Counseling Program
Master’s
Student Handbook
2011-2012
School of Human Services
College of Education, Criminal Justice and
Human Services
TABLE OF CONTENTS
PREFACE 3
INTRODUCTION 4
Program Mission Statement & 4 Objectives
Programs of Study in Counseling 5 Accreditation and Program Approval 6
Student Composition 7
The University and Community 7
Support Systems 8
Faculty 9
Program Advisory Committee 12
Program Communication 12
Professional Organizations 12
Semester Conversion 13
MASTER’S PROGRAM OF STUDY 13
Program Overview 13
School Counseling 14
Clinical Mental Health Counseling 17 PROGRAM DESIGN & APPROVAL 19 Working with the Program Advisor 19
Program Plan 19
Completing Coursework 20
PROGRAM REQUIREMENTS & 21 EXPECTATIONS
Continuous Progress Monitoring and 21 Selective Retention
Academic Performance Requirements 23
FIELD PLACEMENT 24
General Policies 24
Internship Start Time 25
Clinical Sequential Courses 26
Preparing for Field Practicum and 27 Internship
Completing Field Placement 29
Security of Client/Student Data for 32 Field Experience CERTIFICATE OF ADVANCED 38 STUDY
Objectives for the Clinical Mental 38 Health Counseling Track
Objectives for the School Counseling 39 Track
Program Design and Approval 43
UNIVERSITY RULES & 45
REGULATIONS
Grading Practices 45
Standards for Graduate Study 45
Full-Time/Part-Time Enrollment 45
Procedures for Registration 46
Audit Regulations 46
Unapproved or Inappropriate Courses 46
Withdrawals 47
Graduate Credits and Grading 47
Practices
Active Standing and Leaves of 47
Absence
Time-to-Degree Requirements 48
Right to Review Records 48
Grievance Procedures and Other 49 Complaint Procedures
FINANCIAL ASSISTANCE 49
Graduate Assistantships 49
University Graduate Scholarships 50 Graduate Assistantship Policies 51
APPENDICIES 54
Appendix A: Master’s Deg. Curricula 54 Appendix B: Certificate of Advanced 58
Graduate Study (CAGS) Curricula
Appendix C: Sequential Courses 61 Appendix D: Individual Student 63
Program Plan
Appendix E: Master’s Counseling 66 Program Performance Review Form
Switching Between Programs 32
Comprehensive Exam 32
Graduation Application 33
Documenting Your Work 34
Appendix F: Professional 68
Development Plan (PDP) Template Appendix G: Internship Appl. Packet 72 Appendix H:Field Placement Forms 75 Appendix I:School Coun. Portfolio 90 Appendix J: Acknowledgement Form 94
PREFACE
The Counseling Program Handbook is intended to provide students with specific information about the University of Cincinnati; the College of Education, Criminal Justice, and Human Services (CECH); the School of Human Services; and the Counseling Program. This Handbook is a tool for students as they progress through the Masters Degree Programs in Clinical Mental Health Counseling and School Counseling. Program policies exist within the framework of
those of the College and the University (Graduate School). The Program Handbook presents
policies and procedures specific to the Masters Degree Programs (M.A. in Clinical Mental Health Counseling, M.Ed. in School Counseling) and Certificate of Graduate Studies Program in Counseling and is in compliance with the rules and policies of the Graduate School and the College of Education, Criminal Justice, and Human Services. Students are responsible for being
aware of Program, College, and University regulations and policies described in the Program
Handbook, College policies (available on-line at www.cech.uc.edu), the University of Cincinnati Graduate Handbook (available on-line at www.grad.uc.edu), and the Student Code of Conduct
(available on-line at www.uc.edu/conduct/Code_of_Conduct.html). Direct links to these policies are provided on the Program website (www.uc.edu/counseling).
Graduate programs at the University of Cincinnati are organized within the Graduate School. The Dean of the Graduate School is responsible for coordinating, implementing, and
administering all policies, rules, and regulations pertaining to graduate degree programs, including those of the School of Human Services. Graduate Faculty determines educational policy of the Graduate School and regulates admission of students, advancement to candidacy, and awarding of graduate degrees. The Graduate Faculty have sole power in establishing requirements, but individual departments and programs determine specific courses of study, instructional methods, and evaluation of comprehensive examinations.
INTRODUCTION TO THE COUNSELING PROGRAM
AT THE UNIVERSITY OF CINCINNATI
Program Mission Statement
The Counseling Program has MA in Clinical Mental Health Counseling, M. Ed. in School Counseling, Certificate of Advanced Graduate Studies in Counseling, and Ed. D. in Counselor Education. The Counseling Program at the University of Cincinnati seeks national excellence in implementing an ecological counseling perspective through service to diverse populations, emphasizing underserved groups.
The Counseling Program embraces ecological principles in counseling. Its programs emphasize ecological, systems-based counseling in training activities with an emphasis on prevention work. Master’s degree students are trained in the delivery of counseling services while doctoral
prepared graduates are trained in the leadership skills necessary to help shape the delivery of mental health care services in our least well-served communities.
Program objectives are based upon three primary sources: (a) criteria established by those bodies accrediting the program (e.g., the Council for Accreditation of Counseling and Related
Educational Programs [CACREP], the National Council for Accreditation of Teacher Education [NCATE]), (b) relevant regulatory agencies (e.g., the Ohio Counselor, Social Worker, Marriage and Family Therapist Board [CSWMFT], the Ohio Department of Education [ODE]) and (c) the overarching philosophy articulated through interactions among faculty, present students, alumni, and personnel in cooperating agencies and schools.
Program Objectives
The Counseling Program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and fully endorses the standards and objectives adopted by CACREP. Within the Counseling Program, it is expected that all students will demonstrate their knowledge and skill competence in eight common-core areas and their
associated knowledge and skill competence areas (listed below) as established by CACREP. This will be accomplished through examinations, research papers, role plays, and supervised clinic practice with actual clients. The common-core areas of the Counseling Program's knowledge and skill base include:
1. Understanding the nature and needs of individuals at all developmental levels; normal and abnormal human behavior; personality theory; and learning theory within cultural contexts.
2. Understanding societal changes and trends; human roles; societal and cultural subgroups; social mores and interaction patterns; and differing lifestyles.
