility with group objectives. This is especially important when the emphasis is on selfunderstanding and growth through self-disclosure. Certified counselors must maintain an awareness of the welfare of each participant throughout the group process. Section C: Counselor Supervision NCCs who offer and/or provide supervision must: a. Ensure that they have the proper training and supervised experience through contemporary continuing education and/or graduate training b. Ensure that supervisees are informed of the supervisor s credentials and professional status as well as all conditions of supervision as defined/outlined by the supervisor s practice, agency, group, or organization c. Ensure that supervisees are aware of the current ethical standards related to their professional practice d. Ensure that supervisees are informed about the process of supervision, including supervision goals, paradigms of supervision and the supervisor s preferred research based supervision paradigm(s) e. Provide supervisees with agreed upon scheduled feedback as part of an established evaluation plan (e.g., one (1) hour per week) f. Ensure that supervisees inform their clients of their professional status (i.e., trainee, intern, licensed, non-licensed, etc.) g. Establish procedures with their supervisees for handling crisis situations NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 174

h. Render timely assistance to supervisees who are or may be unable to provide competent counseling services to clients and i. Intervene in any situation where the supervisee is impaired and the client is at risk In addition, because supervision may result in a dual relationship between the supervisor and the supervisee, the supervisor is responsible for ensuring that any dual relationship is properly managed. Section D: Measurement and Evaluation 1. Because many types of assessment techniques exist, certified counselors must recognize the limits of their competence and perform only those assessment functions for which they have received appropriate training or supervision. 2. Certified counselors who utilize assessment instruments to assist them with diagnoses must have appropriate training and skills in educational and psychological measurement, validation criteria, test research, and guidelines for test development and use. 3. Certified counselors must provide instrument specific orientation or information to an examinee prior to and following the administration of assessment instruments or techniques so that the results may be placed in proper perspective with other relevant factors. The purpose of testing and the explicit use of the results must be made known to an examinee prior to testing. 4. In selecting assessment instruments or techniques for use in a given situation or with a particular client, certified counselors must carefully evaluate the specific theoretical bases and characteristics, validity, reliability and appropriateness of the instrument. 5. When making statements to the public about assessment instruments or techniques, certified counselors must provide accurate information and avoid false claims or misconceptions concerning the meaning of the instrument s reliability and validity terms. 6 Counselors must follow all directions and researched procedures for selection, administration and interpretation of all evaluation instruments and use them only within proper contexts. 7. Certified counselors must be cautious when interpreting the results of instruments that possess insufficient technical data, and must explicitly state to examinees the specific limitations and purposes for the use of such instruments. 8. Certified counselors must proceed with caution when attempting to evaluate and interpret performances of any person who cannot be appropriately compared to the norms for the instrument. 9. Because prior coaching or dissemination of test materials can invalidate test results, certified counselors are professionally obligated to maintain test security. 10. Certified counselors must consider psychometric limitations when selecting and using an instrument, and must be cognizant of the limitations when interpreting the results. When tests are used to classify clients, certified counselors must ensure that periodic review and/or retesting are made to prevent client stereotyping. 11. An examinee's welfare, explicit prior understanding, and consent are the factors used when NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 175

determining who receives the test results. Certified counselors must see that appropriate interpretation accompanies any release of individual or group test data (e.g., limitations of instrument and norms). 12. Certified counselors must ensure that computer-generated test administration and scoring programs function properly thereby providing clients with accurate test results. 13. Certified counselors who develop computer-based test interpretations to support the assessment process must ensure that the validity of the interpretations is established prior to the commercial distribution of the computer application. 14. Certified counselors recognize that test results may become obsolete, and avoid the misuse of obsolete data. 15. Certified counselors must not appropriate, reproduce, or modify published tests or parts thereof without acknowledgment and permission from the publisher, except as permitted by the fair educational use provisions of the U.S. copyright law. Section E: Research and Publication 1. Certified counselors will adhere to applicable legal and professional guidelines on research with human subjects. 2. In planning research activities involving human subjects, certified counselors must be aware of and responsive to all pertinent ethical principles and ensure that the research problem, design, and execution are in full compliance with any pertinent institutional or governmental regulations. 3. The ultimate responsibility for ethical research lies with the principal researcher, although others involved in the research activities are ethically obligated and responsible for their own actions. 4. Certified counselors who conduct research with human subjects are responsible for the welfare of the subjects throughout the experiment and must take all reasonable precautions to avoid causing injurious psychological, physical, or social effects on their subjects. 5. Certified counselors who conduct research must abide by the basic elements of informed consent: a. fair explanation of the procedures to be followed, including an identification of those which are experimental b. description of the attendant discomforts and risks c. description of the benefits to be expected d. disclosure of appropriate alternative procedures that would be advantageous for subjects with an offer to answer any inquiries concerning the procedures e. an instruction that subjects are free to withdraw their consent and to discontinue participation in the project or activity at any time 6. When reporting research results, explicit mention must be made of all the variables and conditions known to the investigator that may have affected the outcome of the study or the interpretation of the data. 7. Certified counselors who conduct and report research investigations must do so in a manner that minimizes the possibility that the results will be misleading. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 176

8. Certified counselors are obligated to make available sufficient original research data to qualified others who may wish to replicate the study. 9. Certified counselors who supply data, aid in the research of another person, report research results, or make original data available, must take due care to disguise the identity of respective subjects in the absence of specific authorization from the subjects to do otherwise. 10. When conducting and reporting research, certified counselors must be familiar with and give recognition to previous work on the topic, must observe all copyright laws, and must follow the principles of giving full credit to those to whom credit is due. 11. Certified counselors must give due credit through joint authorship, acknowledgment, footnote statements, or other appropriate means to those who have contributed to the research and/or publication, in accordance with such contributions. 12. Certified counselors should communicate to other counselors the results of any research judged to be of professional value. Results that reflect unfavorably on institutions, programs, services, or vested interests must not be withheld. 13. Certified counselors who agree to cooperate with another individual in research and/or publication incur an obligation to cooperate as promised in terms of punctuality of performance and with full regard to the completeness and accuracy of the information required. 14. Certified counselors must not submit the same manuscript, or one essentially similar in content, for simultaneous publication consideration by two or more journals. In addition, manuscripts that have been published in whole or substantial part should not be submitted for additional publication without acknowledgment and permission from any previous publisher. Section F: Consulting Consultation refers to a voluntary relationship between a professional helper and a helpneeding individual, group, or social unit in which the consultant is providing help to the client(s) in defining and solving a work related problem or potential work-related problem with a client or client system. 1. Certified counselors, acting as consultants, must have a high degree of self awareness of their own values, knowledge, skills, limitations, and needs in entering a helping relationship that involves human and/or organizational change. The focus of the consulting relationship must be on the issues to be resolved and not on the person(s) presenting the problem. 2. In the consulting relationship, the certified counselor and client must understand and agree upon the problem definition, subsequent goals, and predicted consequences of interventions selected. 3. Certified counselors acting as consultants must be reasonably certain that they, or the organization represented, have the necessary competencies and resources for giving the kind of help that is needed or that may develop later, and that appropriate referral resources are available. 4. Certified counselors in a consulting relationship must encourage and cultivate client adaptability and growth toward self-direction. Certified counselors must maintain this role consistently and not become a decision maker for clients or create a future dependency on the NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 177

consultant. Appendix: Certification Examination Applicants for the NBCC Certification Examinations must have fulfilled all current eligibility requirements, and are responsible for the accuracy and validity of all information and/or materials provided by themselves or by others for fulfillment of eligibility criteria. Approved on July 1, 1982 Amended on February 21, 1987, January 6, 1989, October 31, 1997, and June 21, 2002 Acknowledgment Reference documents, statements, and sources for development of the NBCC Code of Ethics were as follows: The Ethical Standards of the American Counseling Association, Responsible Uses for Standardized Testing (AAC), codes of ethics of the American Psychological Association and the National Career Development Association, Handbook of Standards for Computer-Based Career Information Systems (ACSCI) and Guidelines for the Use of Computer Based Information and Guidance Systems (ACSCI). References National Board for Certified Counselors. (2002). National Board for Certified Counselors Code Of Ethics. Greensboro, NC: Author. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 178

