MASTER’S
STUDENT HANDBOOK
Counseling Program
Department of Counseling & Higher Education
College of Education
2
Welcome to the Counseling Program at the University of North Texas!
This document is designed to provide you, the master’s level student, with a comprehensive overview of the Counseling Program, our policies and procedures, and your rights and responsibilities. If you have questions about our Program, chances are you can find clear and thorough answers within the following pages. Please review the document carefully, keep it readily accessible, and consult it often. If you have questions after consulting the handbook, you may contact your COUN 5710 instructor, your assigned faculty advisor, the Counseling Program coordinator, or Mrs. Janet Rogers. This document serves as a supplement to the Graduate Catalog and the Counseling Program Practicum Handbook. It is your responsibility as student or prospective student to become familiar with the contents of the Graduate Catalog (available online at www.unt.edu/catsched) under which you will be entering graduate work and with the contents of this Master’s Student Handbook.
To confirm that you have read this handbook and have understood the responsibilities, policies, and procedures outlined herein, please sign the Agreement Contract at the end of this handbook and submit it to your COUN 5710 instructor or advisor for inclusion in your student file.
This Handbook is updated once per year and is available online, along with a number of other resources, at http://www.coe.unt.edu/che/coun/resources/.
Best wishes in your personal and professional pursuits!
Casey A. Barrio Minton, PhD, NCC
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TABLE OF CONTENTS
INTRODUCTION TO THE COUNSELING PROGRAM
Mission & Vision……….
6
Professional Counseling ...
7
UNT Organizational Chart and Affiliations ...
8
Master’s Degree Tracks………..
10
Master’s-Level Non-Degree Tracks ...
11
UNT at Denton and UNT-Dallas Accreditation………...
12
Services of the Counseling Program ...
14
Counseling Program Faculty ...
15
Administrative Appointments ………..…...
17
BEGINNING A MASTER’S DEGREE TRACK
Provisional and Full Admission ...
18
COUN 5680 End of Course Student Evaluation ...
19
Professional Counseling Performance Evaluation ...
20
Personal Characteristics Checklist ... ………...
22
Recommended Courses for First Semester of Enrollment ...
23
Degree Tracks of Study ...
24
School Counseling ……… ...
24
Clinical Mental Health Counseling …….. ...……….
26
College Counseling ...
29
Long-Term Enrollment Planning ...
31
Recommended course sequence by track ...
32
Course Prerequisites……….. ...
33
Elective Options ...
34
Counseling Program Course Offerings by Semester - Denton ...
35
Counseling Program Course Offerings by Semester – Dallas…...
37
Degree Plan Completion ...
38
Sample degree plans by track ...
39
Degree plan changes ...
46
BEGINNING A NON-DEGREE TRACK
Admission ...
47
School Counselor Certification...
48
School Counselor Certification Deficiency Worksheet ...
49
Professional Counselor Licensure Deficiency ...
50
Licensure Deficiency Worksheet ...
51
Graduate Academic Certificates ...
52
Certificate Options ...
53
4
POLICIES AND PROCEDURES
Minority Recruitment Policy ...
56
Non-Discrimination Policy Regarding Persons with Disabilities ...
56
Disability Accommodation Policy...
57
Ethical/Legal Awareness ...
58
Tk20………..….. ..
58
EagleConnect ...
58
Endorsement Policy ...
58
Required Counseling Experiences ...
59
Individual Counseling ...
59
Basic and Advanced Counseling Skills………. ..
60
Group Counseling ...
60
Dress and Conduct ...
61
Academic Policies ...
62
Progress to Degree ...
62
Course Sequence & Registration ...
62
Requirements for Completion of COUN 5710 ……….. ..
62
Satisfactory Progress Policy ...
63
Incompletes...
63
American Psychological Association Publication Style ...
63
Professional Journal Access ...
63
Academic Integrity & Academic Misconduct…… ...……….… ...
64
Identification of a Guiding Counseling Theory ...
65
Advisor Assignment ...
65
Grievance and Grade Appeals Process ...……….…… ...
66
Student Retention Policy ...
67
Procedures for Reviewing Student’s Professional Competency...
68
Student’s Professional Competency Report and Requirements Form ...
69
Personal Characteristics Checklist Form ...
70
Student’s Professional Competency Progress Report Form ...
71
Student Evaluation of Courses and Instruction ...
72
CLINICAL INSTRUCTION
Statement of Liability Awareness ...
73
Timeline for Clinical Coursework ...
74
Observation of Counseling Sessions ...
76
Policy on Practice of Animal Assisted Therapy ...
77
Skills Required for Successful Completion of the Program ...
79
Professional Counseling Performance Evaluation (PCPE) Practicum ...
80
PCPE Internship – Clinical Mental Health Candidate………. ..
82
PCPE Internship – School Counselor Candidate ……… ...
85
PCPE Internship – Student Affairs and College Counselor Candidate ……. ...
88
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Possible Effects on Students’ Personal Lives ………..… ..
91
Tips for Success: Academic ...
91
Tips for Success: Personal ...
92
Scholarships Available to Counseling Students ...……….. ...
93
Professional Counseling Organizations ...……… ...
96
Rho Kappa Chapter of Chi Sigma Iota ...
98
International Counseling Student Club ...
98
COMPREHENSIVE EXAMINATION
Policies & Procedures ...……… ...
99
Registration ...
100
Master’s Comprehensive Exam Registration Form ...
101
GRADUATION AND BEYOND
Applying for Graduation ...
102
Employment Opportunities for Graduates ...
102
Requirements for Licensure and Certification ...
103
Supervised Clinical Experience Credit ...
104
Table of Credit for Supervised Experience BY Counseling Program Course ...
105
Advanced Counseling Skills Courses Taken Prior to COUN 5690 ...…………..…… ...
106
Master’s Practicum Clinical Experience Log ...
108
Public School Counselor Certification in Texas ...
110
Licensed Mental Health Professionals in Texas ...
111
Helpful Licensure and Certification Resources………. ...
113
Post Graduation Considerations ...
114
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INTRODUCTION TO THE COUNSELING
PROGRAM
Mission
The UNT Counseling Program promotes human development through education, research, and service that advance the profession of, and scholarship in, counseling.
Through education, the Program prepares highly competent counseling professionals – including counseling associates, entry and advanced level counselors, counselor educators, counselor supervisors, counseling
researchers, and counseling administrators – for work in schools, communities, colleges, business, and industry.
Through research, the Program creates, applies, and disseminates innovative knowledge, especially in the area of counseling for holistic wellness with at-risk and diverse populations.
Through service, the Program provides humanitarian assistance to academic, professional, and public communities, including volunteer counseling services to the public.
Vision
The UNT Counseling Program seeks local, state, regional, national, and international prominence as a collaborative and transformative community engaged in exemplary research, education, and service that benefit the profession of counseling, the public it serves, and humanity at large.