3. Understanding philosophic bases and skills within the areas of helping processes; counseling theories and their applications; helping skills; consultation theories and their applications; helper self-understanding and self-development; and facilitation of client or consultee change.
4. Understanding and developing skills related to group development, dynamics, and counseling theories; group leadership styles; group counseling methods and skills; and other group approaches.
5. Understanding and developing skills related to career development theories; of occupational and educational information sources and systems; career and leisure counseling, guidance and education; lifestyle and career decision-making; and career development program planning, resources and evaluation.
6. Understanding and developing skills related to group and individual educational and psychometric theories and approaches to appraisal; data and information gathering methods; validity and reliability; psychometric statistics; factors influencing appraisals; and use of appraisal results in helping processes.
7. Understanding and developing skills related to types of research; basic statistics; research and report development; research implementation; program evaluation; needs assessment; and ethical and legal considerations.
8. Understanding and developing skills related to professional roles and functions; professional goals and objectives; professional organizations; professional history and trends; ethical and legal standards; professional preparation standards; and professional credentialing.
Beyond these eight general program objectives, the Clinical Mental Health Counseling and School Counseling Master’s and Certificate programs each have specific program objectives for their curricular emphases.
Programs of Study in Counseling
The Counseling Program offers both master’s and doctoral training in counseling. In addition, for those interested in post-master’s training but do not wish to seek a doctorate degree, the Counseling Program offers a certificate program for advanced graduate study.
Master’s Degree Study in Mental Health Counseling (M.A.)
The master’s program in mental health counseling is designed for individuals interested in becoming licensed as Professional Counselors in the State of Ohio. This 90 quarter credit hour program (60 semester credit hours) meets the training requirements established by the state Counselor, Social Worker, and Marriage and Family Therapist Board for initial licensure as a Professional Counselor (PC) and is aligned with the CACREP accreditation standards The program consists of a set of core classes augmented by specialization classes deemed necessary for practice of mental health counseling in community settings. On completion of the program, the student will meet the training requirements for licensure as a Professional Counselor in the State of Ohio and may sit immediately for the licensure examination.
Master’s Degree Study in School Counseling (M.Ed.)
The master’s program in school counseling is designed for individuals interested in becoming licensed as a School Counselor in the State of Ohio. This 72 quarter credit program (48 semester credit hours) in School Counseling meets the training requirements established by the Ohio Department of Education and is aligned with the both the CACREP accreditation standards and the American School Counselors Association (ASCA) National Model. The program is
organized around a set of core classes augmented by specialization classes deemed necessary for practice of counseling in the schools. See A for more detailed information on the Master’s Degree Program Curricula. On completion of the program, the student will meet the training requirements for licensure as a School Counselor in the State of Ohio. To be licensed as a School Counselor, the student must have completed the School Counseling master's program and pass the Praxis Examination, school counseling subtest.
Certificate of Advanced Graduate Study in Counseling (CAGS)
As a service to people (a) who have completed a master’s degree in counseling that does not meet the training requirements for licensure as a counselor in the State of Ohio or (b) who have met the training requirements for either the mental health or school specialization and who want to cross train for licensure in the other specialization, the Counseling Program offers a 30 quarter (20 semester) credit Certificate of Advanced Graduate Study (CAGS). The CAGS mental health counseling track has been designed to help the student meet the training requirements for
licensure as a PC. The CAGS in school counseling qualifies the student for licensure as a school counselor. Students in the CAGS program select courses from a list of approved courses for their chosen specialization (See Appendix B for more detailed information and CAGS Program Curricula). Graduates receive a certificate which is listed on the University transcript showing the individual’s completion of the program.
Accreditation and Program Approval
Each of the Master’s degree granting programs (M.A. in Mental Health Counseling and M.Ed. in School Counseling) is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Because our Certificate of Advanced Graduate Study is not a
degree program, it is not covered by CACREP accreditation. In addition to CACREP accreditation, the Counseling Program is located within the College of Education, Criminal Justice, and Human Services which is accredited by the National Council for Accreditation of Teacher Education (NCATE). Finally, our M.A. in Mental Health Counseling and our Certificate of Advanced Graduate Study in Mental Health Counseling are approved as meeting the training requirements for licensure by the Ohio Counselor, Social Worker Board, and Marriage and Family Therapist Board.
Student Composition
Each year, a cohort of approximately 35 students across school and mental health counseling is admitted into the Program. A broad range of geographic areas and undergraduate institutions are represented. Many first-year students have recently completed their undergraduate training, although many have relevant work experience.
A special effort is made to recruit a diverse student body. As a reflection of the University of Cincinnati's commitment to ethnic minority students, the National Advisory Council on Black Higher Education recently identified the University as one of only 3 predominately white comprehensive research institutions to rise above the national average in retaining and graduating Black graduate and professional students. The Counseling Program and the University are deeply committed to providing the guidance and support necessary for the successful completion of every student's program of study.
The University and Community
The University consists of 14 Colleges and Schools that provide a wide range of graduate and professional programs. Over the years, the University has achieved an outstanding national and international reputation in many areas. The Carnegie Commission has designated it a Level 1 Research University. The National Science Foundation ranks the University's sponsored research as 45th in the nation (top 2%) among all universities and 24th among public universities, and U.S. News and World Report ranks the University in the top 100 public institutions. The library is ranked among the top 50 nationally for research universities.
Approximately 40,000 students (approximately 9,000 graduate and professional) attend the University of Cincinnati. The campus includes excellent facilities for a variety of recreational activities including a new Student Center for swimming, basketball, running, tennis, racquetball, weight training and other activities. There is wide access to computer labs and wireless networks. The University has undergone extensive renovation to modernize and enhance student facilities. It also sponsors movies, concerts, theater, athletic, and musical events. The Counseling Program holds various social gatherings for Program students.