American School Counselor Association Code of Ethics Ethical Standards for School Counselors ASCA's Ethical Standards for School Counselors were adopted by the ASCA Delegate Assembly, March 19,1984, revised March 27, 1992, June 25, 1998 and June 26, 2004. Preamble The American School Counselor Association (ASCA) is a professional organization whose members are certified/licensed in school counseling with unique qualifications and skills to address the academic, personal/social and career development needs of all students. Professional school counselors are advocates, leaders, collaborators and consultants who create opportunities for equity in access and success in educational opportunities by connecting their programs to the mission of schools and subscribing to the following tenets of professional responsibility: Each person has the right to be respected, be treated with dignity and have access to a comprehensive school counseling program that advocates for and affirms all students from diverse populations regardless of ethnic/racial status, age, economic status, special needs, English as a second language or other language group, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity and appearance. Each person has the right to receive the information and support needed to move toward selfdirection and self-development and affirmation within one s group identities, with special care being given to students who have historically not received adequate educational services: students of color, low socio-economic students, students with disabilities and students with nondominant language backgrounds. Each person has the right to understand the full magnitude and meaning of his/her educational choices and how those choices will affect future opportunities. Each person has the right to privacy and thereby the right to expect the counselor-student relationship to comply with all laws, policies and ethical standards pertaining to confidentiality in the school setting. In this document, ASCA specifies the principles of ethical behavior necessary to maintain the high standards of integrity, leadership and professionalism among its members. The Ethical Standards for School Counselors were developed to clarify the nature of ethical responsibilities held in common by school counseling professionals. The purposes of this document are to: Serve as a guide for the ethical practices of all professional school counselors regardless of level, area, population served or membership in this professional association; Provide self-appraisal and peer evaluations regarding counselor responsibilities to students, parents/guardians, colleagues and professional associates, schools, communities and the counseling profession; and Inform those served by the school counselor of acceptable counselor practices and expected professional behavior. A.1. Responsibilities to Students NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 179

The professional school counselor: a. Has a primary obligation to the student, who is to be treated with respect as a unique individual. b. Is concerned with the educational, academic, career, personal and social needs and encourages the maximum development of every student. c. Respects the student s values and beliefs and does not impose the counselor s personal values. d. Is knowledgeable of laws, regulations and policies relating to students and strives to protect and inform students regarding their rights. A.2. Confidentiality The professional school counselor: a. Informs students of the purposes, goals, techniques and rules of procedure under which they may receive counseling at or before the time when the counseling relationship is entered. Disclosure notice includes the limits of confidentiality such as the possible necessity for consulting with other professionals, privileged communication, and legal or authoritative restraints. The meaning and limits of confidentiality are defined in developmentally appropriate terms to students. b. Keeps information confidential unless disclosure is required to prevent clear and imminent danger to the student or others or when legal requirements demand that confidential information be revealed. Counselors will consult with appropriate professionals when in doubt as to the validity of an exception. c. In absence of state legislation expressly forbidding disclosure, considers the ethical responsibility to provide information to an identified third party who, by his/her relationship with the student, is at a high risk of contracting a disease that is commonly known to be communicable and fatal. Disclosure requires satisfaction of all of the following conditions: Student identifies partner or the partner is highly identifiable Counselor recommends the student notify partner and refrain from further high-risk behavior Student refuses Counselor informs the student of the intent to notify the partner Counselor seeks legal consultation as to the legalities of informing the partner d. Requests of the court that disclosure not be required when the release of confidential information may potentially harm a student or the counseling relationship. e. Protects the confidentiality of students records and releases personal data in accordance with prescribed laws and school policies. Student information stored and transmitted electronically is treated with the same care as traditional student records. f. Protects the confidentiality of information received in the counseling relationship as specified by federal and state laws, written policies and applicable ethical standards. Such information is only to be revealed to others with the informed consent of the student, consistent with the counselor s ethical obligation. g. Recognizes his/her primary obligation for confidentiality is to the student but balances that obligation with an understanding of the legal and inherent rights of parents/guardians to be the guiding voice in their children s lives. A.3. Counseling Plans NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 180

The professional school counselor: a. Provides students with a comprehensive school counseling program that includes a strong emphasis on working jointly with all students to develop academic and career goals. b. Advocates for counseling plans supporting students right to choose from the wide array of options when they leave secondary education. Such plans will be regularly reviewed to update students regarding critical information they need to make informed decisions. A.4. Dual Relationships The professional school counselor: a. Avoids dual relationships that might impair his/her objectivity and increase the risk of harm to the student (e.g., counseling one s family members, close friends or associates). If a dual relationship is unavoidable, the counselor is responsible for taking action to eliminate or reduce the potential for harm. Such safeguards might include informed consent, consultation, supervision and documentation. b. Avoids dual relationships with school personnel that might infringe on the integrity of the counselor/student relationship A.5. Appropriate Referrals The professional school counselor: a. Makes referrals when necessary or appropriate to outside resources. Appropriate referrals may necessitate informing both parents/guardians and students of applicable resources and making proper plans for transitions with minimal interruption of services. Students retain the right to discontinue the counseling relationship at any time. A.6. Group Work The professional school counselor: a. Screens prospective group members and maintains an awareness of participants needs and goals in relation to the goals of the group. The counselor takes reasonable precautions to protect members from physical and psychological harm resulting from interaction within the group. b. Notifies parents/guardians and staff of group participation if the counselor deems it appropriate and if consistent with school board policy or practice. c. Establishes clear expectations in the group setting and clearly states that confidentiality in group counseling cannot be guaranteed. Given the developmental and chronological ages of minors in schools, the counselor recognizes the tenuous nature of confidentiality for minors renders some topics inappropriate for group work in a school setting. d. Follows up with group members and documents proceedings as appropriate. A.7. Danger to Self or Others The professional school counselor: a. Informs parents/guardians or appropriate authorities when the student s condition indicates a clear and imminent danger to the student or others. This is to be done after careful deliberation and, where possible, after consultation with other counseling professionals. b. Will attempt to minimize threat to a student and may choose to 1) inform the student of actions to be taken, 2) involve the student in a three-way communication with parents/guardians when breaching confidentiality or 3) allow the student to have input as to how and to whom the breach will be made. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 181

