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Department of Professional Counseling University of Wisconsin Oshkosh

This Graduate Student Handbook provides descriptive and summary information that outlines Department procedures and policies that are in effect on the date of this document’s publication. The handbook represents a contract between the Department of Professional Counseling or the University of Wisconsin Oshkosh and the student enrolled in the Master's Degree program. The department faculty retains the exclusive right to change, modify, or interpret, at any time, the policies and procedures contained therein.

Student Responsibility Agreement

Students admitted to the Professional Counseling program at the University of Wisconsin Oshkosh are responsible for reading the department materials, including the handbook; checking the department and university websites; and reviewing information contained in emails, newsletters, and other resources to be aware of the necessary and required department, university, and specific program information. If students have questions concerning these materials or information, they agree to ask for clarification from a faculty member, advisor, or the academic department associate.

To ensure that all admitted students are familiar with the above information and websites, they must provide their signature and date to this form, which acknowledges that they have received this

information and are aware of their responsibility for its contents. Students are to return this form to the department, and it will be placed in their permanent file. By signing and dating this document the student acknowledges:

I understand that I am responsible for knowing and understanding the university and program information presented and contained in: the Graduate Bulletin 2012-2014; the Graduate Student Handbook; department, COEHS, and university websites; and student emails, newsletters, and other information from the department.

_____________________________________ _________________________ Signed Date ---_____________________________________ Name (Please Print)

❏ Yes, I give the department permission to use and publish any photos taken during the course of the program (i.e., classes, seminars, meetings, department events) on the department/college website.

❏ No, I prefer not to have any photos of myself published on the department/college website. Department of Professional Counseling

University of Wisconsin Oshkosh Legal and Ethical Guidelines with Respect to Non-discrimination, especially [why especially sexual orientation?] regarding sexual orientation

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The application/interview process of the Department of Professional Counseling is designed to achieve two goals. During the process, we begin to get to know you and, equally important, you gain some understanding of the values, ideals, and ethical guidelines of the profession. It is important that both of these aspects happen so that informed decisions can be made relevant to the professional counselor-in training's ability to perform the roles of a professional counselor in compliance with the Ethical and Legal Guidelines of the profession.

Members of the Department of Professional Counseling are ethically bound by the American Counseling Association Code of Ethics. Professional counselor educators and student counselors in our program learn, understand and abide by American Counseling Association (ACA) Code of Ethics. Particularly relevant to the Gatekeeping Role of the Faculty as they supervise and train professional counselors are the following codes: F.5.b. Limitations and F.5.d. Endorsement. The sections outlined below are particularly relevant for applicants.

A.1.a. Primary Responsibility The primary responsibility of counselors is to respect the dignity and to promote the welfare of clients.

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.

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, and research participants.

In addition to the ACA guidelines, it is necessary to understand that the Department of Professional Counseling is a state funded entity and therefore legally obligated to operate in accordance with state statutes regarding non- discrimination. Specifically, chapter 111 SUBCHAPTER II states that:

The legislature finds that the practice of unfair discrimination in employment against properly qualified individuals by reason of their age, race, creed, color, handicap, marital status, sex, national origin, ancestry, sexual orientation, arrest record, conviction record, membership in the national guard, state defense force or any other reserve component of the military forces of the United States or this state or use or nonuse of lawful products off the employer’s premises during nonworking hours substantially and adversely affects the general welfare of the state.

The Department of Professional Counseling not only respects the individual rights of all persons but also actively advocates for non-discriminatory practices. Please keep these ideas in mind as you continue the application/interview process.

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Available: http://www.counseling.org/ethicsqa.htm.

State of Wisconsin (1997) Wisconsin State Statues General Page. Available: http://www.legis.state.wi.us/rsb/Statutes.html.

DEPARTMENT OF PROFESSIONAL COUNSELING UNIVERSITY OF WISCONSIN OSHKOSH

MASTER OF SCIENCE IN EDUCATION-PROFESSIONAL COUNSELING GRADUATE STUDENT HANDBOOK

PART I: PROGRAM POLICIES AND PROCEDURES

MISSION STATEMENT

The University of Wisconsin Oshkosh is a comprehensive regional public institution in the east central part of the state. A majority of the University of Wisconsin Oshkosh undergraduate students are the first in their families to attend college. The Professional Counseling programs grow from areas of

undergraduate strength and attempt to meet the emerging needs of the people, institutions, and

communities in the state of Wisconsin. The Department of Professional Counseling attracts students who also reside in the east central region of the state. In recent years, the program has also attracted students from other states. Many, though not all, students are graduates of social science and human services programs. Our graduate program consists of students who are recent graduates of an undergraduate program, and also students who are returning to school to further their education or for a career change. As is true for Professional Counseling programs throughout the country, the majority of our students are female. Students reflect the predominantly Caucasian population of the area; however, the program has attracted significant numbers of Southeast Asian (Hmong) students as well as representatives of several Native American tribes and smaller numbers of African American, Hispanic, and International students.