There is much in the city of Cincinnati that will add a broader dimension to students' academic careers. Cincinnati has been rated as being one of the most attractive and livable cities in the United States. It is noted for its cultural heritage, with its nationally known symphony orchestra, ballet, museums, zoo, and public theater. There are numerous other activities to enjoy including the Cincinnati Reds baseball team, the Cincinnati Bengals football team, many beautiful parks and rivers, and a nearby ski area. Within the region are many opportunities for outdoor
recreation, including camping, hiking, rock climbing, and boating/canoeing. The cost of living is moderate, as is the climate. Greater Cincinnati captures the unique characteristics of 3 states (Ohio, Kentucky, and Indiana) within a single metropolitan area. Its hills and valleys surround the Ohio River, providing a setting for one of America's most beautiful inland cities.
The Cincinnati metropolitan area of 1.5 million people has 8 colleges and universities in addition to the University of Cincinnati. The city is located conveniently along major interstates as well as airline, train, and bus routes. It is within a 2 hour drive of Columbus, Indianapolis, Louisville, and Lexington, and within 5 to 6 hours of Pittsburgh, Cleveland, St. Louis, Knoxville, Detroit, and Chicago.
Support Systems
Graduate study is extremely challenging and demanding, both academically and personally. The counseling faculty expects each graduate student to demonstrate maturity, initiative, and
independence, and we also strive to support and assist students in their endeavors as much as possible. An emphasis on close student-faculty relationships is maintained by carefully limiting the number of students enrolled in the Program to be aligned with professional standards and through regular meetings between faculty advisor and advisees. Incoming students are assigned student mentors to assist with first-year transition. Students also are actively encouraged to collaborate as a cohort and develop support networks for study.
Various support systems exist within the University itself to assist students. Information about support services is included in the folder distributed at the Program Orientation. Among these services are the following:
Career Development and Placement Center
Assists students in obtaining part-time employment; assistance is also available for the spouses of students (www.uc.edu/career).
Computer Facilities and E-‐Mail
Students have wide access to computers, printers, and technical assistance in computer labs in Teachers College and throughout the campus, as well as wireless access. All students must sign up for a UC email account which provides access to internet, e-mail, and various campus
resources. This University-assigned e-mail is the official means for university and Program communications, so students are responsible for checking their e-mail regularly. E-mail
from the program and faculty can only be sent to the student’s UC e-mail account.
Personal Counseling
A comprehensive variety of confidential counseling services are available (www.uc.edu/sas/counseling; 513.556.0648).
Disability Services
Provides supports and services for students with disabilities (www.uc.edu/sas/disability/513.556.6823).
Ethnic Programs and Services
Provides specific supports and services for ethnic minority students (www.uc.edu/eps/513.556.6008).
Financial Aid
See Financial Aid section and www.financialaid.uc.edu for more information.
Health Services
Provides various wellness and health services (www.uc.edu/uhs).
Housing
Special graduate student housing is available in the residence halls and in campus apartment complexes; married student housing is also available (www.uc.edu/housing) Current students can be very helpful in securing off-campus housing.
Parking Services
Students may sign up for a permit for various student parking lots. Space is limited, but other options are available (www.uc.edu/parking/513.556.2283).
Technology Resources
Assistance with various aspects of technology are available through UC Information Technology (UCIT) (www.ucit.uc.edu, Help Desk 513.556-HELP)
Faculty
The Counseling Program is housed administratively in the School of Human Services, one of three Schools in the College of Education, Criminal Justice, and Human Services (CECH). The other academic programs in the School are Substance Abuse Counseling, School Psychology, Health Promotion and Education, Athletic Training, and Sport Administration.
Nine full-time faculty members are responsible for the Counseling Program. Each faculty
Faculty members are actively involved in professional practice, consultation, training, and
research in schools and community organizations. Additional, faculty members are very involved in professional service at the local, state, regional, and national levels.
Core Faculty
Michael Brubaker, Ph.D. (Assistant Professor) directs the undergraduate Substance Abuse
Counseling Program and supervises graduate counseling students as course facilitators for courses in this program. Dr. Brubaker also holds a graduate faculty appointment in the Counseling
Program. His research interests include use of a Native American centering techniques, wellness and healing promotion, and emancipatory communitarianism.
Ellen P. Cook, Ph.D. (Professor) is primarily responsible for coordinating the doctoral program
track and has her primary association with ecological counseling and prevention. Her research interests include ecological applications and religious/spiritual issues. She received her doctorate from the University of Iowa and is a vocational deacon in the Episcopal Church.
LaTrice Montgomery, Ph. D. (Assistant Professor) has dual placement in the school counseling
program track and the Substance Abuse Counseling Program. She typically teaches the child counseling and diagnosis courses. Dr. Montgomery’s clinical and research interests have focused on improving prevention and treatment interventions for African American adolescent and adult substance users.
Laura Nabors, Ph.D. (Associate Professor) is co-coordinator of field placement activities and
became a diplomate in Child and Adolescent Clinical Psychology in 2005. Her research focuses on children’s health attitudes and adjustment to health problems. Dr. Nabors has interdisciplinary responsibilities across several programs in the School of Human Services.
George Richardson, Ph.D. (Assistant Professor) is primarily responsible for teaching in the
Substance Abuse Counseling Program and also holds a graduate faculty appointment in the
Counseling Program. His research interests include prevention and intervention of substance abuse and testing of social support.
Mei Tang, Ph.D. (Professor) is primarily responsible for coordinating the school counseling
program track. She is also co-coordinator of field placement activities. Dr. Tang teaches courses in career development, group work, school counseling and research methodology. Her research interests include career development, work with school-age populations and multicultural issues in counseling.
health counseling program track and coordinates the certificate (CAGS) program. He teaches core courses in the master’s program, supervises practica and internship students, and also teaches in the Substance Abuse Counseling Program. His clinical and research interests include counseling effectiveness, counseling with special populations, and cognitive approaches to counseling.
Cirecie West-Olatunji, Ph. D. (Associate Professor) is Director of the Counseling Program and has
dual placement in both the school and mental health counseling program tracks. She is also Director of the Center for Traumatic Stress Research that focuses on the relationship between systemic oppression and traumatic stress among socially marginalized individuals.
Geoffrey G. Yager, Ph.D. (Professor) is primarily responsible for co-coordinating the mental health
counseling program track. Dr. Yager regularly teaches the pre-practicum, advanced counseling skills and field practicum sequence and also teaches in the Substance Abuse Counseling Program. His research interests include counselor training and supervision, cognitive self-instructional training, self-disclosure, and perceptions of effective counseling.