A.8. Student Records The professional school counselor: a. Maintains and secures records necessary for rendering professional services to the student as required by laws, regulations, institutional procedures and confidentiality guidelines. b. Keeps sole-possession records separate from students educational records in keeping with state laws. c. Recognizes the limits of sole-possession records and understands these records are a memory aid for the creator and in absence of privilege communication may be subpoenaed and may become educational records when they 1) are shared with others in verbal or written form, 2) include information other than professional opinion or personal observations and/or 3) are made accessible to others. d. Establishes a reasonable timeline for purging sole-possession records or case notes. Suggested guidelines include shredding sole possession records when the student transitions to the next level, transfers to another school or graduates. Careful discretion and deliberation should be applied before destroying sole-possession records that may be needed by a court of law such as notes on child abuse, suicide, sexual harassment or violence. A.9. Evaluation, Assessment and Interpretation The professional school counselor: a. Adheres to all professional standards regarding selecting, administering and interpreting assessment measures and only utilizes assessment measures that are within the scope of practice for school counselors. b. Seeks specialized training regarding the use of electronically based testing programs in administering, scoring and interpreting that may differ from that required in more traditional assessments. c. Considers confidentiality issues when utilizing evaluative or assessment instruments and electronically based programs. d. Provides interpretation of the nature, purposes, results and potential impact of assessment/evaluation measures in language the student(s) can understand. e. Monitors the use of assessment results and interpretations, and takes reasonable steps to prevent others from misusing the information. f. Uses caution when utilizing assessment techniques, making evaluations and interpreting the performance of populations not represented in the norm group on which an instrument is standardized. g. Assesses the effectiveness of his/her program in having an impact on students academic, career and personal/social development through accountability measures especially examining efforts to close achievement, opportunity and attainment gaps. A.10. Technology The professional school counselor: a. Promotes the benefits of and clarifies the limitations of various appropriate technological applications. The counselor promotes technological applications (1) that are appropriate for the student s individual needs, (2) that the student understands how to use and (3) for which follow-up counseling assistance is provided. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 182

b. Advocates for equal access to technology for all students, especially those historically underserved. c. Takes appropriate and reasonable measures for maintaining confidentiality of student information and educational records stored or transmitted over electronic media including although not limited to fax, electronic mail and instant messaging. d. While working with students on a computer or similar technology, takes reasonable and appropriate measures to protect students from objectionable and/or harmful online material. e. Who is engaged in the delivery of services involving technologies such as the telephone, videoconferencing and the Internet takes responsible steps to protect students and others from harm. A.11. Student Peer Support Program The professional school counselor: Has unique responsibilities when working with student-assistance programs. The school counselor is responsible for the welfare of students participating in peer-to-peer programs under his/her direction. B. Responsibilities to Parents/Guardians B.1. Parent Rights and Responsibilities The professional school counselor: a. Respects the rights and responsibilities of parents/guardians for their children and endeavors to establish, as appropriate, a collaborative relationship with parents/guardians to facilitate the student s maximum development. b. Adheres to laws, local guidelines and ethical standards of practice when assisting parents/guardians experiencing family difficulties that interfere with the student s effectiveness and welfare. c. Respects the confidentiality of parents/guardians. d. Is sensitive to diversity among families and recognizes that all parents/guardians, custodial and noncustodial, are vested with certain rights and responsibilities for the welfare of their children by virtue of their role and according to law. B.2. Parents/Guardians and Confidentiality The professional school counselor: a. Informs parents/guardians of the counselor s role with emphasis on the confidential nature of the counseling relationship between the counselor and student. b. Recognizes that working with minors in a school setting may require counselors to collaborate with students parents/guardians. c. Provides parents/guardians with accurate, comprehensive and relevant information in an objective and caring manner, as is appropriate and consistent with ethical responsibilities to the student. d. Makes reasonable efforts to honor the wishes of parents/guardians concerning information regarding the student, and in cases of divorce or separation exercises a good-faith effort to keep both parents informed with regard to critical information with the exception of a court order. C. Responsibilities to Colleagues and Professional Associates NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 183

C.1. Professional Relationships The professional school counselor: a. Establishes and maintains professional relationships with faculty, staff and administration to facilitate an optimum counseling program. b. Treats colleagues with professional respect, courtesy and fairness. The qualifications, views and findings of colleagues are represented to accurately reflect the image of competent professionals. c. Is aware of and utilizes related professionals, organizations and other resources to whom the student may be referred. C.2. Sharing Information with Other Professionals The professional school counselor: a. Promotes awareness and adherence to appropriate guidelines regarding confidentiality, the distinction between public and private information and staff consultation. b. Provides professional personnel with accurate, objective, concise and meaningful data necessary to adequately evaluate, counsel and assist the student. c. If a student is receiving services from another counselor or other mental health professional, the counselor, with student and/or parent/guardian consent, will inform the other professional and develop clear agreements to avoid confusion and conflict for the student. d. Is knowledgeable about release of information and parental rights in sharing information. D. Responsibilities to the School and Community D.1. Responsibilities to the School The professional school counselor: a. Supports and protects the educational program against any infringement not in students best interest. b. Informs appropriate officials in accordance with school policy of conditions that may be potentially disruptive or damaging to the school s mission, personnel and property while honoring the confidentiality between the student and counselor. c. Is knowledgeable and supportive of the school s mission and connects his/her program to the school s mission. d. Delineates and promotes the counselor s role and function in meeting the needs of those served. Counselors will notify appropriate officials of conditions that may limit or curtail their effectiveness in providing programs and services. e. Accepts employment only for positions for which he/she is qualified by education, training, supervised experience, state and national professional credentials and appropriate professional experience. f. Advocates that administrators hire only qualified and competent individuals for professional counseling positions. g. Assists in developing: (1) curricular and environmental conditions appropriate for the school and community, (2) educational procedures and programs to meet students developmental needs and (3) a systematic evaluation process for comprehensive, developmental, standardsbased school counseling programs, services and personnel. The counselor is guided by the findings of the evaluation data in planning programs and services. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 184

D.2. Responsibility to the Community The professional school counselor: a. Collaborates with agencies, organizations and individuals in the community in the best interest of students and without regard to personal reward or remuneration. b. Extends his/her influence and opportunity to deliver a comprehensive school counseling program to all students by collaborating with community resources for student success. E. Responsibilities to Self E.1. Professional Competence The professional school counselor: a. Functions within the boundaries of individual professional competence and accepts responsibility for the consequences of his/her actions. b. Monitors personal well-being and effectiveness and does not participate in any activity that may lead to inadequate professional services or harm to a student. c. Strives through personal initiative to maintain professional competence including technological literacy and to keep abreast of professional information. Professional and personal growth are ongoing throughout the counselor s career. E.2. Diversity The professional school counselor: a. Affirms the diversity of students, staff and families. b. Expands and develops awareness of his/her own attitudes and beliefs affecting cultural values and biases and strives to attain cultural competence. c. Possesses knowledge and understanding about how oppression, racism, discrimination and stereotyping affects her/him personally and professionally. d. Acquires educational, consultation and training experiences to improve awareness, knowledge, skills and effectiveness in working with diverse populations: ethnic/racial status, age, economic status, special needs, ESL or ELL, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity and appearance. F. Responsibilities to the Profession F.1. Professionalism The professional school counselor: a. Accepts the policies and procedures for handling ethical violations as a result of maintaining membership in the American School Counselor Association. b. Conducts herself/himself in such a manner as to advance individual ethical practice and the profession. c. Conducts appropriate research and report findings in a manner consistent with acceptable educational and psychological research practices. The counselor advocates for the protection of the individual student s identity when using data for research or program planning. d. Adheres to ethical standards of the profession, other official policy statements, such as ASCA s position statements, role statement and the ASCA National Model, and relevant statutes established by federal, state and local governments, and when these are in conflict works responsibly for change. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 185