The professional counseling program prepares highly motivated graduate students to become effective counseling professionals in schools, colleges, and community agencies. We currently have graduates employed in their areas of professional emphasis across the United States.

The faculty provides a rigorous and challenging curriculum in which students’ personal development, knowledge base, and skills acquisition are thoroughly integrated. Students are actively engaged in and reflect upon experiential classroom and fieldwork, focused discussion, individually and group-designed projects, various service-learning endeavors, and supervised laboratory practice as they progress through their studies. Faculty priorities for students and themselves are the respect for human dignity and cultural diversity in the broadest sense, excellence in counseling practice, and lifelong commitment to personal and professional growth. These priorities are clearly communicated to students in the admissions process, advising, coursework, clinical experiences, and student reviews.

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DEPARTMENT OF PROFESSIONAL COUNSELING OBJECTIVES

Since its inception in 1962, the Department of Professional Counseling program has educated counselors for school, community, and higher educational settings. In the mid 1970’s, three distinct emphases were developed, each sharing a common core of courses in addition to specialized courses.

The general objectives of the Master of Science in Education-Professional Counseling degree are to prepare students to be professional counselors. Further, the Department of Professional Counseling believes that the development of a strong professional identity, a rich knowledge base, and expertise in the skills of counseling are essential to functioning as a professional in each counseling setting. The Master of Science in Education-Professional Counseling degree is designed to be the strong

foundation upon which graduates enter a lifetime career in the helping professions. This program prepares counselors to respond to the multitude of changes in society, client needs, and to the ever-expanding counseling profession. In addition to knowledge and experience in the following common, core areas, graduates also have specialized knowledge and skills as identified in the objectives of the Clinical Mental Health, School, and Student Affairs and College Counseling emphasis areas.

SPECIFIC PROGRAM OBJECTIVES

Students in the Professional Counseling graduate program will realize their potential, engage in satisfying human relationships, manage their developmental experiences, and develop a meaningful set of values. In order to become a competent practitioner, with the help of the program faculty and through the

participation in an approved program of planned experiences:

1. Students will demonstrate knowledge of their particular fields of endeavor and commitment to lifelong learning and continued personal growth;

2. Students will be able to demonstrate and articulate for dignity and worth of the individual;

3. Students will be able to demonstrate and articulate understanding of counseling processes;

4. Students will show maturity in personal and professional growth, commitment to the fulfillment of human potential, and competence in the application of professional expertise; and

5. Students will articulate and demonstrate knowledge of the role and function of professional counselors.

In order to develop practitioners with such characteristics, it is essential that each faculty member exhibit the above attitudes, behaviors, and competencies and serve as models of appropriate behavior for

students. The faculty is dedicated to selecting and retaining students who exhibit the potential to become competent and skilled practitioners and counseling professionals.

CURRICULAR OBJECTIVES BASED ON THE CACREP CORE REQUIREMENTS

1. Students will demonstrate an understanding of human growth and development in order to understand common needs and struggles of individuals across the lifespan;

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2. Students will demonstrate knowledge of social and cultural foundations and privilege to be an effective advocate in a multicultural and diverse society;

3. Students will be purposeful and skillful in counseling and consultation processes;

4. Students will demonstrate knowledge about group development, dynamics, counseling theory, group counseling methods, and group work approaches;

5. Students will demonstrate an understanding of career development as part of the lifespan; 6. Students will be able to administer individual and programmatic approaches to assessment and

evaluation;

7. Students will be able to demonstrate the use of research methods and basic statistics they will use in their future career; and,

8. Students will show strong professional identity by showing an understanding including the history of professional counseling, organizational structures, ethics, standards, professional organizations, and credentialing.

DEPARTMENT OF PROFESSIONAL COUNSELING PHILOSOPHY

The basic premise of any curriculum in professional preparation is a statement of philosophical belief on the part of the faculty. The Professional Counseling faculty of the University of Wisconsin Oshkosh believes that the work of the professional counselor is to promote personal growth, development, and well-being of the person with whom the counselor interacts.