Associate Faculty
Associate Faculty status is a vehicle to coordinate efforts of faculty who are making contributions to the education of mental health and school counselors, and especially to contribute to doctoral education in the area of research and scholarly productivity. We are developing a partnership with the faculty listed below, drawn from the academic areas of Educational Foundations, A&S Psychology, and Social Work. These faculty potentially are available for dissertation committees, research grants, program development, and involvement with our emerging Center for Ecological Counseling.
The current Associate Faculty are:
Kathleen Burlew, Ph.D., Professor, Psychology
Mary Brydon-Miller, Ph.D., Professor, Educational Studies
Janet Graden, Ph.D., Professor, School Psychology
Keith A. King, Ph.D., Professor, Health Promotion and Education
Wei Pan, Ph.D., Associate Professor, Statistics and Research Design
Giao Tran, Ph.D., Associate Proessor, Psychology
Lisa Vaughn, Ph.D., Associate Professor, Pediatrics & Educational Studies (Joint Appointment)
Rebecca Vidourek, Ph.D., Assistant Professor, Health Promotion and Education
Program Advisory Committee
The Community Advisory Board (CAB), includes Program faculty and community representatives (e.g., mental health counselors, school counselors, agency administrators, alumni). This group meets a minimum of twice per year and is an important vehicle for community input, future planning, collaboration for local professional development, and in general, receiving feedback and input on program planning and direction.
Program Communication
Faculty and student communication is essential and is fostered through several means, including communication in Program courses, individual and group meetings between Program faculty and students, the Program student listserv, Blackboard, and other student meetings and social events. Student and alumni input are actively sought for curricular and program development.
Students are expected to stay in close communication with faculty teaching courses, their advisors, and the Program Coordinator to stay apprised of any Program expectations, changes, news, etc. The Program communicates with students initially via an initial Orientation and the Handbook (as a primary source of official requirements) and also through communication in required courses, meetings with students/faculty, and via e-mail. Students are reminded that University rules require that faculty and students communicate via e-mail using only the UC account, not other accounts, so students must check UC e-mail frequently and
correspond with faculty only with these accounts. Students also are assigned on-campus mailboxes and are encouraged to check these regularly. It is the responsibility of students to use these methods to stay apprised of Program and University expectations and to bring any
questions or concerns to the Program faculty for discussion and resolution.
Professional Organizations
Because of the importance and influence of professional organizations, all students are strongly encouraged to become members of the national American Counseling Association (ACA), its various divisions representing special interests, such as the American Mental Health Counselors Association (AMHCA), the American School Counselors Association (ASCA), the Association for Counselor Education and Supervision (ACES), and the state and local associations for
counseling where they live or work, such as the Ohio Counseling Association (OCA) the Greater Cincinnati Counseling Association (GCCA), the Ohio School Counselors Association (OSCA), and the Ohio Mental Health Counselors Association (OMHCA). Reduced price, student
memberships are available for ACA, OCA, GCCA and special interest divisions. Application materials are available on-line from the professional organizations (links are included on the ACA website, http://counseling.org/). Additionally, students are encouraged to participate in the UC chapter of Chi Sigma Iota, honorary organization for counseling students.
Semester Conversion
In August 2012, the University of Cincinnati and all public universities in Ohio will convert from a quarter-based system to a semester-based system. In this conversion, 4.5 quarter credit hours will be equivalent to 3 semester credit hours. The university is committed that no student will be negatively impacted by the conversion either by cost or length of study. Full-time students entering the program in the 2011-2012 academic year will study within the quarter system in the first year and the semester system in their second year. . If you are a student entering as a full time student in 2011-2012 please consult Appendix A for your semester conversion program curricula. If you are a part-time student, please consult with your advisor immediately to create an Individual Student Program Plan (Appendix D) to ensure that you plan for the semester conversion. For more information please consult http://www.uc.edu/conversion.html.
MASTER’S PROGRAMS OF STUDY
This section provides a comprehensive description of the Masters Degree Programs in Counseling (M.Ed. in School Counseling, M.A. in Mental Health Counseling).
Program Overview
The master’s degree programs in counseling were designed around a core of classes, selected to be consistent with national standards for master's programs in counseling, state training
requirements for counselors, and university requirements for graduate programs. Beyond this common core, each student may choose an area of concentration–mental health counseling in community human services settings or school counseling in K-12 educational settings. Graduates of the 90 quarter credit hour (60 semester credit hour) Master of Arts Degree in Clinical Mental Health Counseling meet the training requirements established by the Ohio Counselor, Social Worker, and Marriage and Family Therapist Board for licensure as a Professional Counselor (PC). Graduates of the 72 quarter credit hour (48 semester credit hour) Master of Education degree program in School Counseling meet the training requirements for the School Counselor License in the State of Ohio. In addition to coursework, successful completion of a
comprehensive examination is required.
To meet general program objectives, a set of courses has been identified as core courses. These core courses include both academic and clinical (i.e., practica, internship) courses. In addition,
each concentration area (i.e., M.Ed. in School Counseling, M.A. in Mental Health Counseling) requires additional coursework beyond the required counseling core courses. Please see Appendix A for a listing of both the core and specialized courses.
School Counseling
The School Counseling concentration prepares students to serve as counselors in educational settings at the elementary and secondary levels. The program is intended to prepare professional school counselors who perform such functions as individual and group counseling, working with teachers, administrators and other school personnel, parents, and community agencies in the provision of appropriate services for the benefit of individual pupils. The program provides for the integration of counseling and the American School Counselor Association national model for school counseling.
Objectives for the School Counseling Specialization
School Counseling students will also be expected to gain knowledge of the environment in which they plan to practice. This will require specialized understandings and skills necessary to work effectively in K-12 educational settings. In addition to the general objectives for all students in the counseling program, specific objectives from the CACREP Accreditation Standards for the School Counseling specialization include demonstrated knowledge of and skills in each of the following:
1. Foundations of School Counseling:
a. History, philosophy, and current trends in school counseling and educational systems.
b. Relationship of the school counseling program to the academic and student services program in the school.
c. Role, function, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school.
d. Strategies of leadership designed to enhance the learning environment of schools. e. Knowledge of the school setting, environment, and pre-K–12 curriculum.
f. Current issues, policies, laws, and legislation relevant to school counseling, the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling. g. Knowledge and understanding of community, environmental, and institutional
opportunities that enhance, as well as barriers that impede student academic, career, and personal/social success and overall development.
h. Knowledge and application of current and emerging technology in education and school counseling to assist students, families, and educators in using resources that promote informed academic, career, and personal/social choices.
i. Ethical and legal considerations related specifically to the practice of school counseling (e.g., the ACA Code of Ethics and the ASCA Ethical Standards for School Counselors).