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Professional Counseling
The Counseling Program at the University of North Texas prepares counseling professionals for one or more of a variety of work settings, such as the school or university, community agency, church, private practice, or business and industry. Professional training is offered at the undergraduate, master’s, and doctoral levels.
The Program exists within the larger context of the counseling profession. Counseling has been defined many ways, and most recently, delegates representing 29 professional counseling associations reached consensus on the following definition of professional counseling:
“Counseling is a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals” (20/20 A Vision for the Future of Counseling, 2010). The following quotes illustrate the depth and diversity of our counseling profession:
Counseling is a relatively short-term, interpersonal, theory-based (and research-based) professional activity guided by ethical and legal standards that focuses on helping persons who are basically psychologically healthy to resolve developmental and situational problems. The counseling activity itself is a process that evolves through distinct stages. Personal, social, vocational, and educational matters are all areas of concern, and therefore, the profession comprises a number of subspecialities. A practitioner must complete a required course of study on either the master’s or doctoral level to be licensed or certified as a professional counselor. Counselors should possess personal qualities of maturity, empathy, and warmth. (Gladding, 1992, pp. 8-9)
Counselors are professionals prepared to address clients’ developmental needs related to physical, psychological, and spiritual well-being. The counselor’s role involves prevention, intervention, and referral, emphasizing a developmental perspective and including an acknowledgment of the medical model. Prevention aims at educating clients before life challenges arise. Intervention aims at assisting clients with life challenges that have arisen. Referral aims at directing clients to additional resources in addressing life’s challenges. The relative emphasis of these three functions varies between school, community, and college counselors. (University of North Texas Counseling Faculty, 1998)
These definitions demonstrate that, as in any profession, the counseling profession involves “role statements, codes of ethics, accreditation guidelines, competency standards, licensure, certification, and other standards of excellence” (VanZandt, 1990, p.243). The UNT Counseling Program strives to uphold and advance the counseling profession. As you will learn throughout your time with UNT’s Counseling Program, we believe a strong professional identity is key to your success.
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UNT Organizational Chart & Affiliations
In addition to its place in the profession of counseling, the UNT Counseling Program exists also within the larger context of the university. The university is administered by the President. Academic programs at UNT are administered by the Provost / Vice President for Academic Affairs and are housed in thirteen schools and colleges. The College of Education is administered by the Dean of the College and is comprised of four departments. The Department of Counseling and Higher Education is administered by the department chair and is comprised of two academic programs. The Counseling Program is administered by the program coordinator who is a counseling faculty member.
As discussed later in this section, UNT Dallas is in the process of becoming a standalone academic institution. As such, it is in the process of establishing a Division of Education and Human Services (parallel to College of Education) and a Department of Counseling and Human Services (parallel to Department of Counseling & Higher Education). The UNT Dallas Counseling Program will operate under the auspices of the UNT at Denton Counseling Program until the campuses reach complete separation at the end of Fall 2011.
The Council for Accreditation of Counseling and Related Educational Programs (CACREP), a specialized accrediting body recognized by the Council of Postsecondary Accreditation (COPA), exists, in part, “to promote high standards of graduate preparation in counseling.” CACREP has conferred accreditation to the following tracks in counseling at UNT: community counseling (MEd, MS), elementary school counseling (MEd, MS), secondary school counseling (MEd, MS), college and university counseling (MEd, MS), and the PhD track. The last group of UNT at Denton students began the 48-hour MEd in Community Counseling track in Summer 2010. Starting in Fall 2010, UNT at Denton students will enroll in a
60-semester-hour MS track that is currently accredited as a Community Counseling program and designed to meet CACREP-accreditation standards as a Clinical Mental Health Counseling Program. We are seeking accreditation for this track to be effective in January 2012 and retroactive to January 2011 for students who complete CMHC requirements. Over the years, the UNT Counseling Program has won several honors and awards. It was the first in the nation to receive the Association for Counselor Education and Supervision’s (ACES) Outstanding Program Award and earned that recognition again in 2000. The Counseling program faculty also received that Association’s “Publication in Counselor Education and Supervision” Award for its 2010 book, The Professional Counselor: Portfolio, Competencies, Performance Guidelines, and Assessment (4th ed.); we earned the same award in 2004 for the 3rd edition of the text.
Finally, the UNT Counseling Program is ranked # 1 in Texas and 12th nationally according to the 2011U.S. News and World Report ranking of counseling and counseling psychology programs housed in colleges of education. This is the 10th year the Program ranked #1 in Texas and among the top 20 programs nationally since U.S. News & World Report
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UNT Organizational Chart & Affiliations
Provost/Vice
President for
Academic
Affairs
College of Arts & Sciences
College of Business
Honors College
College of Public Affairs & Community
Service
College of Education
Department of
Counseling &
Higher Education
Counseling
Program
Higher Education Program
Educational Psychology
Kinesiology, Health Promotion
& Recreation
Teacher Education & Administration College of Engineering
College of Information
Mayborn School of Journalism
School of Merchandising &
Hospitality Management
College of Music
College of Visual Arts & Design
Toulouse School of
Graduate Studies
Texas Academy of Math and Science
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Master’s Degree Tracks
For individuals who are seeking to become counseling professionals but who do not yet have a master’s degree or are seeking a second master’s, the master of education (MEd) and master of science (MS) degrees are offered in the
following tracks of study. Students pursuing these tracks must complete a Degree Plan by the end of their first semester of enrollment in the program. The faculty will endorse graduates only for the track(s) that the graduate has completed.
Elementary School Counseling or Secondary School Counseling (MEd)
These 48-semester-hour tracks prepare students to become school counselors in P-12 school settings. The elementary and secondary school counseling tracks differ in some course requirements to appropriately reflect differences in the functions of counselors at the two school levels. These program areas meet the educational requirement for
Certification as a School Counselor in Texas; however, candidates must also have 2 years of teaching experience and pass the TExES-Counselor examination to be eligible for School Counseling Certification in Texas. Although the state issues only one type of counseling certificate for Pre K-12, the Counseling Program will endorse the student only for the track (elementary or secondary) that she/he completed. With one additional course, the tracks meet the educational requirement for Licensure as a Professional Counselor (LPC) in Texas. These tracks are CACREP-accredited as school Counseling Programs.
College & University Counseling (MEd, Denton Only)
The 48-semester-hour college counseling track prepares students to counsel in institutions of higher education such as community colleges, senior-level colleges, and universities. The track provides counseling experiences in all areas of student life. This track meets the educational requirement for Licensure as a Professional Counselor (LPC) in Texas and is CACREP-accredited as a college Counseling Program.
Clinical Mental Health Counseling (MS, Denton Only)
UNT at Denton students enroll in a 60-semester hour track that is currently accredited as a Community Counseling program but designed to meet CACREP-accreditation standards as a Clinical Mental Health Counseling program. We are seeking accreditation for this track to be effective in January 2012 and retroactive to January 2011. This
60-semester-hour track leads to a Master of Science (MS) degree and prepares graduates to counsel in clinical mental health settings such as mental health centers, private counseling agencies, drug abuse treatment centers, centers for counseling older adults, child protective services, child counseling clinics, family counseling centers, pastoral counseling settings, private practice, and business and industry. This track meets the educational requirement for Licensure as a Professional Counselor in Texas. The MS requires successful completion of a written comprehensive examination in the last two semesters of study.