e. Clearly distinguishes between statements and actions made as a private individual and those made as a representative of the school counseling profession. f. Does not use his/her professional position to recruit or gain clients, consultees for his/her private practice or to seek and receive unjustified personal gains, unfair advantage, inappropriate relationships or unearned goods or services. F.2. Contribution to the Profession The professional school counselor: a. Actively participates in local, state and national associations fostering the development and improvement of school counseling. b. Contributes to the development of the profession through the sharing of skills, ideas and expertise with colleagues. c. Provides support and mentoring to novice professionals. G. Maintenance of Standards Ethical behavior among professional school counselors, association members and nonmembers, is expected at all times. When there exists serious doubt as to the ethical behavior of colleagues or if counselors are forced to work in situations or abide by policies that do not reflect the standards as outlined in these Ethical Standards for School Counselors, the counselor is obligated to take appropriate action to rectify the condition. The following procedure may serve as a guide: 1. The counselor should consult confidentially with a professional colleague to discuss the nature of a complaint to see if the professional colleague views the situation as an ethical violation. 2. When feasible, the counselor should directly approach the colleague whose behavior is in question to discuss the complaint and seek resolution. 3. If resolution is not forthcoming at the personal level, the counselor shall utilize the channels established within the school, school district, the state school counseling association and ASCA s Ethics Committee. 4. If the matter still remains unresolved, referral for review and appropriate action should be made to the Ethics Committees in the following sequence: - state school counselor association - American School Counselor Association 5. The ASCA Ethics Committee is responsible for: educating and consulting with the membership regarding ethical standards periodically reviewing and recommending changes in code receiving and processing questions to clarify the application of such standards; Questions must be submitted in writing to the ASCA Ethics chair. handling complaints of alleged violations of the ethical standards. At the national level, complaints should be submitted in writing to the ASCA Ethics Committee, c/o the Executive Director, American School Counselor Association, 1101 King St., Suite 625, Alexandria, VA 22314. References American School Counselor Association. (2004). Ethical Standards for School Counselors. Alexandria, VA: Author. NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 186

Appendix E Learning Standards Matrix NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 187

Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process and the academic environment and develops programs and interventions that promote achievement of all students. Knowledge indicators: The competent school counselor: 1A. understands the national standards related to the academic development of students across all grade levels. (See The ASCA National Model A Framework for School Counseling Programs (2005, Second edition), published by the American School Counselor Association, 801 North Fairfax Street, Suite 310, Alexandria, Virginia 22314; no later amendments to or editions of these standards are incorporated by this Section.) 1B. understands the concepts, principles, and strategies that enable students to achieve and be academically successful. 1C. understands the relationship of academic performance to the world of work, family life, and community service. 1D. provides positive direction for academic program planning and for implementing academic support systems. Course Title and Number and/or Experiences HSC534 School Counseling HSM581 and 582 Internship and Supervision HSC534 HSM581, 582 LAP506 HSC534, HSC506 HSC514 HSM582, HSM582 HSC534 Assessment Activities NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 188

Performance indicators: The competent school counselor: 1E. implements strategies and activities that enhance students academic development. 1F. provides students across grade levels with academic assistance to overcome barriers to academic growth and achievement. 1G. works collaboratively with all school personnel and parents to insure student academic achievement. 1H initiates interventions that maximize learning, identifies learning styles, teaches study skills, enhances test-taking skills, and motivates students to learn and achieve. STANDARD 2 - Career Development Domain The competent school counselor is knowledgeable about the world of work, career theories, and related life processes and develops programs and interventions to promote the career development of all students. Knowledge indicators: The competent school counselor: 2A. understands the standards referred to in Standard 1A of this Section related to the career and vocational development of students across all grade levels. 2B. understands career development theories and decision-making models applicable for grade levels. 2C. applies education-to-career principles and student outcomes to the career program. 2D. understands career development program planning, organization, implementation, administration, and evaluation. 2E. understands the world of work, labor market information, and job trends. HSC534 HSC534 HSC534 HSC534, 533, LAP501 HSM581, 582 HSC514 Counseling for Career Development HSC 514 Review the ASCA National Model for School Counseling Programs (2005). American School Counselor Association Review the history and foundations of career development, including theories of career development and decision-making Use appropriate career readiness and evaluation criteria Explain the career development process through its application in schools, colleges, work settings Define the world of work through its occupational structures & class systems NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 189

2F. understands the phases of career development (awareness, exploration, orientation, and preparation) and how they are applied across grade levels. 2G. understands career and educational planning, placement, and follow-up. 2H. understands the use of technology in career planning. 2I. understands career counseling processes, techniques, resources, and tools, including those applicable to specific populations. Performance indicators: The competent school counselor: 2J. integrates career and counseling theories into a comprehensive approach to career counseling. 2K. enhances students self-awareness through individual appraisal, appropriate career information, course selection alternatives, and career exploration activities. 2L. assists students to identify and understand their abilities, interests, problem-solving abilities, aptitudes, and goal-setting strategies. 2M. develops programs and involves parents with respect to their child s career development. 2N. provides career development consultation and resources to teachers for infusing career development activities into the curriculum. 2O. collaborates with community business and industry representatives to promote workbased learning opportunities and support. 2P. helps students develop skills in locating, evaluating, and interpreting career information. Enumerate various career development procedures, including assessment, job readiness & placement Provide examples of career development planning from school-to-work Develop a technology resource list for career development & planning Develop context-ready career programs, addressing ethical and diversity requirements Internship Select career & counseling theories & design a school-based career counseling curriculum HSC533, HSM581, 582 Develop a case study and conduct an appraisal, design a study plan & future career plan HSM581, 582 Administer a series of assessments to the student in the case study HSM581, 582 Conduct a consultation with student s parent(s) HSM581, 582 Conduct a consultation with student s teacher, exploring career attributes HSM581, 582 Identify and visit one or more potential work sites related to student in case study HSC514 Visit career center or library with case study student NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 190

2Q. guides students in the use of career resources such as occupational and labor market information, visual and printed media, computer-based career systems, electronic systems, and the use of the internet. 2R. administers and interprets assessment tools such as interest inventories, aptitude batteries, personality inventories and selfassessment tools to help students with educational and career decisions. 2S. assists students with work-based opportunities such as job-shadowing and internships. STANDARD 3 - Personal/Social Development Domain The competent school counselor understands the developmental needs of the school-aged population and develops programs and interventions that promote optimum personal and social development. Knowledge Indicators - The competent school counselor: 3A. understands the standards referred to in Standard 1A of this Section related to the personal/social development of students across all grade levels. 3B. understands the concepts and strategies that lead to attitudes, knowledge, and interpersonal skills that help students understand and respect themselves and others. 3C. understands programs that promote school safety and violence prevention. 3D. understands strategies for helping students make decisions, set goals and develop resiliency. HSM581, 582 Sponsor the student s access and completion of a variety of computer based guidance systems HSM581, 582 Extend the student s assessment to include instruments relevant to age, grade, setting, special needs HSM581, 582 LAP506 Advanced Human Development HSC534 LAP506 HSM581, 582 Supervision Seminar HSC534 School Counseling HSC501 Fundamentals of Counseling LAP506 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 191