2. Contextual Dimensions of School Counseling:
a. Advocacy for all students and for effective school counseling programs. b. Coordination, collaboration, referral, and team-building efforts with teachers,
parents, support personnel, and community resources to promote program objectives and facilitate successful student development and achievement of all students.
c. Integration of the school counseling program into the total school curriculum by systematically providing information and skills training to assist pre-K–12 students in maximizing their academic, career, and personal/social development. d. Promotion of the use of counseling and guidance activities and programs by the
total school community to enhance a positive school climate.
e. Methods of planning for and presenting school counseling-related educational programs to administrators, teachers, parents, and the community.
f. Methods of planning, developing, implementing, monitoring, and evaluating comprehensive developmental counseling programs.
g. Knowledge of prevention and crisis intervention strategies.
3. Program Development, Implementation, and Evaluation:
a. Use, management, analysis, and presentation of data from school- based
information (e.g., standardized testing, grades, enrollment, attendance, retention, placement), surveys, interviews, focus groups, and needs assessments to improve student outcomes.
b. Design, implementation, monitoring, and evaluation of comprehensive
developmental school counseling programs (e.g., the ASCA National Standards for School Counseling Programs) including an awareness of various systems that affect students, school, and home.
c. Implementation and evaluation of specific strategies that meet program goals and objectives.
d. Identification of student academic, career, and personal/social competencies and the implementation of processes and activities to assist students in achieving these competencies.
e. Preparation of an action plan and school counseling calendar that reflect
appropriate time commitments and priorities in a comprehensive developmental school counseling program.
f. Strategies for seeking and securing alternative funding for program expansion. g. Use of technology in the design, implementation, monitoring and evaluation of a
4. Counseling and Guidance:
a. Individual and small-group counseling approaches that promote school success, through academic, career, and personal/social development for all.
b. Individual, group, and classroom guidance approaches systematically designed to assist all students with academic, career and personal/social development.
c. Approaches to peer facilitation, including peer helper, peer tutor, and peer mediation programs.
d. Issues that may affect the development and functioning of students (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression and suicide).
e. Developmental approaches to assist all students and parents at points of
educational transition (e.g., home to elementary school, elementary to middle to high school, high school to postsecondary education and career options).
f. Constructive partnerships with parents, guardians, families, and communities in order to promote each student’s academic, career, and personal/social success. g. Systems theories and relationships among and between community systems,
family systems, and school systems, and how they interact to influence the students and affect each system.
h. Approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may reside in a home where substance abuse occurs.
5. Consultation:
a. Strategies to promote, develop, and enhance effective teamwork within the school and larger community.
b. Theories, models, and processes of consultation and change with teachers,
administrators, other school personnel, parents, community groups, agencies, and students as appropriate.
c. Strategies and methods of working with parents, guardians, families, and communities to empower them to act on behalf of their children.
d. Knowledge and skills in conducting programs that are designed to enhance students’ academic, social, emotional, career, and other developmental needs.
Required Coursework for the School Counseling Specialization
Courses and clinical experiences involve such competency areas as personal, emotional, and career counseling; human development; multicultural issues in counseling; the use of assessment instruments; individual and group counseling techniques; special problems in School
Counseling; curriculum development; and consultative methods. Please see Appendix A for more detailed information on required coursework. Clinical instruction will focus on working with school-aged youth and adolescents in school settings.
Professional Portfolio
In compliance with our School Counseling program’s NCATE accreditation, School Counseling students must complete a professional portfolio. A description of the requirements for this portfolio is provided in Appendix I.
Clinical Mental Health Counseling
The program for Clinical Mental Health Counseling has been developed for students interested in counseling in human services settings. Graduates of this program will be prepared to serve in entry-level positions in mental health and related agencies. Depending on the choice of electives and field experiences, graduates will be qualified for positions in a wide range of mental health and related agencies including community mental health centers, substance abuse programs, halfway houses, employee assistance programs, and women's programs and services.
Objectives for the Mental Health Counseling Specialization
Students will be expected to gain knowledge of the specialized skills needed for diagnosis and treatment of mental and emotional disorders. This will require specialized understandings and skills necessary to work effectively with individuals experiencing significant distress,
impairment, or risk of life, health, or freedom. Specific objectives for the developing expertise in diagnosis, treatment, and prevention of mental and emotional disorders from the CACREP Accreditation Standards include demonstrated knowledge of and skills in each of the following:
1. The general principles and practices of etiology, diagnosis, treatment, and prevention of mental and emotional disorders and dysfunctional behavior, including addictive
behaviors.
2. General principles and practices for the promotion of optimal human development and mental health.
3. The specific principles and models of biological, psychological and social assessments, case conceptualization, and theories of human development and concepts of
psychopathology leading to diagnoses and appropriate treatment plans.
4. Knowledge of the principles of diagnosis and the utilization of current diagnostic tools, such as the current Diagnostic and Statistical Manual.
5. Application of modalities for initiating, maintaining, and terminating counseling and psychotherapy with mentally and emotionally impaired clients, including the utilization of crisis intervention, brief, intermediate, and long-term approaches.
6. Basic classifications, indications, and contraindications of commonly prescribed
psychopharmacological medications for the purpose of making appropriate referrals for medication evaluations and identifying effects and side effects of such medications.
7. Principles of conducting an intake interview, a mental status evaluation, a biological, psychological, and social history, a mental health history, and psychological assessment for treatment planning and managing of client caseload.
8. Training in clinical supervision, including counselor development.
9. Specialized consultation skills for effecting living and work environments to improve relationships, communications, and productivity, and for working with counselors of different specializations and with other mental health professionals in areas related to collaborative treatment strategies.