Community Counseling (MEd, Dallas Only)
The 48-semseter-hour community counseling track was discontinued in Denton effective Fall 2010; starting in Fall 2010, only students attending UNT Dallas may pursue this track. This track prepares students for counseling positions in various community agencies such as mental health centers, private counseling agencies, drug abuse centers, centers for counseling the elderly, child protective services, child counseling clinics, family counseling centers, pastoral counseling settings, business and industry. The track provides the opportunity to counsel a broad range of clientele. This track meets academic specifications for Texas licensure as a Professional Counselor. It will be CACREP-accredited as a
Community Counseling program only for students who filed degree plans prior to Fall 2010 and complete the program in Denton by Fall 2013.
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Master’s Level Non-Degree Tracks
Individuals who already hold a master’s degree in professional counseling may pursue one of the following non-degree tracks:
Public School Counselor Certification
Individuals who already hold a master's degree in counseling from a CACREP-accredited program may pursue the elementary or secondary public school counseling certification deficiency track. By the time the student completes the required coursework, (s)he must also have two years of teaching experience in an accredited school and pass the TExES: Counselor test to become certified as a public school counselor in Texas. Individuals seeking certification in other states are urged to contact the relevant state(s) because their requirements may differ. Although Texas issues only one type of counseling certificate for P-12, the Counseling Program will endorse a graduate only for the track (elementary or
secondary) that he or she he has completed. Students pursuing this track must have a completed Certification
Deficiency Worksheet on file in the counseling office and a College of Education Deficiency plan on file with the college prior to enrollment in the first counseling (prefix COUN) course.
Professional Counselor Licensure Endorsement
Individuals who already hold a master's degree in counseling from a CACREP-accredited program but who do not meet all requirements for Licensure as a Professional Counselor in Texas may pursue the Professional Counselor Licensure Endorsement track. This track requires participants to meet the substantial equivalent of all current requirements in our CACREP accredited degree tracks; CACREP accreditation does not allow the Counseling Program to provide an
alternative academic route into the profession that involves fewer requirements than our accredited tracks. A student's coursework is determined on a case-by-case basis through consultation with a program faculty advisor. Students pursuing this track must have a completed a Licensure Deficiency Worksheet on file in the counseling office prior to enrollment in the first counseling (prefix COUN) course.
Graduate Academic Certificates (GAC) in Counseling
The purpose of the Graduate Academic Certificate (GAC) Program in Counseling is to provide opportunities for advanced training in specialized areas of counseling beyond the master’s degree level in areas other than school counselor
certification or professional counselor licensure endorsement. Individuals who already hold a master’s degree in counseling from a CACREP-accredited program and have a minimum 3.5 grade point average may pursue the Graduate Academic Certificate in Counseling. Individuals who have completed the curricular and field experience equivalent of a CACREP-accredited program will be considered on a case-by-case basis. The GAC requires at least 12 semester credit hours of specified coursework in one of several certificate options (discussed later in handbook).
Additional Endorsements
Upon completion of a track, a student may seek additional endorsement in another track(s) by meeting the
requirements of the additional track(s). These include all track-specific requirements and a 600 clock hour internship in a setting relevant to each additional track. Students pursuing additional endorsement must have the Deficiency Plan(s) relevant to their track completed and on file prior to enrollment in the first counseling (prefix COUN) course of the additional track.
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UNT at Denton and UNT-Dallas Accreditation
As a result of Governor Perry’s action on May 27, 2009, UNT Dallas is now in the process of becoming a stand-alone academic institution – a separate university from UNT at Denton in the overarching UNT System. This development has important implications for you. Starting in Fall 2010, all Counseling Program students are affiliated with a specific campus from which they will take the remainder of their coursework and graduate.
All degrees granted from UNT at Denton and UNT Dallas will be granted by accredited universities.
UNT at Denton is already accredited by SACS, the Southern Association of Colleges and Schools. Until UNT Dallas becomes separately accredited, it is part of UNT at Denton, so it also is SACS-accredited
UNT Dallas will confer its own degrees once it has achieved its own SACS accreditation.
Thus, whenever you graduate, whether from UNT at Denton or from UNT Dallas, you will graduate from an accredited
university.
However, whether you graduate from UNT at Denton or UNT Dallas, you may or may not graduate from an accredited
Counseling Program.
The UNT Counseling degree programs at Denton and Dallas are currently accredited by CACREP, the Council for the Accreditation of Counseling and Related Educational Programs. Accreditation cycles are for eight years, and the current cycle ends in January 2012.
The Denton faculty has submitted materials to apply for another reaccreditation cycle to begin January 2012. The Denton program has been continuously accredited since 1978.
The UNT Dallas faculty is not currently preparing reaccreditation materials, and their plans regarding
reaccreditation are not yet clear. Beginning in January 2012, individuals who graduate from UNT Dallas will not graduate from a CACREP-accredited program.
Thus,
If you are graduating from UNT Denton at any time, it is the faculty’s intention that you will be graduating from a CACREP-accredited program.
If you are graduating from UNT Dallas before January 2012, you will be graduating from a CACREP-accredited program.
If you are graduating from UNT Dallas after January 2012, you will not be graduating from a CACREP-accredited program.
From Fall 2010-Fall 2011, students were required to take all coursework at their designated campus with rare
case-by-case exceptions for attending coursework at the non-declared campus. The two programs will be completely separate in Spring 2012; thus, we will not be able to grant even special permissions for cross-enrollment after Fall 2011. If you have questions regarding campus affiliations, contact Ms. Janet.Rogers@unt.edu or 940-565-2910 (Denton) or Dr. Jennifer.Baggerly@unt.edu or (972) 338-1575 (Dallas).
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UNT at Denton and UNT Dallas Accreditation Summary
Declared Campus If you began... And pursued… Degree… And graduate… CACREP-
accredited In
UNT at Denton
Before Fall 2010 Community - 48 MEd or MS through Fall 2013 Yes Community
Anytime School MEd or MS1 Anytime Yes School2
Anytime University MEd or MS1 through Fall 2011
Spring 2012 or after
Yes Yes
College2
Student affairs and college2
Anytime CMHC – 60 MS through Fall 2011
Spring 2012 or after
Yes Yes
Community
Clinical Mental Health3
UNT Dallas
Before Fall 2010 Community - 48 MEd or MS through Fall 2011 Yes Community
Before Fall 2010 School MEd or MS through Fall 2011 Yes School
Anytime Community - 48 MEd Spring 2012 or after No
Anytime School MEd Spring 2012 or after No
1
See advisor for requirements of 60-hour MS is school or college counseling
2
Reaccreditation of existing school and university tracks anticipated in January 2012 based on continuous accreditation since 1978.