The counseling relationship is viewed as a unique, interactive process, which supports and facilitates necessary changes for the person with whom the counselor works. In order to effectively enter into a counseling relationship, the professional counselor-in-preparation is expected to experience personal growth and development as a person and as a counselor. The faculty supports, encourages, and challenges students to develop strong self-actualizing tendencies and self-responsibility. This process of personal growth and development happens by gaining knowledge, skills, and self-awareness while integrating theoretical, ethical, legal and professional information. Due to the highly interactive nature of the coursework, students will have the opportunity to take a deep look at their values, beliefs, worldviews, challenges, and strengths. Academic, professional, and personal support is available to students as they examine their values, beliefs and worldviews, build on their strengths, and address their challenges. Personal growth is essential to counselors interacting constructively with themselves, others, and their environments to develop growth-oriented relationships.

Counselors-in-preparation also participate in supervised counseling experiences, which move

developmentally from highly-structured to more independent experiences. These supervised experiences are intended to provide counselors-in-preparation with real counseling situations designed to assist in the integration of counseling theory and approaches with an increased understanding of self as a person and as a developing counselor. This integration process contributes toward the development of a personal counseling theory and approaches – essentially a counseling attitude.

The information contained in this handbook is designed to answer your questions and present policy as it affects graduate admission and study in the program.

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PERSONAL GROWTH REQUIREMENT

The Department of Professional Counseling at the University of Wisconsin Oshkosh strongly believes in the role and value of personal growth of the counselor as a necessary component of the counseling process. To be effective, counselors must fully integrate the use of theory, conceptualization skills, and self as an instrument into both the counseling process and therapeutic relationship. As such, the personal qualities, dispositions, experiences, and reactions of counselors are as critical to becoming a counselor as the knowledge and skills related to functioning as a counselor.

The emphasis on personal growth is a vital and fundamental aspect of the counseling program. The faculty is committed to creating an atmosphere of safety. However, it is important to recognize that an atmosphere of safety is not synonymous with an atmosphere of comfort. Times of discomfort are often when most growth occurs. Across your program, you will be asked to take necessary emotional risks and actively engage in personal growth and self-reflection. This is considered essential for two reasons. First, the identity of the counselor is as important to your professional development as the knowledge and skill dimensions of the counseling field. Second, counseling is based on the process of self-growth and exploration on the part of the client, and to fully understand ourselves will help us guide clients in this process.

To help facilitate and support this growth, the department requires the student to complete a minimum of six individual personal growth/counseling sessions prior to PRF CNSL 794 Counseling Practicum. The purpose of the personal growth/counseling experience is to provide the new counseling student with an opportunity to begin the important personal exploration and growth necessary for development as an effective counselor, and to experience counseling from the perspective of the client. Students accepting admission to the counseling program commit themselves to the completion of this requirement.

The Department encourages students to complete these required counseling sessions at the Department Counseling Laboratory. Counselors at the Counseling Laboratory are Practicum students. Department faculty supervises these counseling practicum students, and sessions are videotaped with permission. Students may opt for a counseling experience outside of the Counseling Laboratory with the approval of the instructor in PRF CNSL 700 Personal Identity and Ethics in Counseling.

There are times when there is a historical or personal block that cannot be remediated in the personal growth sessions, through supervision, or through advisement. In this case, the student will be placed on probation to afford them the opportunity to develop a remedial plan, which may necessitate the

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CACREP COMMON-CORE PROGRAM OBJECTIVES

Course Name and Descriptions Credits

PRF CNSL 700: Professional Identity and Ethics (CACREP II.G.1) -Studies that provide an understanding of the functions of a Professional Counselor

This course provides students with an overview of issues in the ethical practice of professional counseling in clinical mental health agencies schools, and higher education settings. Topics addressed will include ethical decision-making; professional credentials and affiliations; and standards of practice, research, and training in counseling.

3

PRF CNSL 701: Theoretical Foundations of Counseling (CACREP II.G.3): Studies that provide an in depth knowledge of the content and application of counseling theories.

This course introduces students to the theory, knowledge and skills that provide the foundation for the counseling process. Students will be involved in a variety of individual and group structured counseling process experiences to assist in the integration of the cognitive with the affective domains of counseling.

3

PRF CNSL 702: Counseling Process (CACREP II.G.5): Studies that provide an understanding of the counseling process in a multicultural society

An introduction to the process and techniques involved in developing an effective counseling relationship. The course is designed to aid students in gaining personal insight into the roles in the counseling process. Course includes a 90-minute Small Group Experience lab.

3

PRF CNSL 704: Assessment in Counseling (CACREP II.G.7): Studies that provide an understanding of individual and group approaches to assessment and evaluation in a multicultural society.

Foundations of standardized group testing and non-test assessment techniques. The selection and interpretation of such tools within the counseling process.

3

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an understanding of career development and related life factors.