10. The application of concepts of mental health education, consultation, outreach, and prevention strategies, and of community health promotion and advocacy.
11. Effective strategies for influencing public policy and government relations on local, state, and national levels to enhance funding and programs affecting mental health services in general and the practice of mental health counseling in particular.
12. Ethical and legal issues specifically related to the practice of mental health counseling.
Electives in the Mental Health Counseling Program
The Ohio Counselor, Social Worker, and Marriage and Family Therapist (CSWMFT) Board has specified very specific requirements for coursework eligible for licensure as a Professional Counselor and Professional Clinical Counselor. Students in the Clinical Mental Health program have one course elective, but it must be a course currently approved by the Ohio CSWMFT Board to be counted towards licensure requirements. Given this, the U.C. Counseling Program has developed a list of electives that are currently approved by the Ohio CSWMFT Board. When choosing an elective course, pick one of the courses below. Full time students entering in the 2010-2011 and 2011-2012 academic years will have an elective requirement to graduate. Electives will not be included in the program after the semester conversion. Full-time students must complete the courses below by Summer quarter 2012, prior to the semester conversion. Part-time students must consult with their advisor to determine an Individual Student Program Plan (Appendix D).
15PSYC537 Broken Brains: Biological Basis M/E Disorders (3 cr hrs) 15PSYC806 Descriptive Psychopathology (3 cr hrs)
15PSYC860 Measurement of Psychopathology (MMPI) (3 cr hrs) 18CNSL890 Child and Adolescent Counseling (3 cr hrs)
18PSYC851 Family Interventions (3 cr hrs) 21SW550 Loss and Grief (3 cr hrs)
21SW551 Family Violence Across the Life Cycle (3 cr hrs) 21SW589 Crisis Intervention (3 cr hrs)
21SW701 Family Treatment (3 cr hrs) 21SW702 Child Mental Health (3 cr hrs)
29ANPS801 Adv Concepts in Forensic Nursing (3 cr hrs)
29ANPS889 Psychopharmacology for Nurses in Adv Prac (3 cr hrs)
PROGRAM DESIGN AND APPROVAL
Working with the Program Advisor
All students in the Counseling Program have a program advisor (master’s, certificate). Regular contact with the program advisor is essential for the student's smooth progression through the program. Among other tasks, the program advisor will help explore career options; complete a program plan; process routine paperwork; consider field placement alternatives; develop solutions to problems with classes, requirements, or faculty; and conduct graduation check-out. The Program Coordinator will certify the graduation upon receiving the graduation check-out form completed by the advisor.
To make contact with the advisor most productive, the student should be prepared for advising meetings (e.g., carefully review course schedules prior to the meeting) and should bring necessary paperwork (e.g., degree audit report, onestop.uc.edu/degree_audit.html).
Changing Advisors
At admission, each student is assigned an advisor. Occasionally, during the course of one's studies, one may wish to change advisors. To change advisors, the student must request a change of advisor in writing from the Program Coordinator. The Program Coordinator will determine the appropriate action.
Program Plan
Prior to or within the first term of study, each master’s degree student must meet with his or her advisor, develop a program plan, and submit this program plan to the Counseling Program
Coordinator to review. The approved Individual Student Program Plan (see Appendix D) must be placed on file in the School office with the Graduate Program Secretary, Ms. Pat Borusiewicz in 522 TC. The Individual Student Program Plan includes a listing of required counseling core courses, specialization courses for human services or educational settings, and elective courses. The program plan also includes planning for completion of field experience requirements. The
program plan should be developed in collaboration with the program advisor and must be approved by the student’s advisor before it is valid. The program plan is a vital part of the academic record; it will be used at graduation as the basis for graduation check-out. Blank Individual Student Program Plan forms are available in Appendix D.
Transfer of Coursework
Students may transfer a maximum of 9 graduate quarter credits, upon approval of the program
advisor, for classes taken from another approved college or university. Only courses with grades
of B- or higher taken within ten years prior to formal admission to the counseling program will
be considered. In addition, a maximum of 9 graduate quarter credits of UC Counseling Program coursework taken as a non-classified (non-matriculating) student at U.C. prior to admission may be applied to the degree.
Modifying the Program Plan
As needs change, it may be necessary to modify the program plan. Changes to the program plan must be described in writing, must have advisor approval, and must be filed as part of the formal program plan. Note: the program plan is, in fact, a planning document, not a record of activities completed. Once a student has received a grade for a course, the student may not then decide to add that course to or take that course off the program plan.
Completing Coursework
A scheduled plan for completion of the M.A. in Mental Health Counseling and the M.Ed. in School Counseling has been designed to ensure that full-time students can complete their programs in an orderly and efficient manner. Full-time master's degree students must adhere to their curricular schedule to avoid graduation delay. Part-time students must complete first year courses prior to enrolling for second year courses and should work closely with an advisor to avoid problems in course sequencing which could delay graduation. See Appendix A for the suggested program completion schedule and Appendix D for developing an Individual Student Program Plan with your advisor.
Students may track their completion of the curricular requirements for their program by referring to the Degree Progress Audit system available at the One Stop Student Services website:
http://www.onestop.uc.edu/degree_audit.html . Drawing on the Registrar’s database of courses attempted and completed, this service compares the student’s record of completed coursework to the required curriculum for the student’s academic program. Regular review of one’s completion status can help the student avoid graduation delays.
Satisfactory completion of coursework and program requirements is subject to Program standards for academic and professional performance and behavior. The following section reviews in detail the program requirements and expectations, including policies on selective retention.
PROGRAM REQUIREMENTS AND EXPECTATIONS
Continuous Progress Monitoring and Selective Retention
Program Expectations and Review Processes
The counseling faculty is dedicated to producing legal, ethical, and professional counselors. In order to ensure the development of professional competencies and to ensure satisfactory progress toward degree completion, the faculty continually monitors student performance. Students likewise are expected to engage in goal setting, self-monitoring of progress academically and professionally, and reflection on skills, progress, and areas for continuous improvement. This process of review, feedback, and continuous improvement is critical to any applied professional training program. Faculty advisors meet with each advisee and provide overall feedback on progress in the program yearly at minimum. Specific feedback related to coursework and applied work is provided by instructors and field supervisors. Faculty members complete a review of every student each term during faculty meetings, reviewing student knowledge, skills, attitudes, and professional dispositions. Annually at the end of each training year, students receive a Master’s Level Counseling Student Performance Review (See Appendix E), which is a summary evaluation encompassing faculty ratings across courses and field experiences, progress on professional behaviors, and progress in meeting overall program expectations. As needed, a written Professional Development Plan may be used to set specific targets and goals for improvement, delineate plans, and note review dates and expectations for good progress. A template of the Professional Development Plan is included in Appendix F.
