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Graduate Program Prioritization Criteria and Questions/Elements Clinical Mental Health Counseling Masters

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Graduate Program Prioritization Criteria and Questions/Elements Clinical Mental Health Counseling Masters

1. History, Development and Expectations of the Program

a. Provide, to the best of your ability, a brief description of the program’s history including the evolution of the program over the years. Describe specific changes that have been made to the program curriculum, changes to student demographics and the impact of these changes on the program, and efforts to recruit students to the program. If this is a new program, describe efforts to build the program and the progress of these efforts to date. (550 words)

Brief Description of the Program’s History

The Clinical Mental Health Counseling (CMHC) masters program was originally established in 1992 under the title Community Counseling (CC). This and two other graduate programs (School Counseling and School Psychology) are housed in the Department of Counseling and School Psychology (CSP). The CC program was originally a 36-credit generalist counselor education program that prepared students for a wide variety of counseling settings including mental health and higher education.

With the advent of the state license (Licensed Professional Counselor/LPC) in 1999, the community demand for professional counselors significantly

increased. Responding to these needs, the program began to shift its focus to more advanced clinical training, preparing students for more intensive settings (e.g., outpatient, inpatient, partial hospitalization, drug/alcohol rehabilitation, and mobile crisis response).

After a 2-year self-study, the CC program was granted Council for the Accreditation of Counseling and Related Educational Programs (CACREP) approval in 1997. CACREP is particularly noteworthy because it is the premier accrediting body in the field of professional counseling with highly stringent requirements (http://www.cacrep.org).

In 2008, the name of the program was changed from Community Counseling to Clinical Mental Health Counseling, to meet 2009 CACREP Standards and the ever-growing need for practitioners with advanced clinical training in the diagnosis and treatment of mental and emotional disorders. The 2009

Standards further required significant changes in the curriculum including: CSP 549 Issues in Crisis Intervention

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CSP 541 Introduction to Psychopharmacology

CSP 554 Treatment of Mental and Emotional Disorders CSP 575 Counseling Supervision: Theory and Practice

Since the introduction of the state counseling license, an increasing number of students come to the program already employed in community mental health or case management positions where they need advanced training and licensure in order to advance in the organization.

The CMHC program attracts a significant number of diverse students who often report a desire to bring their skills back to their communities, to advocate for and serve the various groups to which they belong. Indeed the CMHC has a reputation in the community for being particularly welcoming to diverse students.

Although we consistently have far more applicants than we are able to admit, we continue to actively participate in recruitment efforts to admit the best students we can (e.g., greater diversity, higher GPAs, more professional experience). To this end, CMHC is consistently well represented by faculty and students at the Graduate School Open House. Faculty have made informational presentations to undergraduate psychology students.

The CSP Department, including CMHC program, hosts a small number of Graduate Assistants. These positions are often used to attract students who specifically seek graduate assistantships to help meet financial needs and connect with faculty in a more meaningful way, including participating in faculty research.

Our national and international visibility (Council for the Accreditation of Counseling and Related Educational Programs [CACREP] and International Registry of Counsellor Education Programs [IRCEP]) helps recruit

geographically diverse students. These students frequently report having learned of our program specifically through the CACREP website which offers an interactive directory of accredited counseling programs. Currently the CMHC program collaborates with the School Counseling program to offer an opportunity to complete requirements for both school counseling certification and licensure as a professional counselor. This option increasingly attracts students who want to broaden their professional

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b. Is there anything else you would like us to know? (Issues you might choose to discuss could include visibility of the program, relationships the program has external to the university, changes in the economic support for the program, staffing, etc.) (150 words)

All three CMHC faculty hold national leadership roles as accreditation team members for CACREP, with frequent service evaluating graduate counseling programs. This leadership spreads awareness of the high quality of SCSU’s program across the United States. In addition, the CMHC faculty have served as prominent leaders in other professional organizations at all levels including one faculty having served as President of the Association for Spiritual, Ethical, and Religious Values in Counseling (a division of the American Counseling Association).

Locally, the CMHC program has collaborated significantly with Wheeler Clinic, in the training of two faculty members as Faculty Fellows in emerging practices in CT. Faculty members frequently give continuing education

presentations at various mental health agencies across the state (i.e.,

Rushford, UCFS-Norwich, etc.). Further, the sheer number of our field sites (54 agencies/institutions hosting CMHC students during the past 2.5 years alone) reflects the extraordinary visibility of our program.