3
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Services of the Counseling Program
Counseling and Human Development Center
(CHDC) – Denton &
Dallas Campus Counseling Clinic (DCCC) – Dallas
The CHDC and DCCC offer individual counseling for clients of all ages as well as couple, family, and group counseling. Low cost counseling services are provided by counselors-in-training under the supervision of counseling faculty, using state-of-the-art audiovisual technology. The CHDC contains a library of books and videos that serve as resources for students and clients.
Child & Family Resource Clinic (CFRC) – Denton
The CFRC is an interdisciplinary clinic serving children, adolescents, adults, couples, families, and groups. Services offered include assessment, counseling, reading instruction, and parent education classes. Graduate students in counseling acquire valuable field experience by providing low-cost services under the supervision of program faculty. The clinic has four fully equipped play therapy rooms, a sandtray room, an activity therapy room, a multipurpose family-group room, three adult counseling rooms, and two assessment rooms.
Center for Play Therapy (CPT) – Denton
The Center for Play therapy conducts research, provides a Directory of Play Therapy Training in the U.S. and Canada, and offers special workshops and courses in play therapy. With seven fully equipped play therapy rooms and video equipment, the Center is the largest play therapy training facility in the world.
Center for Animal Assisted Therapy (CAAT) – Denton
The Center for Animal Assisted Therapy (CAAT) trains professionals and volunteers to work with their pets to: 1) facilitate the development of students in Kindergarten through 12th grade with pet-assisted educational programs; and 2) enhance the emotional well-being of persons of all ages through positive human-animal interactions. Workshops and courses are offered for national certification training for persons who wish to work with their pet to perform animal assisted volunteer service or provide professional animal assisted therapy.
Continuing Education Opportunities
Each year the Counseling Program offers conferences at which nationally known speakers present current perspectives on issues pertinent to the field of counseling. Licensed Professional Counselors, National Certified Counselors, Texas Association of Alcohol and Drug Abuse Counselors, and Texas Licensed Marriage and Family Therapists may earn continuing education credit by attending these conferences.
Play Therapy Conference - October
Counseling Supervision Conference - January Summer Play Therapy Institute - July
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Counseling Program Faculty
A full time faculty member’s job typically consists of three parts: teaching, research and professional activity, and service to the university and community. A counselor educator typically enters the field as an Assistant Professor. After an established length and quality of work, the Assistant Professor is promoted to Associate. After a further length and quality of work, the Professor is promoted to Full Professor. At UNT, an exemplary Full Professor may be honored as a Regents Professor. Clinical faculty members are regular faculty members whose assignments are in teaching and service. Clinical faculty members may also be promoted within the UNT system (e.g., Clinical Assistant Professor, Clinical Associate Professor, Clinical Professor).
NAME, DEGREE, POSITION DEGREE FROM TEACHING AREAS RESEARCH INTERESTS/ SPECIALTY AREAS
AY 2011 – 2012 UNT AT DENTON FACULTY
Casey Barrio Minton, Ph.D.
Associate Professor; Program Coordinator
University of North Carolina at Greensboro
Clinical Mental Health, Biopsychosocial Assessment, Diversity, Crisis
Crisis assessment & intervention, Counselor education
Sue Bratton, Ph.D.
Professor; Director, Center for Play Therapy
University of North Texas
Play Therapy, Supervised Practice, Filial Therapy,
Play Therapy, CPRT/Filial Therapy, School-Based Counseling, Expressive Arts, Supervision
Cynthia Chandler, Ed.D.
Professor; Director, Center for Animal Assisted Therapy
Texas Tech University
Assessment, Animal Assisted Therapy, Women’s Issues, Supervised Practice
Biofeedback, Women’s Issues, Animal Assisted Therapy
Natalya Lindo, Ph.D. Assistant Professor
Georgia State University
Play Therapy, Child and Adolescent Appraisal, Supervised Practice
Play Therapy, Filial Therapy, Multi-Cultural Issues in Counseling & Counselor Education,
International Student Issues in Education Delini Fernando, Ph.D.
Assistant Professor
University of New Orleans
Group Counseling, Supervised Practice
Group Counseling, Multicultural Counseling, Clinical Supervision, Family Counseling, Career Counseling
Martin Gieda, Ph.D. Assistant Professor (25%);
Psychologist, UNT Counseling and Testing Center
Pennsylvania
State University Supervised Practice
Cognitive Behavioral assessment and Empirically Based Treatment Strategies for Anxiety and Mood Disorders, Personal and Career Counseling Across the Life Span
Janice Holden, Ed.D.
Professor; Chair, Department of Counseling & Higher Ed
Northern Illinois University
Counseling Theory, Transpersonal Counseling, Couple Counseling, Dream work in Counseling
Transpersonal/Spiritual Issues in Counseling, Marriage Counseling, Sexuality and Sexual Dysfunction Therapy, Cognitive Therapy, Screening Counselor Ed Applicants Leslie Jones, Ph.D.
Clinical Assistant Professor; Director, Counseling & Human Development Ctr
University of North Texas
Play Therapy, Family Counseling, Supervised Practice
16 Carolyn Kern, Ph.D.
Associate Professor Oklahoma State University College Student Development, Counseling Adolescents
School & College Counseling, Secondary to College Transition, Ethics, Supervised Practice, Career Counseling
Jonathan Ohrt, Ph.D. Assistant Professor
University of Central Florida
Secondary School Counseling, Group Counseling, Supervised Practice
Secondary School Counseling Elizabeth Prosek, Ph.D.
Assistant Professor
Old Dominion University
Clinical Mental Health Counseling
Diagnostic Decision Making, Underserved Populations, Dual Diagnosis
Lisa Schulz, Ph.D.
Clinical Assistant Professor
Oregon State University
Development, Secondary School Counseling, Supervised Practice
Multicultural Considerations, Cultural & Linguistic Immersion, School Counseling
Dee Ray, Ph.D.
Associate Professor; Director, Child & Fam Resource Clinic
University of North Texas
Elementary School Counseling, Play Therapy, Filial Therapy
School Counseling, Play Therapy, Filial Therapy, Theory
AY 2011-2012 UNT AT DENTON LECTURER DEGREE FROM TEACHING AREAS
Steven Farmer, Ph.D. Lecturer
St. Mary’s University
Couple and family, community, multicultural counseling, diagnosis, supervised practice
AY 2011-2012 UNT DALLAS FACULTY DEGREE FROM TEACHING AREAS RESEARCH INTERESTS/ SPECIALTY AREAS
Jennifer Baggerly, Ph.D. Associate Professor & Chair
University of North Texas
Play therapy, theories, assessment, practice
Play therapy, trauma interventions, school counselor effectiveness, diversity, social justice Eric Green, Ph.D.