3E. understands the skills necessary for developing effective communication skills that promote cooperation, understanding, and interest in others. 3F. understands the processes of conflict resolution and anger management. 3G. understands methods that help students appreciate differences between people and promotes tolerance. Performance Indicators - The competent school counselor: 3H. enables students to acquire knowledge of their personal strengths, assets, personal values, beliefs, and attitudes. 3I. fosters students sense of self-esteem, efficacy, and personal dignity so they develop positive attitudes toward themselves as unique and worthy individuals. 3J. helps students identify and express feelings. 3K. assists students to set healthy personal boundaries and to understand and assert their rights of privacy. 3L. helps students understand and apply the need for self-control and management of anger. 3M. teaches ways for students to get along with peers, parents, and authority figures. 3N. assists students with maintaining healthy family relationships, including teaching the dynamics of family interaction. 3O. helps students understand the consequences of decisions and choices. 3P. helps students understand the relationship among rules, laws, safety, and the protection of individual rights. HSC501 HSC534 HSC503 Multi-cultural HSC503 HSC503 HSC501 Fundamentals of Counseling HSM581, 582 HSM581, 582 HSM581, 582 HSC506 Family HSC501, HSM581, 582 HSC511 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 192

3Q. assists students in understanding the emotional and physical dangers of abuses: e.g., substance, sexual, physical. 3R. addresses issues of stress and anxiety and teaches students appropriate strategies for coping with peer pressure and managing life s events. 3S. provides resources to students who are in need of additional professional help. STANDARD 4 - Classroom Instruction and Counseling Curriculum The competent school counselor understands instructional planning and designs developmental counseling curriculum based upon knowledge of the student, the community and the overall educational program. Knowledge Indicators - The competent school counselor: 4A. understands basic classroom management. 4B. understands the counseling curriculum as a component of the developmental approach. 4C. understands and encourages a team approach with classroom teachers. 4D. understands multiple definitions of intelligence in order to adapt, adjust, and diversify instructional methodologies. 4E. understands the concept and process of program evaluation. Performance Indicators - The competent school counselor: 4F. utilizes classroom management skills to focus students attention and engagement. HSC534 School Counseling HSC506, HSS 534 LAP506 HSC511, HSM581, 582 HSC534 HSC534 HSC533 LAP501 HSM508 Internship NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 193

4G. develops, organizes, and implements the curriculum around the personal/social, career/ vocational, and academic/educational domains and their goals. 4H. coordinates, plans, and delivers the program in a team format with teachers. 4I. presents lessons, programs, etc., using varied strategies to meet the needs of a diverse student body. 4J. uses knowledge of normal growth and development to promote positive mental health and assist students in acquiring and using life skills. 4K. designs, interprets, and applies program evaluations and feedback to improve service delivery systems. STANDARD 5 - Responsive Service: Crisis Intervention The competent school counselor understands and implements appropriate responses to crises and utilizes a variety of intervention strategies for students, families, and communities facing emergency situations. Knowledge Indicators - The competent school counselor: 5A. understands what defines a crisis, the appropriate process responses, and a variety of intervention strategies to meet the needs of the individual, group, or school community. 5B. understands the theory and techniques needed to implement a school-wide crisis plan. Performance Indicators - The competent school counselor: 5C. implements appropriate techniques for and interventions to assist students and their families facing crisis situations. HSC533 HSC533, HSM581, 582 HSC533, HSM581, 582 HSC506 LAP506 HSM508 HSC506 Review Theories and Systems of Family Intervention in schools, community HSC533 Analyze school crisis intervention models HSC533 HSM581, 582 Select family-school interventions to stabilize crises NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 194

5D. provides leadership to the school and community in a crisis. 5E. involves appropriate school and community professionals as well as the family in a crisis situation. 5F. intervenes appropriately and ethically with students who may be suicidal or homicidal. STANDARD 6 - Responsive Service: Individual Counseling The competent school counselor understands and utilizes a variety of individual counseling strategies and provides appropriate referral services. Knowledge Indicators - The competent school counselor: 6A. understands the theory and process of various individual counseling approaches for crisis or short-term situations (brief counseling strategies). 6B. understands the responsive services as a component of a developmental approach. 6C. understands the specialized needs and resources available for students who are disabled, gifted, or at risk or who have dropped out. 6D. understands appropriate strategies for students expressing difficulties dealing with relationships, personal, educational, or career planning concerns, and/or normal developmental tasks. Performance Indicators - The competent school counselor: 6E. chooses and utilizes appropriate counseling techniques for individual students. HSM581, HSM582 Identify school & community resources for families in crisis Initiate ethical interventions for student body at risk HSC511, HSC533, HSM581, HSM582 HSM501, HSM533 HSM581, HSM582 Review Counseling theories & processes appropriate for school settings, especially crisis & short-term HSM501, HSM533, HSM581, HSM582 Apply the stages of the microcounseling approach HSM501, HSM533, HSM581, HSM582 Identify and effectively use appropriate counseling approaches based on diversity principles and those with special needs HSM501, HSM533, HSM581, HSM582 Demonstrate skills in effective listening; skills in reflective feeling and content HSM501, HSM533, HSM581, HSM582 Identify the characteristics of the helping relationship and use appropriate techniques based on helper, client and system variables NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 195

6F. assists students in clarifying problems, considering causes, and identifying alternative solutions and possible consequences so that appropriate action can be taken. 6G. counsels students on personal and social issues and facilitates development of longand short-term goals. 6H. addresses a variety of students developmental problems. 6I. makes referrals to appropriate professionals when necessary. 6J. provides activities to meet the immediate needs of students that may be identified by students, parents, teachers, or other referrals. STANDARD 7 - Responsive Service: Group Counseling The competent school counselor understands and implements principles of group work in the school setting. Knowledge Indicators - The competent school counselor: 7A. understands principles of group dynamics, including group process components, developmental stage theories, group members roles and behaviors, and therapeutic factors of group work. 7B. understands group leadership styles and approaches. 7C. understands theories of group counseling, including commonalties, distinguishing characteristics and pertinent research literature. HSM501, HSM533, HSM581, HSM582 Identify the stages of the helping interview. HSM501, HSM533, HSM581, HSM582 Conduct interviews using structuring for action and enlisting cooperation HSM501, HSM533, HSM581, HSM582 Demonstrate skills in effective questioning HSM501, HSM533, HSM581, HSM582 Use the follow-through stage of helping interview HSM 501, HSM 533, HSM581, HSM582 Consult with appropriate parties and integrate findings in treatment plan HSC512 Theory and Techniques of Group Counseling HSC512 Review the principles of group dynamics, including the development of groups, group structure, group effectiveness, and field theory HSC 512 Participate in small group leader activities, applying differing leader styles. HSC 512 Refer to general counseling theory and research and its relationship to group theory NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 196

Performance Indicators - The competent school counselor: 7D. utilizes group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria, and methods of evaluation of effectiveness. 7E. implements various approaches used for other types of group work, including task groups, focus groups, prevention groups, support groups, psycho-educational groups, therapy groups, and developmental groups, which will infuse the counseling curriculum. 7F. practices professional standards for group work as advocated by the national and State professional counseling organizations. STANDARD 8 - Individual Student Planning The competent school counselor understands and uses a variety of strategies to encourage students development of academic, personal/social, and career competencies. Knowledge Indicators - The competent school counselor: 8A. understands methods for helping students monitor and direct their own learning and personal/social and career development. 8B. understands individual student planning as a component of the developmental model. 8C. understands how to apply knowledge about individual appraisal by using tests and non-test information to assist students with aemic and career planning. 8D. understands applications of technology in student planning, e.g., electronic portfolio, use of Internet, etc. HSC 512 Develop proficiency in process observation and in the various task and maintenance functions of groups HSC 512 Internship Identify and differentiate among the various approaches to group work specific to target group and setting Define the ethical, legal and professional issues in conducting group counseling Internship Supervision Practicum Career Counseling Internship Supervision Practicum Career Counseling Internship Supervision Practicum Career Counseling Internship Supervision Practicum Career Counseling NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 197