2. External Demand for the Program

a. Using the data provided, review and explain the relationship between the program and external factors that impact the:

i. number of applicants and percentage of applicants accepted Clinical Mental Health Counseling Only:

Academic

Year Program Applications Accepted Acceptance %

2008-2009 MS-CSP 47 28 60%

2009-2010 MS-CSP 66 27 41%

2010-2011 MS-CSP 53 40 75%

2011-2012 MS-CSP 85 30 35%

2012-2013 MS-CSP 69 35 51%

ii. 5-year enrollment trends (450 words) Clinical Mental Health Counseling Only: Enrollments

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Total 79 64 61 58 78 71 71 63 76 65 73 64

Full-Time 42 48 38 35 46 51 37 39 44 41 41 43

Part-Time 37 16 23 23 32 20 34 24 32 24 32 21

i. There is high demand for the CMHC program, as evidenced by strong application numbers. In fact, there appears to be a

discrepancy between the department data and the graduate school data in relation to applications. According to our data, the

Admissions Committee reviews on average 84 applications per year with an admission rate ranging from 40%-60% over the past five years. The Committee has observed a steady improvement in general applicant quality, especially in terms of volunteer or employment experiences in the field. In response to the rise in qualified applicants, we have increased our admissions from 28 students five years ago to 35 in 2013.

ii. Enrollments have varied by year but remain overall strong. National and Connecticut state reports indicating a need for a larger, more well equipped mental health workforce (Cannata, 2012; President’s New Freedom Commission Report, 2003).

According to the federal 2013 Occupational Outlook Handbook, jobs for mental health counselors will increase by 29% from 2012-2022, a growth rate that is “much faster than average” for all occupations (http://www.bls.gov/ooh/community-and-social-service/mental-health-counselors-and-marriage-and-family-therapists.htm). Further, government leaders continue to call for an improved and expanded workforce often using CACREP standards for state

licensure requirements. Leaders intend for the expanded workforce to address the current serious crisis in mental healthcare, (i.e.,

failure to both identify and treat mental illness in youth and adults). In Connecticut, public and private funding for improved mental healthcare continues to grow, as evidenced by $13.7 million awarded to the state in October 2005 (for a five year period) to address the infrastructure of the state mental health system. Currently, CMHC faculty are participating in a project funded by the 2008-2012 Connecticut Mental Health Transformation Grant (Workforce Development Subcommittee) designed to increase the number of clinicians prepared for evidence-based therapy and generally improve the Connecticut mental health system.

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It is unfortunate that due to limited resources (i.e., inadequate number of fulltime CMHC faculty, lack of training lab/clinic and the resultant pressures this places on field work in the community) that the CMHC program must annually decline a considerable number of qualified applicants. Please note the discrepancy between

department statistics and those provided to us by Institutional Research.

b. Which employers, institutions and/or communities benefit from this program? Describe how the program meets the needs of the state (e.g., economic, cultural, civic, etc.)? (150 words)

Public and private mental health treatment settings are the primarily employ our graduates. Graduates engage in preventing, diagnosing, and treating mental illness.

Graduates have found employment in areas that have been identified by the federal government as underserved mental health areas (e.g., extreme poverty), and our Spanish-speaking graduates are in high demand. We generally range from 95%-100% counseling employment for our graduates. Our interns are most commonly hired by their internship site, either as per diem or fulltime employees. A small number of our graduates choose to work in non-clinical settings (e.g., higher education student affairs or advising). The state is facing a marked shortage of masters level clinicians in the provision of intensive, evidence-based practices for children and adolescents (Cannata, 2012). A grant-funded CMHC faculty collaboration with Wheeler Clinic is helping our students increase preparation in this area to help fill this important gap in services.

c. Is there anything else you would like us to know? (Issues you might choose to discuss could include competition from local, regional, and other

institutions.) (100 words)

3. Internal Demand for the Program

a. Using the data provided, please describe how courses in your program serve students in other programs. What percentage of students in your courses come from other programs? Please provide enrollment data for graduate courses offered by your department that are required for other

graduate programs. (Some of your discussion in this section may be repetitive, but is important in understanding the internal demand for the program.) (100 words)