Progress Monitoring and Selective Retention Criteria
Students must adhere to University, College, and Program rules and regulations regarding academic performance and professional conduct. Furthermore, because counseling is an applied profession, all students must demonstrate not only knowledge but skill competency and personal characteristics (dispositions) appropriate to the requirements of the profession. The following list of criteria describes Program expectations for professional behavior/dispositions. Students are expected to reflect on their own development across behaviors (and complete regular self- evaluations), and faculty and field supervisors also rate students on these behaviors to provide feedback. These criteria also can be the basis for action plans for targeted improvement. As warranted, these criteria may be the basis for selective retention decisions when there is lack of improvement or serious concerns.
On-going evaluation in regard to selective retention is focused on demonstration of the following criteria:
• Adherence to the University of Cincinnati Student Code of
Conduct(http://www.soa.uc.edu/life/conduct).
• Adherence to the ethical standards and standards of best practice of the American Counseling Association (and American School Counselors Association for school
counseling students) with conduct becoming a professional counselor.
• Ability to work effectively with clients, colleagues, parents, families, agency and school personnel, students, supervisors, faculty, and peers in simulated and actual situations. • Performance in a professional manner as documented by University and/or field site
supervisors.
• Effective thinking and problem-solving skills consistent with professional performance. • Effective communication skills (written and verbal).
• Receptive attitude toward learning as indicated by attendance and participation in university classes and field experiences and responsiveness to feedback.
• Achievement of knowledge based on quality of both foundational and specialization coursework.
• Demonstration of scholarly skill in research and coursework.
• Quality of clinical skills as demonstrated in skills-based courses, practica, and internship. • Quality of foundational and specialization coursework
• Positive feedback on review of progress by faculty based on comprehensive progress monitoring criteria.
• In personal behavior, dispositions, and characteristics, a student's professional work must be characterized by the following:
o Satisfactory progress towards
degree completion
o Quality of clinical skill:
o Empathy
o Active listening skills
o Attending o Documentation skills o Advocacy o Diagnosis o Objectivity o Academic skill
o Effective team skills
o Adaptability
o Personal stability
o Cooperativeness
o Initiative & leadership
o Legal and ethical behavior
o Professionalism
o Respect for client autonomy
o Acceptance of Diversity
o Responsiveness to feedback
Master’s Level Counseling Student Review (Appendix E) is a form based on these criteria. The counseling faculty and students will use the form for annual review of student progress.
Academic Performance Requirements
Students must adhere to all University and Colleges rules, policies, and requirements for graduate students. Students also must meet Program requirements for good academic standing, which include:
• All master’s level courses except for clinical instruction courses must be taken for a letter grade and all students are expected to earn a grade of B- or better in every graded course. • A minimum grade point average of 3.0 for graduation
• Clinical instruction courses offered by the Counseling Program (i.e., Pre-practicum, Advanced Counseling Skills, Field Practicum, Master’s Internship, Advanced Master’s Internship, Advanced Counseling Internship) are graded on a Pass/Fail basis. The Counseling Program awards a grade of “Pass” if the student’s work would have been worth of a grade of B- or better were the course to have been graded using the University’s letter grade scale.
• A course grade of a B- or better is needed in all required coursework, as this is a
requirement for licensure. Whenever a student obtains a substandard grade (C+, C, or F) in a course required as part of the student’s program plan, the student must meet with his/her advisor to discuss his/her status in the program and develop a Professional Development Plan (Appendix F). This will include retaking the class and earning the grade B- or better work. The student has one academic year to demonstrate competence or probation or dismissal may occur, depending on the severity of the deficit and the lack of progress to remediate. According to University policy, the original substandard grade remains on the official transcript
• Three situations can lead to an Academic Probation status including: (a) failure to
remediate a substandard grade in a course required in the student’s program plan, (b) more than one substandard grade in graduate work, or (c) a failing grade in any core
professional course. Failure to remediate probationary status may lead to dismissal from the Program. A student who has been terminated under this policy may appeal the decision by following the University Graduate Student Grievance Policies
(http://www.grad.uc.edu/rules-grievances.aspx).
Professional Development Plans
Counseling Student Performance Reviews are completed at least yearly for every counseling student. Counseling students who in some way do not meet the expectations for professional practice will be offered remediation opportunities through the use of a Professional Development Plan (PDP). Situations that lead to the development of a PDP include, but are not limited to, performance in academic, clinical or professional progress. A copy of this form is included in Appendix F. The counseling faculty implement PDPs as needed to document and address: (a) expectations for the student, (b) specific behaviors required of the student, both on campus and at practicum/internship sites, (c) remediation tasks that faculty will implement to support the
and (d) consequences the student faces for not successfully addressing the expected tasks and engaging in the required behaviors. The student will have an opportunity to review and discuss the PDP, clarify issues, ask questions, and bring concerns to the faculty prior to signing the document.
The successful completion of a PDP is needed to advance within the program once a remediation process has begun. The faculty may allow certain courses to be completed concurrently with the PDP. However, certain violations (e.g., ethical violations, and academic dishonesty) are grounds for immediate dismissal from the program, and the remediation process and PDPs are superseded in these cases.
(Adapted from Kress, V.E. & Protivnak, J.J. (2009). Professional Development Plans to Remedy
Problematic Counseling Student Behaviors. Counselor Education and Supervision, 48, 154-166.)
Academic Dishonesty
Academic dishonesty in any form is a serious offense and cannot be tolerated in an academic setting. Dishonesty in any form (e.g., cheating, plagiarism, fabricating data) may result in a failing grade in a course or graduate research credits and/or immediate suspension or dismissal from the program. Further information about academic misconduct may be found at:
http://www.uc.edu/conduct/Academic_Integrity.html.