Assistant Professor
University of New Orleans
Play therapy, elementary school counseling, adolescents, practice
Play therapy, Jungian, elementary school counseling, trauma interventions, social justice Yu-Fen Lin, Ph.D.
Assistant Professor
Sam Houston State University
Group, multicultural, couples, community, practice
Multicultural interventions, couples counseling, counselor education, social justice
17
AY 2011 – 2012 Administrative Appointments
UNT at Denton
Dean of College of Education Dr. Jerry Thomas
Chair of Department of Counseling and Higher Education Dr. Jan Holden
Coordinator of Counseling Program Dr. Casey Barrio Minton
Director of Counseling and Human Development Center Dr. Leslie Jones
Director of Child and Family Resource Clinic Dr. Dee Ray
Director of Center for Play Therapy Dr. Sue Bratton
Director Center for Animal Assisted Therapy Dr. Cynthia Chandler
Internship Coordinator Dr. Delini Fernando
Coordinator of Undergraduate Minor Dr. Lisa Schulz
Counseling Program Advisor Mrs. Janet Rogers
UNT Dallas
Dean of Division of Education & Human Services Dr. Sheryl Santos-Hatchett Chair of Department of Counseling & Human Services Dr. Jennifer Baggerly
Director of Dallas Campus Counseling Clinic Dr. Eric Green
18
BEGINNING A MASTER’S DEGREE
PROVISIONAL AND FULL ADMISSION
The master’s degree in counseling is for students who do not yet have a master’s degree or who are seeking a second master’s to meet the Licensed Professional Counselor requirement of a master’s degree in counseling or a closely related field.
Applicants seeking admission to the Counseling Program should be aware that Texas State Boards for certification and licensure, as well as credentialing boards of other states and professional organizations, run criminal history checks on all applicants for licensure or certification. In Texas, certification is required to counsel in the public school; licensure is required to counsel outside the public school or religious setting. The applicant with a criminal background who seeks professional credentials should contact the appropriate Board prior to enrollment in the program to determine eligibility for certification and/or licensure.
Admission to the Counseling Program is provisional until the following conditions are met:
1. The student has a signed “Understanding and Acknowledgement” on file in the Counseling Program office, Stovall 155, by the end of the first semester of enrollment in the Counseling Program.
2. The student’s signed degree plan is on file in the Counseling Program office, Stovall 155, by the end of the first semester of enrollment in the Counseling Program.
NOTE: For items 1 & 2 above, it is the student’s responsibility to ensure that the required documents are on file by the deadline. Failure to the meet this requirement can result in the student being dropped from further Counseling Program coursework.
3. The student’s progress is evaluated by the counseling instructor and faculty upon the student’s completion of COUN 5680. If the instructor does not request a conference with the student, the student may request a conference with the instructor regarding the evaluation. The two primary evaluation forms appear on the following pages. Forms pertaining to the ongoing assessment of student competency appear later in the Handbook in the Policies and Procedures section under Student Retention.
For the initial evaluation, the student’s progress is evaluated on the basis of the demonstration of adequate subject matter knowledge and the personal characteristics and interpersonal skills required for counseling. After the progress review, the counseling faculty either recommends that the student continue or reserves the right to withdraw the student from the program. Following this initial evaluation the student will be routinely evaluated throughout the program on the criteria of knowledge, personal characteristics, interpersonal skills, and counseling skills to determine if progress is adequate, if remedial work is needed, or if the student should discontinue the program.
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COUNSELING PROGRAM UNIVERSITY OF NORTH TEXAS
COUN 5680 End of Course Student Evaluation
Student’s Name:ID# Semester:
Fall Spring Summer I Summer II (Year: )
Student DID complete the course with credit and grade .
DID NOT complete the course: I WP WF
A student not completing the course is still subject to the following instructor evaluations:
I have no major reservations about this student at this point. I see no reason why the student should not continue in the Counseling Program.
I have some reservations about this student. My reservations are indicated on the Competency Report and Requirements Form and the Personality Characteristics Checklist (attached).
I have major reservations about this student. My reservations are indicated on the Competency Report and Requirements Form and the Personality Characteristics Checklist (attached).
Instructor Signature: Date:
ADDITIONAL COMMENTS:
c:\My Documents\Masters\Handbook 2002 fall.wpd Revised 7/5/02
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Professional Counseling Performance Evaluation
Student: Semester/Year:
Faculty: Course Number:
Rating Scale N - Not required and/or No opportunity to observe
0 - Does not meet criteria expected for student’s level of preparation and experience
1 - Minimally or inconsistently meets criteria expected for student’s level of preparation and experience 2 - Consistently meets criteria expected for student’s level of preparation and experience
3 - Exceeds criteria expected for student’s level of preparation and experience Counseling Skills and Abilities
1. The student demonstrates the ability to establish relationships in such a manner that a therapeutic working alliance can be created
N 0 1 2 3
2. The student demonstrates therapeutic communication skills including:
a. Creating appropriate structure - setting the boundaries of the helping frame and maintaining boundaries throughout the work such as setting parameters for meeting time and place, maintaining the time limits etc.
N 0 1 2 3
b. Understanding content – understanding the primary elements of the client's story N 0 1 2 3 c. Understanding context – understanding the uniqueness of the story elements and their underlying
meanings
N 0 1 2 3
d. Responding to feelings - identifying client affect and addressing those feelings in a therapeutic manner N 0 1 2 3 e. Congruence - genuineness; external behavior consistent with internal affect N 0 1 2 3 f. Establishing and communicating empathy - taking the perspective of the client without over identifying and
communicating this experience to the client
N 0 1 2 3
g. Non-verbal communication - demonstrates effective use of head, eyes, hands, feet, posture voice attire etc. N 0 1 2 3
h. Immediacy - staying in the here and now N 0 1 2 3
i. Timing - responding at the optimal moment N 0 1 2 3
j. Intentionality - responding with a clear understanding of the therapist's therapeutic intention N 0 1 2 3 k. Self-disclosure - skillful and carefully-considered for a specific therapeutic purpose N 0 1 2 3 3. The student demonstrates awareness of power differences in the therapeutic relationship and manages these
differences therapeutically
N 0 1 2 3
4. The student collaborates with the client to establish clear therapeutic goals N 0 1 2 3
5. The student facilitates movement toward client goals N 0 1 2 3
6. The student demonstrates the capacity to match appropriate interventions to the presenting clinical profile in a theoretically consistent manner
N 0 1 2 3
7. The student creates a safe clinical environment N 0 1 2 3
8. The student demonstrates analysis and resolution of ethical dilemmas N 0 1 2 3
Professional Responsibility
1. The student conducts self in an ethical manner so as to promote confidence in the counseling profession N 0 1 2 3 2. The student relates to peers, professors, and others in a manner consistent with stated professional standards N 0 1 2 3 3. The student demonstrates sensitivity to real and ascribed differences in power between themselves and others,
and does not exploit or mislead other people during or after professional relationships
N 0 1 2 3
4. The student demonstrates application of legal requirements relevant to counseling training and practice N 0 1 2 3 Competence
1. The student recognizes the boundaries of her/his particular competencies and the limitations of her/his expertise N 0 1 2 3 2. The student takes responsibility for compensating for her/his deficiencies N 0 1 2 3 3. The student takes responsibility for assuring client welfare when encountering the boundaries of her/his expertise N 0 1 2 3 4. The student provides only those services and applies only those techniques for which she/he is qualified by
education, training and experience
N 0 1 2 3
5. The student demonstrates basic cognitive, affective, sensory, and motor capacities to respond therapeutically to clients
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Professional Counseling Performance Evaluation (con’t)
Student: Semester/Year:
Faculty: Course Number:
Maturity
1. The student demonstrates appropriate self-control (such as anger control, impulse control) in interpersonal relationships with faculty, peers, and clients
N 0 1 2 3
2. The student demonstrates honesty, fairness, and respect for others N 0 1 2 3
3. The student demonstrates an awareness of his/her own belief systems, values, needs and limitations and the effect of these on his/her work
N 0 1 2 3
4. The student demonstrates the ability to receive, integrate and utilize feedback from peers, teachers and supervisors
N 0 1 2 3
5. The student exhibits appropriate levels of self-assurance, confidence, and trust in own ability N 0 1 2 3 6. The student follows professionally recognized conflict resolution processes, seeking to informally address the issue
first with the individuals with whom the conflict exists
N 0 1 2 3
Integrity
1. The student refrains from making statements which are false, misleading or deceptive N 0 1 2 3
2. The student avoids improper and potentially harmful dual relationships N 0 1 2 3
3. The student respects the fundamental rights, dignity and worth of all people N 0 1 2 3 4. The student respects the rights of individuals to privacy, confidentiality, and choices regarding self- determination
and autonomy
N 0 1 2 3
5. The student respects cultural, individual, and role differences, including those due to age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, and socioeconomic status.