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Clinical Mental Health Counseling, School Counseling, and School Psychology Combined:

Credits Generated

AY 08/09

AY 09/10

AY 10/11

AY 11/12

AY 12/13 Total Academic

Credits 2,868 2,629 2,831 2,879 2,973

Major Credits 2,538 2,191 2,497 2,557 2,657

Total Students 931 841 916 948 985

% of Students From

Other Departments 12% 20% 13% 13% 12%

From 2008-2013, the percentage of students from other departments taking CSP courses ranged from 12%-20%. In addition to those taking courses outside of the CSP department, it should be noted that all three programs within the CSP Department (CMHC, School Counseling, and School Psychology) require a number of shared courses. CMHC shares 7 courses with the School Counseling program (CSP 540, 550, 568, 569, 572, 656, 691) and 6 courses with the School Psychology Program.

b. How is enrollment for your graduate program influenced by enrollment in your undergraduate program? Is there potential for a formal pathway

between the two programs? (100 words)

N/A

c. How reliant are you on non-program students taking your courses? (100 words)

We do not rely on program students, however a number of non-matriculants take courses to fulfill Department of Public Health

requirements for the state counseling license (LPC). These students may have completed a masters degree but need additional credit hours to reach the 60 credit hour licensure requirement or they have deficits in specific content areas that are required by the DPH. Especially in our week-long intensives or other non-traditional offerings, non-matriculants take courses to fulfill continuing education requirements to maintain their LPC or

certification as a National Certified Counselor (NCC).

d. Does the program produce services needed by other parts of the campus (e.g. clinics, testing services)? (100 words)

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We do not regularly provide formal services to the campus. This is in contrast to the large majority of CACREP-accredited counselor education programs where such services are provided in counseling lab/clinics. For example all counseling students take career counseling coursework because it is part of their core professional identity. Because of this, other counseling programs offer career counseling to campus communities. Currently we continue to operate without dedicated lab/clinic space (an accreditation requirement), therefore apart from student internships (DARC, Counseling Services) we do not have the option to provide career or other clinical services to the SCSU campus.

e. Is there anything else you would like us to know? (100 words)

4. Quality of Program Inputs and Processes

a. Please provide a narrative of how the qualifications and assignments of your full- and part-time faculty align with and support the program. Please include a discussion of the challenges and successes the department faces in providing qualified faculty to meet the needs of the program. In those

programs where it is appropriate, please discuss the integration of adjuncts into the program’s curriculum. (450 words)

A history of clinical experience is crucial to understand and apply CMHC concepts in a practical manner. As such, each CMHC faculty member is licensed as a professional counselor (LPC) and has practiced for a

considerable amount of time. Examples of clinical settings where faculty have been employed include: child guidance center, correctional facility, domestic violence treatment, general outpatient, school-based mental health

counseling, university counseling center, private practice and university training clinic.

All faculty are expected to function as clinical generalists, however research, publication or practice specialties are reflected in the courses for which they have primary responsibility.

CMHC adjuncts are independently licensed and actively engaged in clinical practice in their respective teaching areas. Further, our adjuncts are involved in state and national leadership roles within the profession (e.g., American Counseling Association [ACA] committee board membership, Red Cross Disaster Mental Health leadership, and elected position in the American College Counseling Association).

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Our excessive use of adjuncts is particularly challenging. In Spring 2014 alone, 12 required/core CMHC courses were taught by adjuncts. The clinical perspective that adjuncts bring into the classroom is extraordinarily valuable, however use of adjuncts can make it difficult to monitor students as closely as desired. This is particularly true in skill-building courses where we evaluate not just academic skills but the critical personal dispositions associated with ethical and effective counseling. Our excessive use of adjuncts is out of

compliance with CACREP, which requires core faculty to teach more than adjuncts (in AY 2013-2014, core faculty taught 11 courses and adjuncts taught 14 courses). For this reason, every year we are forced to deny

admission to qualified candidates because we do not have faculty available to teach courses.

The Program Coordinator (PC) closely meets individually with each adjunct prior to the semester start to provide support, and in some cases, mentoring. The PC provides a syllabus template that incorporates all critical pieces according to NCATE, CACREP, and federal and university requirements and explains key assessments required for submission into the Tk-20 School of Education data management program. Oftentimes, faculty will generously share Powerpoints, handouts, and activities, with the ultimate focus on improving the student learning experience.