This course provides students with a comprehensive overview of career development over the lifespan as it relates to the world of work, education, avocation, and the interrelationships of family and other life roles. Foundational and contextual dimensions are explored including career path factors, influences of work ethics, and the changing workforce; career choice, decision-making, and implementation; job satisfaction/stress and lifestyle management; career

development theories; career counseling services, assessment, and occupational information resources including online applications; job search strategies, and future trends and issues. This course enables students to expand their career counseling knowledge and skills from a lifespan perspective.

PRF CNSL 711: Lifespan Development in Counseling (CACREP II.G.3): Studies that provide an understanding of the nature and needs of persons at all developmental levels and in multicultural contexts

This course provides students with an overview of human growth and

development based on a life-span approach from infancy through the aged, with an emphasis on the developmental theories as a basis for understanding

counseling theories. It presents strategies for working with clients from a developmental perspective and provides opportunities for students to examine their own developmental processes. The course includes a focus on addressing developmental issues in schools, community agencies, and higher education settings with an emphasis on ethical considerations.

3

PRF CNSL 731: Group Counseling Process (CACREP II.G.6): Studies that provide both theoretical and experiential understandings of group purpose, development, dynamics, theories, methods, skills, and other group approaches in a multicultural society.

An examination of traditional and new counseling and guidance groups with particular emphasis on effective counselor skills and techniques for group work.

3

PRF CNSL 732 Applied Research and Evaluation (CACREP II.G.8): Studies that provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation.

This course is focused on professional counseling students developing skills and competencies in utilizing and conducting research practices in school, student affairs, and clinical mental health settings. Students will learn how to generate

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and integrate current research within evidence-based, data-driven counseling practice. Students will learn how to use action-based research in generating measurable outcomes, and will learn to use common qualitative and quantitative research designs and statistical methods to create meaningful and interpretable results to inform professional counseling practice. Students will also learn and apply current models of outcome research and program evaluation. Additionally, students will critically analyze counseling research and determine the use of current research as a foundation of evidenced-based practice. Students will develop relevant research questions, assess applicable literature, design appropriate research paradigms, complete a research proposal, and execute action-based research. Students will also be responsible for disseminating their research finding via poster presentations or other professional presentation forums.

PRF CNSL 776: Addictions in Counseling (CACREP II.3.g): studies that provide an understanding of the systems, processes, and treatment of addictions form an ecological perspective with regard to an ever increasing multicultural and diverse society.

This course provides counselors across settings and other human service workers with an overview of addiction, the process of addiction, and treatment/recovery approaches. The course will also emphasize relapse prevention, developmental issues, spirituality, and ecological aspects of life. Students will learn an ecological approach, motivational interviewing (MI) and stages of change (SOC) as options for treatment and prevention planning.

3

PRF CNSL 788: Social and Cultural Foundations in Counseling (CACREP II.G.2): Studies that provide an understanding of the cultural context of relationships, issues, and trends in a multicultural society.

An investigation of the concepts of social change counseling as they relate to working with persons from special populations. Consideration of unique concerns and counseling strategies relating to persons from special populations, such as ethnic and racial minorities, women, persons with disabilities, aging, etc.

3

PRF CNSL 794 Counseling Practicum (CACREP III.F.): Students complete a supervised practicum experiences that total a minimum of 100 clock hours over a minimum 10-week academic term.

This course provides students with supervised counseling practice, experience in 3

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consultation, and related activities in a structured field setting and in the on-campus Counseling Laboratory. The Counseling Laboratory experience is supervised using a modified Milan model. Emphasis is placed on students effectively integrating counseling theory with appropriate therapeutic skills and techniques, and their philosophical perspectives relative to counseling and wellness. The course will further the students' rigorous exploration of themselves, their theory of change, and the profession of counseling. This course meets the Practicum requirement according to CACREP standards and includes a 2-hour lab component.

PRF CNSL 797 Counseling Internship I (CACREP III.G.):

This course focuses on providing site-based counseling and related services in settings that are consistent with an emphasis in school, student affairs or Clinical Mental Health counseling. Student interns will demonstrate an integration of theoretical concepts and effective counseling and psycho- educational skills. The campus-based component of the course is experiential in nature; the

required site-based component of the course will be a supervised placement with a minimum of 300 hours to include 120 hours of direct client services.

3

PRF CNSL 798 Counseling Internship II (CACREP III.G.):

A continuation of Professional Counseling 797 Counseling Internship I; this is an experiential course with a focus on site-based counseling and related services. Student counselors will demonstrate an integration of theoretical concepts and effective counseling and psycho educational skills. A supervised placement with a minimum of 300 clock hours including 120 hours of direct client services is required.

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