Performance Indicators - The competent school counselor: 8E. helps students develop and evaluate personal goals and educational and career plans. 8F. provides individual advisement to students to enhance their personal/social development and to help them acquire skill in setting and achieving academic and career goals. 8G. applies knowledge about individual appraisal by using tests and non-test information to help students assess their abilities, interests, skills, and achievements to develop short- and longrange plans. 8H. provides placement activities to assist all students with transitions from one educational program to another, from one school to another, and from school to work. 8I. incorporates technology when working with students in individual planning. STANDARD 9 - Consultation The competent school counselor understands various consultation models and maintains collaborative relationships within and outside the school community. Knowledge Indicators - The competent school counselor: 9A. understands the role of the school counselor as consultant and is knowledgeable of various consulting models. 9B. understands the necessity for empowering families to act on behalf of their children. Internship Supervision Practicum Career Counseling Internship Supervision Practicum Career Counseling Intro to psychological assessment Internship Supervision Practicum Career Counseling Internship Supervision Practicum Career Counseling HSC514 HSM581, HSM582 HSCC533 HSC506, LAP506 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 198

9C. understands the necessity for programs designed to address academic/educational, personal/social, career/vocational, and other developmental needs of the students. 9D. understands the counselor s role, function, and relationship to other student service providers. Performance Indicators - The competent school counselor: 9E. utilizes various consulting models. 9F. guides and/or facilitates families assumption of responsibility for problem solving. 9G. provides a multi-dimensional approach to consultation in academic/educational, personal/social, career/vocational, and other developmental areas. 9H. participates in multi-disciplinary team meetings and demonstrates the ability to make appropriate referrals to outside agencies and other student service providers within the school system. 9I. consults with parents, teachers, student services staff, other educators, and community agencies regarding strategies for helping students. STANDARD 10 - Systems Support The competent school counselor understands the overall educational system, acts as a facilitator of change, and engages in planning and management tasks needed to support the comprehensive developmental school counseling program. Knowledge Indicators - The competent school counselor: 10A. understands systems support as a component in the developmental approach. HSC534 HSC511 HSM581, HSM582 HSC506 HSC503 HSM581, HSM582, HSC533 Practicum and Internship Practicum and Internship HSC506 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 199

10B. understands program development that is comprehensive and educational. 10C. understands the commitment to life-long learning. Performance Indicators - The competent school counselor: 10D. provides activities that establish, maintain, and enhance the developmental school counseling program as well as other educational programs. 10E. demonstrates a commitment to life-long learning. 10F. develops and implements activities to orient staff and community to the counseling program through regular efforts to enhance and maintain staff and community relations. 10G. serves on departmental curriculum committees, school improvement committees, or advisory boards and assists in developing curricula that meet students developmental needs. 10H. engages in planning and management tasks needed to support activities of the comprehensive school counseling program. 10I. participates in continuous professional development. STANDARD 11 - Program Development The competent school counselor understands and utilizes organizational and management tools needed to implement an effective developmental program. Knowledge Indicators - The competent school counselor: 11A. understands data gathered from groups and individuals as they relate to student outcomes and learning standards. HSM508 HSC514, LAP506 HSM581, HSM582 HSM581, HSM582 HSC534 HSM581, HSM582 HSM581, HSM582 HSM581, HSM582, HSC511 HSM508 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 200

11B. understands the need for and the process of planning, developing, and implementing a comprehensive school counseling program. 11C. understands the need for developing school counseling programs based on the needs of students and the school to become an effective learning community. 11D. understands the comprehensive developmental school counseling concept. 11E. understands the necessity for goals and objectives in a school counseling program. 11F. understands competency levels as related to student achievement. 11G. understands the importance of planning and time management within a comprehensive developmental school counseling program. Performance Indicators - The competent school counselor: 11H. uses available resources in implementing a comprehensive counseling program, including funding and staff resources. 11I. uses data compiled from needs assessment in planning the counseling program. 11J. uses data from multiple sources, including surveys, interviews, focus groups, and needs assessments, to enhance students outcomes. 11K. designs, implements, monitors, and evaluates a comprehensive developmental school counseling program with an awareness of the various systems affecting students, parents, and school faculty and staff. HSM508 HSM508 HSC534 HSC 534 HSC 534 HSC534 HSM581, HSM582 HSM581, HSM582 HSM581, HSM582 HSC511 HSM581, HSM582 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 201

11L. implements and evaluates specific strategies designed to meet program goals and objectives for enhancing students competencies. 11M. identifies student achievement competencies and implements activities and processes to assist students in achieving these competencies. 11N. prepares a counseling calendar reflecting appropriate time commitments and priorities within a comprehensive developmental school counseling program. STANDARD 12 - Prevention Education and Training The competent school counselor is aware of and implements prevention education programs. Knowledge Indicators - The competent school counselor: 12A. is aware of student and school problems that could limit or diminish the capacity of students to learn and achieve at their highest levels. 12B. is knowledgeable of prevention measures to overcome or resolve problems or barriers to learning. Performance Indicators - The competent school counselor: 12C. identifies early signs and predictors of learning problems. 12D. is able to organize and present prevention programs for students, staff, parents, and community members, as appropriate. STANDARD 13 - Assessment The competent school counselor understands basic concepts of, technology for, and implications of various assessment and evaluative instruments. HSC511, HSM508 HSM581, HSM582 HSC511 HSM581, HSM582 HSC511, HSC533 HSM581, HSM582 HSS534 Understand the wide range of substances readily abused and impacts on learners and wider community HSS534 Survey prevention programs for all types of addictive and compulsive behaviors HSS534 Select and use assessment techniques for early intervention HSC534, HSM581, HSM582 Create a model for an intervention program and produce in a school setting NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 202

Knowledge Indicators - The competent school counselor: 13A. understands the purposes and meaning of assessment from multiple perspectives: historical, sociological, and educational. 13B. understands the basic concepts of standardized and non-standardized testing and other assessment techniques. 13D. understands the use of technology in assessment. 13E. understands the statistical concepts, including scales of measurement, measures of central tendency, indices or variability, shapes and types of distributions, and correlation. 13F. understands reliability (theory of measurement error, models of reliability, and the use of reliability information) and validity (evidence of validity, types of validity), and the relationship between reliability and validity. 13G. understands the implications of age, gender, sexual orientation, ethnicity, language, disability, culture, spirituality, and other factors related to assessment and evaluation. Performance Indicators - The competent school counselor: 13H. analyzes testing information needed and selects appropriate tests, methods and/or materials to gather information and/or perform assessments. 13I. uses various strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling. LAP501 LAP501 LAP501 LAP501 LAP501 LAP501 LAP501 LAP501 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 203

13J. interprets and accurately uses the statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlation. 13K. accurately selects and interprets assessment tools based on reliability and validity when appropriate. 13L. interprets assessments accurately with understanding of diversity and its implications. 13M. uses and applies appropriate technology in assessment. STANDARD 14 - Research and Program Evaluation The competent school counselor understands the importance of, and engages in, research and program evaluation. Knowledge Indicators - The competent school counselor: 14A. understands various types of research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research. 14B. understands statistical methods used in conducting research. 14C. understands the use of technology in conducting research and in program evaluation. 14D. understands the principles and applications of needs assessment and program evaluation. 14E. understands the importance of research in the practice of school counseling. Performance Indicators - The competent school counselor: 14F. identifies and applies research designs appropriate to various counseling situations and problems. LAP501 LAP501 LAP501 LAP501 HSM508 Review classic qualitative and quantitative research designs as well as methods of action & outcome research Understand basic statistical terminology & measurements used in different types of research Review the large array of technology resources in educational research Explain the research planning and evaluation process, including needs-assessment and outcome measures Outline the scope of research in the practice of school counseling Select a research problem and conduct a review of the literature NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 204