FIELD PLACEMENT
General Policies
Field Practicum and Internship courses require that the student be placed in a field experience site. All students must complete 100 clock hours (3 quarter or semester credits) of a Field Practicum placement prior to proceeding to Internship. After the semester conversion, credit hours will change but clock hours will remain constant for internship classes. Internship requirements are:
• M.Ed. students must complete 600 clock hours (18 quarter credits of 888 Internship or 6 semester credits of 7061 Internship in School Counseling) of Internship to complete their degree program.
• M.A. students who enrolled in June 2010 must complete 600 clock hours of internship
(18 quarter credits of 888 Master’s Internship) and 300 clock hours of advanced
internship (9 quarter credits of 889 Advanced Internship). MA students who enrolled in June 2011 must complete 900 clock hours (9 quarter credits of 888 Internship, 15 semester credits of 7060 Master’s Internship in Counseling) to graduate.
All students who take Field Practicum must be supervised by a field supervisor with appropriate credentials (a counselor with a Master’s degree in counseling or related field and two years experience with equivalent qualification, including appropriate certifications and/or license). UC Counseling Program faculty will provide university-based supervision to students while enrolled in Field Practicum class.
All M.A. students enrolled in Internship must be supervised by a counselor with an LPCC-S supervision credential at their site. All M.Ed. students must be supervised at their sites by a licensed school counselor.
The program website has a list of approved placement sites. Students must choose from this list and seek approval with their Advisor using the Internship Application Packet Checklist form (Appendix G) before signing their field placement forms (Appendix H). If students choose to work at a site not on the list of approved sites they must contact the Field Placement Coordinator for approval prior to the start of the term.
All students must seek consultation from their Advisor and Field Placement Coordinator before securing a practicum site. It is strongly encouraged that students work with their Advisor during the term they take Advanced Counseling Skills (M.A.: Fall quarter of the first year, M.Ed.: Winter quarter of the first year).
All students need to apply to proceed to Internship following the approval process the quarter prior to their Internship class. See the “Preparing for Internship” in the following pages.
Internship Start Time
This provides clarification for the start time for accumulating hours toward the 600 clock hours required for the foundational internship, 18CNSL888, or the 300 clock hours required for the advanced internship, 18CNSL889.
Starting the 888/7060 or 7061 Internship
School Counseling students and Mental Health Counseling students follow rules pertaining to program of study specifically:
Mental Health Counseling: Because Mental Health Counseling students must comply with state
statutes governing the practice of mental health counseling, they are not permitted to provide counseling services for clients unless they are enrolled in an internship. Before the first week of class, Mental Health Counseling students may start collecting indirect service hours (attending orientation meetings, observing counseling sessions, shadowing mentors) but may not start collecting direct service client contact hours until the first week of class when the internship has actually started.
School Counseling: Because School Counseling students are regulated by state statutes and rules which govern the practice of counseling in the schools, they may start collecting both direct and indirect service hours from the time their school starts its school calendar regardless of whether the internship in which they are enrolled has actually started. However, if school counseling students collect direct service hours, they need to make arrangements with School Counseling Field Placement Coordinator for university supervision.
Continuing Counseling Activities During the Break Between Terms
Both Mental Health Counseling and School Counseling students may continue collecting both indirect and direct service hours during the period of time between terms. Their respective licensing boards permit the provision of services across our term break.
Starting a New Placement with a New Supervisor
Mental Health Counseling students may start a new placement under a new supervisor at any time while participating in an internship class; however, if they start a new placement under a new supervisor during the term break, they must wait to collect direct service hours until the first week of class.
Clinical Sequential Courses
Master’s Clinical Instruction Courses (Quarter) 18-CNSL-884 Pre-practicum
18-CNSL-886 Advanced Counseling Skills 18-CNSL-887 Field Practicum
18-CNSL-888 Master’s Counseling Internship
18-CNSL-889 Advanced Master’s Counseling Internship* *This course will not continue after the semester conversion
Master’s Clinical Instruction Courses (Semester) 18-CNSL-7021 Counseling Techniques 18-CNSL-7050 Field Practicum in Counseling
18-CNSL-7060 Master’s Internship in Counseling (Mental Health) or 18-CNSL-7061 Master’s Internship in School Counseling
With the exception of the course, 18-CNSL-884 Pre-practicum, all clinical instruction courses are reserved for matriculated counseling students or students matriculated into other programs for which one or more of the counseling clinical instruction courses are a required part of the program's curriculum.
Clinical Training Sequence for Students Entering June 2011
Course MA Timing M Ed Timing Student Responsibilities & Steps to
Clinical Training Completion
Pre-Practicum Yr 1: Summer Qtr. Yr 1: Fall Qtr No forms needed Adv. Counseling Skills Yr 1: Fall Qtr. Yr 1: Winter Qtr
Consult with Advisor to determine Field Placement site, apply for CT status, complete background checks
Field Practicum Yr 1:
Winter Qtr. Spring Qtr. Yr 1: Complete Internship Application Checklist and obtain advisor approval (Appendix G) Internship Yr 1: Spring Qtr Yr 2: Summer Qtr., Fall Sem., Spring Sem. Yr 2: Fall Sem., Spring
Sem.
Complete all the initial forms needed (Appendix H)
Adv. Internship Yr 2:
Spring Sem.
N. A. Complete all the initial forms needed
(Appendix H)
Preparing for Field Practicum and Internship
At the beginning of the term prior to Field Practicum a student should begin preparing the following:
Background Checks
Prior to participation in a field practicum or internship, all students (clinical mental health, school counseling, and CAGS) are required to complete a criminal background
check/fingerprint check through the Ohio Bureau of Criminal Investigation (BCI) and also the Federal Bureau of Investigation (FBI) for persons who have not been Ohio residents for the past 5 years. If any problems are anticipated, the student should inform his/her advisor or the Program Coordinator and seek assistance early to avoid delays in placement. Detailed information on Ohio licensure requirements and background checks is on the Ohio Counselor, Social Worker, and Marriage and Family Therapist (OCSWMFT) Board website
http://www.cswmft.ohio.gov/FormsC.stm#9 and Ohio Department of Education (ODE) website http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID =102380.