N 0 1 2 3
Comments:
Created by the Southwest Texas State University Counseling Program Faculty. Adapted by UNT Counseling Program. Revised 1/10
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Counseling Program University of North Texas
Personal Characteristics Checklist
Student’s Name _____________________________________________ Instructor__________________________ Student ID # ______________________ Course __________________________ Date _____________________ Low Average High No Opportunity This student appears to be a candidate who is able to: 1 2 3 4 5 to assess
1. Be empathic, understanding, and genuine.
2. Provide unconditional acceptance of the client and the client’s values and understand how these values influence behavior.
3. Communicate and relate effectively with others by responding to verbal and non verbal behavior in meaningful ways.
4. Be open-minded. 5. Tolerate ambiguity.
6. Demonstrate emotional stability, personal security, strength, confidence.
7. Project a future-mindedness. 8. Exhibit a high degree of patience. 9. Exhibit a sense of humor. 10. Exhibit creativeness.
11. Demonstrate self-acceptance.
12. Express self-understanding and an awareness of emotional limitations.
13. Think, reason, and solve problems through the use of logic and discover problem areas through intelligent inquiry.
14. Exhibit appropriate tolerance.
15. Respect the uniqueness and inherent worth of individuals and place confidence in their potential for growth (including the capacity to cope with a wide range of interests, attitudes, and beliefs involved in life situations).
16. Maintain objectivity.
17. Recognize personal limitations so that individuals can be served by proper referral.
18. Demonstrate personal courage and strength in upholding professional ethics and commitment to a profession dedicated to helping people, individually or in groups, develop their potentialities.
Instructor’s Signature _______________________________________ Date _______________________________ Revised: Fall 2001
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RECOMMENDED COURSES FOR FIRST SEMESTER OF ENROLLMENT
Counseling Program applicants receive word of their admission status typically within three weeks of the Orientation and Interviews. Those provisionally admitted into the Counseling Program register during regular registration. In subsequent semesters, continuing students will have the opportunity to register during early registration. Consult the relevant online version of the Schedule of Classes for specific registration information and instructions. For the most current schedule of classes go to www.unt.edu/catsched. The chair of the Master’s Admission Committee serves as interim advisor for new students until a permanent advisor is assigned.
Students provisionally admitted have a guaranteed seat in COUN 5710 and 5680. In COUN 5710 each student is assigned an advisor, develops a degree plan, and receives information about the Counseling Program and counseling profession. New students are recommended to use the following guide to select courses during the first semester in the program.
If you’re taking: Enroll in:
COUN 5710 COUN 5680 EPSY 5050 COUN 5470 COUN 5290, 5460, or 5750
3 hours X
6 hours X X
9 hours X X X
12 hours X X X X
15 hours X X X X X
Students transferring credit to substitute for COUN 5710 must contact the Chair of the Master’s Admissions Committee as soon as they receive notice of provisional admission. The Chair will assist the student in the development of a degree plan and in meeting program requirements completed by other students during COUN 5710.
For long-term enrollment planning, please refer to the chart(s) entitled “Recommended Course Sequence by Track in Counseling Program” and/or “Counseling Program Course Offerings by Semester”.
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DEGREE TRACKS OF STUDY
Elementary or Secondary School Counseling
The School Counseling tracks are designed to prepare persons for work in private and public school settings to promote the academic, career, and personal/social development of pre-Kindergarten-12th grade students. The philosophical orientation toward school counseling is founded upon the belief in democratic values, the worth and dignity of each individual, personal uniqueness and value, and the freedom of the individual to be self-determined within a context of responsibility to others. Primary and secondary education is enhanced through the delivery of a school-based
comprehensive developmental guidance program designed to address the developmental, environmental, social, multicultural, academic and career needs of children and adolescents. Professional school counselors who respond to the individual and group needs of students through an intentionally designed school counseling program provide children and adolescents with attitudes and skills necessary for problem-solving, future planning, and relational living. Objectives: SC candidates must demonstrate knowledge and skills in all Student Learning Outcomes identified with the CACREP standards for SC program areas. In particular, the UNT Counseling Program faculty is committed to ensuring that SC candidates are able to:
1. Demonstrate mastery of core counseling knowledge necessary for school counselor certification in Texas. 2. Through a process of personal and professional reflection, identify a guiding theory of counseling that will serve
as a foundation for practicing one’s theory within a school setting.
3. Utilize individual and small group interventions to counsel children and adolescents from diverse backgrounds for a variety of presenting problems and developmental issues.
4. Develop and maintain effective, culturally responsive counseling relationships with students, faculty and staff. 5. Recognize one’s strengths and limitations through participation in counseling supervision and professional
development activities.
6. Develop, implement, manage, and evaluate comprehensive, developmental school counseling programs that are responsive to the needs of diverse individuals, groups, and classrooms through counseling, coordination,
consultation, large group guidance and program management.
7. Develop school counseling practices that promote student academic success and increase post-secondary planning, activities and efforts.
8. Demonstrate leadership abilities that highlight the professional school counselor as a system change agent to enhance the learning environment.