14G. analyzes data with appropriate statistical methods and computer statistical packages. 14H. uses formal and informal methods of needs assessment and program evaluation to design and modify developmental counseling programs. 14I. conducts research and program evaluations within ethical and legal parameters. 14J. uses appropriate research to demonstrate accountability. 14K. uses technology in conducting research and program evaluation. STANDARD 15 - Professional Orientation and Identity The competent school counselor understands and actively participates within the profession. Knowledge Indicators - The competent school counselor: 15A. understands the importance of active participation and leadership in the appropriate school counseling professional organizations. 15B. understands community, environmental, and institutional barriers that impede and/or enhance students academic success and overall development. 15C. understands the unique characteristics of the school environment and K-12 curriculum. Performance Indicators - The competent school counselor: 15D. joins and takes an active part in appropriate local, State, and national school counseling professional organizations. Select an appropriate research design, collect and analyze data with SPSS Select a counseling program conduct needs assessment, identify problem Propose a research project Develop a plan to demonstrate accountability Select and use appropriate technology for selected projects HSC511 LAP506 Advanced Human Development LAP506 HSC534 I HSC511, HSM581, HSM582 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 205

15E. uses community resources to enhance academic and social/emotional growth, plans appropriate interventions within the context of the community, and advocates for programmatic efforts to eliminate barriers to students success. 15F. designs and implements a developmental counseling curriculum that provides all students at all grade levels with knowledge and assistance in acquiring and using life skills. 15G. participates in continuing professional development activities. STANDARD 16 - History of School Counseling and Current Trends The competent school counselor understands the history and current trends and issues of the profession and includes this knowledge when establishing comprehensive developmental counseling programs. Knowledge Indicators - The competent school counselor: 16A. understands history, philosophy, and current trends and issues in school counseling. 16B. understands the counselor s roles, functions and relationships with other school and student service providers. 16C. understands technology and computer applications in counseling. Performance Indicators - The competent school counselor: 16D. addresses current trends and issues daily in the school. 16E. incorporates current trends into the developmental curriculum. 16F. works collaboratively with other school and student service providers. Internship HSC534 Attends district in-service programs HSC534 HSC534 LAP501, HSC514 HSC533, HSM581, HSM582 HSM581, HSM582 HSM581, HSM582 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 206

16G. uses technology and computer applications directly with students. STANDARD 17 - Human Growth and Development The competent school counselor understands the individual diversity of human growth, development, and learning and provides experiences that promote the physical, intellectual, social, and emotional development of the student. Knowledge Indicators - The competent school counselor: 17A. understands theories of individual and family development and transitions across the life span. 17B. understands that students physical, social, emotional, ethical, and cognitive development influences learning. 17C. understands theories of learning, personality development, child and adolescent development, and the range of individual variation. 17D. understands how students construct knowledge, acquire skills, and develop habits of mind. 17E. understands that differences in approaches to learning and performance interact with development. 17F. understands the developmental stages of children and adolescents as they relate to counseling approaches and appropriate interventions. 17G. understands human behaviors, including developmental crises, disability, addictive behavior, and psychopathology, and situational and environmental factors as they affect both normal and abnormal behavior. HSM581, HSM582 Review Life-Span Developmental theories and major contributors LAP506 HSC506 Relate developmental theories to learning stages LAP506 Evaluate major learning, personality and child development theories LAP506 Review cognitive development theories LAP506 Integrate approaches with developmental learning stages LAP501 & 506 Match clients developmental stages with appropriate counseling interventions LAP506 Review life cycle challenges, responses, and interventions using a systems approach LAP506 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 207

17H. understands the characteristics and effects of the cultural and environmental milieu of the child and the family, including cultural and linguistic diversity, socioeconomic level, abuse/neglect, and substance abuse. 17I. understands the role of drug therapy as it affects students behavior. 17J. understands the characteristics of normal, delayed, and disordered patterns of communication and interaction and their impact on learning. Performance Indicators - The competent school counselor: 17K. uses theories of learning, personality, and human development to plan activities and experiences that respond to students individual and group needs at the appropriate level of development. 17L. analyzes individual and group performance in order to design interventions that meet learners current needs in the cognitive, social, emotional, ethical, and physical domains at the appropriate grade level. 17M. plans interventions appropriate to students developmental levels. 17N. utilizes strategies for facilitating optimum student development over the life-span. 17O. recognizes the characteristics of individuals with various disabilities and the effects these may have on individuals. 17P. implements interventions relevant to students developmental levels. 17Q. recognizes the effect that addictive behavior, psychopathology, and situational and environmental factors have on both normal and abnormal behavior. Discover the elements of cultural diversity as impacts on the learning and growth of students LAP506 HSC 506 Review disabilities, treatments and prognoses HSS 534, LAP506, HSC503, LAP501 Review Communication Theories, Learning disorders and effects on learning LAP501, LAP506 HSM581, HSM582 Identify appropriate activities and experiences to encourage development of specific target groups and individuals HSM581, HSM582 Design interventions, appropriate to grade level, to encourage development in one or more domains Use intervention manuals to select developmental interventions Prepare strategies to met developmental challenges HSM581, HSM582 Assess individual disabilities and predict impact on learning Conduct a school-based intervention HSS534 Identify and measure addictive behaviors and select interventions to reduce effects NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 208

17R. recognizes the effects of cultural and environmental factors on students performance. 17S. recognizes that medications can have effects on the educational, cognitive, physical, social, and emotional behaviors of individuals. STANDARD 18 - Standards and Best Practices in School Counseling The competent school counselor knows and applies the standards referred to in subsection (a) (1) (A) of this Section in developing his or her role and function in establishing school counseling programs. Knowledge indicators: The competent school counselor: 18A. understands the requirements of professional credentialing, certification, and licensure. 18B. understands the unique characteristics of school counseling as a profession as defined in Sections 10-22.24a and 10-22.24b of the School Code [105 ILCS 5/10-22.24a and 10-22.24b]. 18C. understands the standards referred to in Standard 1A of this Section. Performance Indicators - The competent school counselor: 18D. designs school counseling services to include the functions listed in Section 10-22.24b of the School Code as appropriate to the setting and student grade levels. 18E. manages time to include individual student planning, responsive services, system support, and developmental counseling curriculum activities. HSC505 Measure cultural and environmental effects on learning activities Evaluate behavior of medicated students and adjust instructional designs HSC511 HSM582 HSC534 HSC504 HSC511 HSC534 HSC511 HSC534 HSC533 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 209