9. Develop assessment, evaluation, and referral strategies designed to identify and respond to students experiencing crisis, addiction, abuse, trauma, mental health problems, or educational problems.
10. Perform administrative and professional responsibilities while adhering to ethical guidelines necessary for success as a professional school counselor.
For greater detail regarding program expectations, see criteria listed on the PCPE Internship–SC Candidate located later in this Handbook.
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School Counseling Track Design
48 hour MEd in CounselingDenton or Dallas
Elementary
Common Core Track-Specific
COUN 5710 Counseling Theories COUN 5680 Basic Counseling Skills
EPSY 5050 Educational Research & Evaluation COUN 5670 Dev Processes and Strategies COUN 5470 Career Development
COUN 5790 Counseling Culturally Diverse Clients COUN 5660 Advanced Counseling Skills
COUN 5740 Group Counseling COUN 5690 Practicum in Counseling COUN 5720 Internship in Counseling I COUN 5721 Internship in Counseling II
COUN 5460 Program Dev, Ls, Ethics in School Counseling COUN 5770 Counseling in Elementary Schools
COUN 5760 Child/Adolescent Appraisal COUN 5700 Introduction to Play Therapy Elective (select one)
COUN 5640 Group Play Therapy (Recommended) COUN 5000 Filial Therapy
Secondary
Common Core Track-Specific
COUN 5710 Counseling Theories COUN 5680 Basic Counseling Skills
EPSY 5050 Educational Research & Evaluation COUN 5670 Dev Processes and Strategies COUN 5470 Career Development
COUN 5790 Counseling Culturally Diverse Clients COUN 5660 Advanced Counseling Skills
COUN 5740 Group Counseling COUN 5690 Practicum in Counseling COUN 5720 Internship in Counseling I COUN 5721 Internship in Counseling II
COUN 5460 Program Dev, Ls, Ethics in School Counseling COUN 5600 Counseling in Secondary Schools
COUN 5760 Child/Adolescent Appraisal COUN 5200 Counseling Adolescents Elective (select one)
COUN 5610 Drug & Addiction Ed COUN 5580 Family Counseling
COUN 5490 Crisis Intervention Counseling
Texas Licensure (LPC) Alert
If you anticipate pursuing the Texas LPC, you must enroll in COUN 5480 Biopsychosocial Assessment & Wellness in Counseling prior to graduation.
Texas School Counselor Certification Alert
Two years teaching experience and passing grade on TExES Counselor required for certification. Students are eligible to take the TExES examination after successfully completing COUN 5770 Counseling in Elementary Schools or COUN 5600 Counseling in Secondary Schools and beginning COUN 5690 Practicum in Counseling.
MS in School Counseling
UNT at Denton students may complete an MS with an emphasis in School Counseling. The MS includes the above requirements, enrollment in COUN 5480, and 9 additional hours of electives selected in collaboration with advisor (e.g., seek dual endorsement by enrolling in 5600/5770, 5200/5700, + elective), and comprehensive examination. See advisor.
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Clinical Mental Health Counseling
The Clinical Mental Health Counseling (CMHC) tracks are designed to prepare persons for work in private and public agencies where the primary focus is on the mental health concerns of their clients. The philosophical orientation is founded upon the belief in democratic values, the worth and dignity of each individual, personal uniqueness and value, and the freedom of the individual to be self-determined within a context of responsibility to others. Individuals live in a social world. Within the context of that world, all individuals attempt to find their place, be involved, feel worthwhile, be useful, and enhance self esteem. This striving is manifest in the attempt of individuals to solve the basic problems of living, occupation, relationships, and community living. Stress and crisis are frequently experienced in attempting to solve these problems.
Objectives: CMHC candidates must demonstrate knowledge and skill in all Student Learning Outcomes identified within the CACREP standards for CMHC program areas. In particular, the UNT Counseling Program faculty is committed to ensuring that CMHC candidates are able to:
1. Demonstrate mastery of core counseling knowledge necessary for licensure in Texas and throughout the United States.
2. Through a process of personal and professional reflection, identify a guiding theory of counseling that will serve as a foundation for counseling in mental health settings.
3. Develop and maintain effective, culturally responsive counseling relationships across the lifespan.
4. Recognize one’s strengths and limitations through participation in counseling supervision and professional development.
5. Develop, manage, and evaluate mental health services and programs responsive to the needs of vulnerable populations.
6. Provide mental health counseling and interdisciplinary advocacy services for clients at risk due to crisis, disaster, trauma, addiction, and/or co-occurring mental disorders.
7. Perform administrative and professional responsibilities necessary for success as a professional counselor. For greater detail regarding program expectations, see criteria listed on the PCPE Internship– Community/Clinical Counseling Candidate located later in this Handbook.
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Clinical Mental Health Counseling Track Design
60 hour MS in CounselingDenton Only
Child
Common Core Track-Specific
COUN 5710 Counseling Theories COUN 5680 Basic Counseling Skills
EPSY 5050 Educational Research & Evaluation COUN 5670 Dev Processes and Strategies COUN 5470 Career Development
COUN 5790 Counseling Culturally Diverse Clients COUN 5660 Advanced Counseling Skills
COUN 5740 Group Counseling COUN 5690 Practicum in Counseling COUN 5720 Internship in Counseling I COUN 5721 Internship in Counseling II
COUN 5290 Ethical, Legal, and Professional CMHC COUN 5300 Systems, leadership, program CMHC COUN 5480 Biopsychosocial Assessment & Wellness COUN 5760 Child & Adolescent Appraisal
COUN 5490 Crisis Intervention Counseling COUN 5610 Drug & Addiction Education COUN 5700 Introduction to Play Therapy Electives (select 2)
COUN 5640 Group Play Therapy COUN 5000 Filial Therapy COUN 5580 Family Counseling
Other with consent of advisor
Adult
Common Core Track-Specific
COUN 5710 Counseling Theories COUN 5680 Basic Counseling Skills
EPSY 5050 Educational Research & Evaluation COUN 5670 Dev Processes and Strategies COUN 5470 Career Development
COUN 5790 Counseling Culturally Diverse Clients COUN 5660 Advanced Counseling Skills
COUN 5740 Group Counseling COUN 5690 Practicum in Counseling COUN 5720 Internship in Counseling I COUN 5721 Internship in Counseling II
COUN 5290 Ethical, Legal, and Professional CMHC COUN 5300 Systems, Leadership, Program CMHC COUN 5480 Biopsychosocial Assessment & Wellness COUN 5730 Adult Appraisal
COUN 5490 Crisis Intervention Counseling COUN 5610 Drug & Addiction Education Electives (select 3)
COUN 5200 Counseling Adolescents COUN 5530 Animal Assisted Therapy COUN 5540 Women’s Emotional Health COUN 5580 Family Counseling
COUN 5590 Couple Counseling COUN 5620 Dreamwork in Counseling COUN 5630 Transpersonal Perspective
Other with consent of advisor
Texas Licensure (LPC)
This track meets educational requirements for Texas LPC. Examination Alert
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Community Counseling Track Design
48 hour MEd in CounselingDallas Only
Child
Common Core Track-Specific
COUN 5710D Counseling Theories COUN 5680D Basic Counseling Skills EPSY 5210D Educational Statistics
COUN 5670D Dev Processes and Strategies COUN 5470D Career Development
COUN 5790D Counseling Culturally Diverse Clients COUN 5660D Advanced Counseling Skills
COUN 5740D Group Counseling COUN 5690D Practicum in Counseling COUN 5720D Internship in Counseling I COUN 5721D Internship in Counseling II
COUN 5300D Systems, Leadership, Program CMHC COUN 5480D Biopsychosocial Assessment and Wellness COUN 5760D Child & Adolescent Appraisal
COUN 5700D Introduction to Play Therapy COUN 5640D Group Play Therapy
Adult
Common Core Track-Specific
COUN 5710D Counseling Theories COUN 5680D Basic Counseling Skills EPSY 5210D Educational Statistics
COUN 5670D Dev Processes and Strategies COUN 5470D Career Development
COUN 5790D Counseling Culturally Diverse Clients COUN 5660D Advanced Counseling Skills
COUN 5740D Group Counseling COUN 5690D Practicum in Counseling COUN 5720D Internship in Counseling I COUN 5721D Internship in Counseling II
COUN 5300D Systems, Leadership, Program CMHC COUN 5480D Biopsychosocial Assessment and Wellness COUN 5730D Adult Appraisal
Electives (select 2)
COUN 5200D Counseling Adolescents COUN 5580D Family Counseling COUN 5590D Couple Counseling
COUN 5610D Drug & Addiction Education
Texas Licensure (LPC)
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College & University Counseling
The College & University Counseling track is designed to prepare persons for counseling and related work in a college or university setting. The philosophical orientation is founded upon the belief in democratic values, the worth and dignity of each individual, personal uniqueness and value, and the freedom of the individual to be self-determined within a context of responsibility to others. Individuals in college and university settings experience increase pressure along with developmental expectations that can challenge their growth. Within the context of that world, all individuals attempt to find their place, be involved, feel worthwhile, be useful, and enhance self esteem. Assisting students to manage
educational pressures along with relationship issues and developmental mile stones are key areas in helping students navigate higher education.
Objectives: College and University counseling candidates must demonstrate knowledge and skill in all Student Learning Outcomes identified within the CACREP standards for Student Affairs and College Counseling (SACC) program areas. In particular, the UNT Counseling Program faculty is committed to ensuring that SACC candidates are able to:
1. Demonstrate mastery of core counseling knowledge necessary for licensure in Texas and throughout the United States.
2. Through a process of personal and professional reflection, identify a guiding theory of counseling that will serve as a foundation for counseling within a college or university setting.
3. Develop and maintain effective, culturally responsive counseling relationships with college students and personnel.
4. Recognize one’s strengths and limitations through participation in counseling supervision and professional development activities.
5. Assess the impact of college environments.
6. Demonstrate understanding of the social, cultural, and historical background, current trends, and future projections in student affairs; the theoretical basis of the profession; general models for practice; essential competencies and techniques; basic organization and management principles; specific professional standards and ethics; and professional literature.
7. Provide counseling and interdisciplinary advocacy services for students at risk due to crisis, trauma, addiction, and/or co-occurring mental disorders.
8. Identify selective college student services to maximize student growth.
9. Communicate effectively with students and staff regarding specific themes of student development.
For greater detail regarding program expectations, see criteria listed on the PCPE Internship–SACC Candidate located later in this Handbook.
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College & University Counseling Track Design
48 hour MEd in Counseling Denton Only
Common Core Track-Specific
COUN 5710 Counseling Theories COUN 5680 Basic Counseling Skills
EPSY 5050 Educational Research & Evaluation COUN 5670 Dev Processes and Strategies COUN 5470 Career Development
COUN 5790 Counseling Culturally Diverse Clients COUN 5660 Advanced Counseling Skills
COUN 5740 Group Counseling COUN 5690 Practicum in Counseling COUN 5720 Internship in Counseling I COUN 5721 Internship in Counseling II
COUN 5750 College Student Development Theory COUN 5780 Student in Higher Education
COUN 5480 Biopsychosocial Assessment and Wellness COUN 5730 Adult Appraisal
COUN 5610 Drug & Addiction Education
Texas Licensure (LPC)
This track meets educational requirements for Texas LPC. MS in College Counseling
If desired, students may complete an MS with an emphasis in College/University counseling. The MS includes the above requirements, enrollment in 12 additional hours of electives selected in collaboration with advisor, and completion of a comprehensive examination. Please see advisor.
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Long-Term Enrollment Planning
The following listing of courses constitutes the required course sequence for some Counseling Program courses and the recommended course sequence for others. The student should keep in mind the following rules/guidelines:
Because of sequences described in the following pages, the Counseling Program requires a minimum of six semesters of enrollment.
At times, limited course availability may call for some adjustments to the recommended sequence. In any case, the student is responsible for knowing and meeting all course prerequisites as printed in the Graduate Catalog and Counseling Program Handbook. Failure to meet prerequisites may result in the student being administratively dropped from the course.
The Counseling Program faculty defines satisfactory progress as completing all COUN-prefix courses with a grade of B or higher. In didactic courses, students have unlimited attempts to earn a grade of B or higher. In the clinical course sequence, each course must be completed with a grade of B or higher before enrollment in the next course. If a student takes any clinical course twice without achieving a grade of B or higher, continuation in the Counseling Program is by successful grade appeal only.
Students pursuing the elementary school counseling or community-child tracks must take COUN 5700 Introduction to Play Therapy prior to COUN 5690 Practicum. In addition, COUN 5690 Practicum students wishing to see specific client populations (e.g., couples, parents, families, etc.) should take the related course (e.g., COUN 5590 Couple Counseling, COUN 5580 Family Counseling, etc.) prior to COUN 5690 Practicum. Students may take COUN 5740 Group or specialty track courses (COUN 5300, 5770, 5600, 5750) concurrently with COUN 5690 Practicum.
Assuming the internship does not require the elective, an MEd student may take not more than one elective along with COUN 5720 Internship I. With advisor approval, full-time MS students may take an elective with each Internship. All other degree plan coursework must be completed before COUN 5721 Internship II.
COUN 5720 and 5721 must be taken in subsequent semesters. Only in the most extenuating of circumstances may a student appeal to take them concurrently. To appeal, the student must submit a justification along with supporting documentation regarding clinical readiness (e.g., statements from advisor, practicum instructor, internship instructor, and site supervisor) to the Clinical Experiences Committee by midterm the semester prior to the desired internship. In no cases will students be allowed to take COUN 5720 and 5721 concurrently in summer.
Course offerings vary by semester and campus. To assist students in long-term planning, the Counseling Program Course Offerings by Semester appears among the following pages.