18F. participates in professional development and keeps current on State and national initiatives. STANDARD 19 - The Helping Relationship The competent school counselor possesses knowledge and skills necessary to establish helping relationships appropriate to the school setting. Knowledge Indicators - The competent school counselor: 19A. understands various counseling theories, including traditional models, multicultural models, brief counseling and interventions, and systems and family theories, as appropriate to school counseling. 19B. understands how individual student characteristics, including age, gender, ethnic differences, race, culture, learning abilities and styles, and value dimensions, relate to the helping process. 19C. understands the limitations of his or her ability and training and is aware of referral resources. 19D. understands the counseling process and is aware of various skills, methods, and behaviors used in both prevention and intervention. 19E. understands the skills necessary to build a therapeutic and trusting relationship with a client. 19F. understands how to develop long- and short-term intervention plans consistent with curriculum, learner diversity, and learning theory. HSM581, HSM582 HSC501, HSC510, HSC506 Develop knowledge and skills in the application of counseling theory and techniques in a school setting Focus on unique student characteristics as they impact the counseling process HSC501 Obtain feedback on personal limitations and utilize referral resources HSC511 and HSC501 Review prevention and intervention skills used with school populations HSC510 and HSC501 Analyze elements of trusting relationships HSC501 Evaluate sample intervention plans and match with required elements HSC533 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 210

Performance Indicators - The competent school counselor: 19G. uses established counseling theory in the counseling process and applies it to the developmental needs of the client. 19H. exhibits flexibility in adapting counseling technique to client diversity. 19I. makes necessary and appropriate referrals. 19J. demonstrates skills in developing therapeutic relationships, goal setting, intervention strategies, and evaluation of counseling outcomes with clients. 19K. demonstrates appropriate skills in working with parents. 19L. uses developmental and counseling theories to design and implement comprehensive and developmental programs. 19M. creates long-term and short-term intervention plans. 19N. applies appropriate diagnoses and case conceptualization skills to clients. STANDARD 20 - Social and Cultural Diversity The competent school counselor possesses the knowledge and skills to appropriately address issues of diversity, cultural difference, and change. Knowledge Indicators - The competent school counselor: 20A. is aware of and sensitive to the implications of his or her own social and cultural background. 20B. is aware of how his or her own cultural background and experiences influence his or her attitudes, values, and biases about psychological processes. Create an individualized theoretical base for a client HSC510 Match techniques to various client attributes HSC 503 Multicultural Develop a referral list for a target group HSC505, HSM581, HSM582 Use didactic and experiential approaches to refine counseling skills Develop effective parent communications Practicum/Internship Design developmentally appropriate treatment plans Add short-term and long-term interventions to plan Diagnose and complete case write-ups HSC505 HSC503 Counseling and Human Development in a Multicultural Society Increase awareness of own attitudes and behavior based on learned cultural attributes as well as genetic attributes (age, gender, race) HSC503 Understand influences of counselor s cultural identity on the practice of counseling NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 211

20C. is knowledgeable about diverse groups with which she or he may work. 20D. understands how race, culture, ethnicity, sexual orientation, physical and mental characteristics, and other areas of diversity affect personality formation, vocational choice, and manifestation of difficulties and strengths in academic, career, and personal/social development. 20E. understands how gender affects personality formation, academic choice, vocational choice, and manifestations of difficulties and strengths in academic, career, and personal and social development. 20F. understands the impact of sexual harassment on students personal, social, emotional, and academic development. Performance Indicators - The competent school counselor: 20G. incorporates an approach to social and cultural diversity that is equitable for all students. 20H. adopts intervention skills appropriate to the specific diverse needs of the student. 20I. develops programs for students that acknowledge their diversity and meet special needs as appropriate. 20J. incorporates a gender-equitable and culturally sensitive approach in dealing with students, families, staff, and the community. 20K. utilizes appropriate non-traditional strategies in career and academic counseling. 20L. adopts appropriate methods to intervene when students use inappropriate language or behaviors relating to issues of social and cultural diversity. HSC503 Identify inclusive groups with unique subcultural markers HSC503 Correlate cultural variables with psychological processes, developmental issues, and learning styles. HSC503 Apply research on gender differences to all aspects of the learning/vocational environment HSC503 Define sexual harassment, causes, relief, prevention Design a diversity awareness program for a targeted school population Include specific intervention skills for the targeted population Extend program design to include special needs students Extend program design to include gender sensitivity Increase multicultural counseling skills with a focus on intra-cultural community HSC514 Use culturally-explicit interventions to mediate language assaults NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 212

20M. teaches how oppression, racism, discrimination, intolerance, homophobia, heterosexism, and stereotyping may affect students personally and their work. STANDARD 21 - Ethical Concerns and Legal Matters The competent school counselor is aware of current legal issues and ethical guidelines of the profession and acts accordingly. Knowledge Indicators - The competent school counselor: 21A. understands the standards referred to in Standard 1A of this Section with regard to professional ethics. 21B. understands legal standards, including the Illinois School Code and the Illinois Mental Health code, that apply to the counseling process. 21C. understands the school counselor s responsibility for knowing and complying with federal, State, and local legislation, regulations, and policies. 21D. understands that in the event conflict arises among competing expectations, the school counselor shall be guided by the ACA/ASCA code of ethics. Performance Indicators - The competent school counselor: 21E. demonstrates commitment to the values and ethics of the school counseling profession. 21F. adheres to ACA and ASCA professional standards and codes of ethics as a guide to ethical decision-making. 21G. maintains adequate safeguards for the privacy and confidentiality of information. 21H. informs students of their ethical rights and the limitations of the counseling relationship and of confidentiality. Elicit from students techniques, solutions and rewards for developing multicultural competence HSC511 HSC511 HSC511 HSC511 HSM533, HSM581, HSM582 Practicum & Internship Practicum & Internship Practicum & Internship HSC511 HSC533 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 213

21I. follows State and federal laws, including the School Code, the Mental Health Code, and the Family Educational Rights and Privacy Act. STANDARD 22 - Practicum The competent school counselor develops basic counseling skills, under qualified supervision, with a school-based population. Knowledge Indicator - The competent school counselor 22A. understands counseling practice through interaction with individuals and groups. Performance Indicators - The competent school counselor: 22B. demonstrates the ability to develop individual and group counseling relationships with a school-aged population. 22C. meets the standards regarding the helping relationship, individual counseling, and group counseling set forth in Standards 6, 7, and 19 of this Section. STANDARD 23 - Internship The competent school counselor completes an internship that provides the opportunity to perform, with a school-based population, under qualified supervision, a variety of counseling activities that a professional school counselor is expected to perform. Knowledge Indicators - The competent school counselor: 23A. understands the requirements of a supervised, clinical, field-based internship in a school setting focusing on the duties of a school counselor. 23B. understands the comprehensive developmental school counseling model. Practicum & Internship Participate in didactic and experiential approaches to refine counseling skills in a school setting HSC533 Complete a 100 hour field placement in an approved setting with 40 hours of direct client contact HSC533 Complete a portfolio of practicum activities HSM581, HSM582 Internship Supervision Examine professional relationships within the school setting Attend an internship orientation and review all requirements Review developmental school counseling model HSC534 NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 214

Performance Indicators - The competent school counselor: 23C. participates in an internship, under qualified supervision, that must involve direct services (individual and group counseling required, family counseling recommended) to students, parents, teachers, and other parties interested in the welfare of students. 23D. demonstrates completely the variety of activities a regularly employed school counselor would be expected to perform. 23E. participates in a comprehensive developmental school counseling approach that integrates the basic components of: counseling curriculum; individual planning; responsive services; system support; consultation; and program planning, assessment, and evaluation (see subsections (d) through (n) of this Section). Receive professional supervision from university and training staff Integrate classroom learning with practice by providing direct services to individuals, groups and families in a school setting Internship & Practicum Conduct school counselor activities as expected on job Internship & Practicum Integrate all aspects of school counselor competencies, program development, and delivery, ethical treatment of all constituents as diverse individuals NLU Department of Counseling and Human Services ~ Graduate Student Handbook 2013-2014 215