In addition, adjuncts are invited to attend on campus meetings and

continuing education unit (CEU) sessions, with CEU’s granted by the CMHC program through its status as an approved continuing education provider of the National Board for Certified Counselors. In fact, a free training on diagnosis will be offered to adjuncts, site supervisors, and Advisory Board members within the next month.

b. Briefly describe the merits and logic of your curriculum. (250 words)

Completion of the masters program meets academic requirements for obtaining licensure in CT as a Licensed Professional Counselor (LPC) and certification as a National Certified Counselor (NCC). Licensure and certification requires completion of 60 credits in specific content areas identified by the state Department of Public Health and the National Board for Certified Counselors.

CACREP accreditation exceeds the academic requirements for licensure and certification. The curriculum must address eight content areas: 1)

professional orientation and ethics, 2) social and cultural diversity, 3) human development, 4) career development, 5) helping relationships, 6) group work, 7) assessment, and 8) research. Because the School Counseling program must

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also address these eight areas, the CMHC and SC programs share eight required courses.

In addition to the eight core content areas, CACREP requires CMHC-specific knowledge, skills and practices. For example, CMHC students learn how to conduct diagnostic assessments for mental illness and addictions, create and implement evidence-based treatment plans, and practice clinical

documentation. They learn to protect and treat clients who are at risk of harm to self or others, and they learn to respond to other crises, including large-scale disasters.

The CMHC masters program requires completion of a Comprehensive Exam rather than a thesis. The standardized CMHC Comprehensive Exam

(Counselor Preparation Comprehensive Exam) is structured to mirror the exam required for licensure and certification (National Counselor

Examination). The Comprehensive Exam is thus viewed as an opportunity to integrate core concepts and prepare to successfully pass the NCE.

c. How dynamic is your program? Please identify and describe what

procedures are in place to provide continued, regular evaluation and review (include formal and informal activities). Describe the impact of the review on the program and curriculum (e.g., FAAR data may be used as evidence, as well as other documentation of changes to the curriculum). (300 words)

The CMHC has a number of mechanisms for monitoring program quality and adjusting program curriculum and administration accordingly. Data are collected, analyzed, presented and discussed at department and program meetings, with formal action plans following as indicated.

The following is a list of formal evaluation methods currently used by the CMHC to identify and address areas of weakness and expand upon areas of strength. (Elaboration of each item is provided in section 5a).

Student Developmental Assessments

Program faculty conduct comprehensive student developmental assessments for all students each semester, with attention to broad themes and patterns that should be addressed at both department and program levels.

Comprehensive Exam

The comprehensive exam (CPCE) is used to identify strengths and

weaknesses in each of the eight core content areas. These data are used to adjust core curriculum accordingly (e.g., increasing rigor in particular content areas, implementing different pedagogical strategies).

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Student Portfolio Assessment

Student portfolios are used systematically and regularly to evaluate student progress as well as attainment of skills and competencies. Artifacts

demonstrate the degree to which faculty are meeting student learning needs through program and course assignments, projects and other requirements.

Clinical Supervision

Supervision is used to identify in depth areas of weakness and strength in individual students. In aggregate, these data are collected and used to help improve overall clinical training.

Student and Community Feedback

Additional data are collected through current graduating student exit interviews, student surveys, alumni surveys, employer surveys and site supervisor surveys. The Advisory Board provides critical feedback in regard to changing demands in the marketplace (e.g., clinical documentation, productivity, evidence-based practice).

Student Remediation and Retention

When a formal student remediation plan is triggered, faculty closely examine how the CMHC program performed in regard to supporting the student’s development.

d. Is there anything else you would like us to know? (Issues you might discuss could include the quality of your incoming students, or a comparison of your curriculum, courses, assessments, experiences to similar programs. How does your program better serve students than similar programs offered

elsewhere?) (200 words)

The most significant strength that distinguishes us from similar programs in the area is our long-standing commitment to CACREP accreditation and its related benefits. For example, our accreditation makes it possible for SCSU students to take the National Counselor Examination while they are still enrolled in the counseling program. If they did not attend a CACREP

accredited program, they would have to wait for two years post graduation to take the exam. Because the CACREP-accredited curriculum is becoming the national standard for state licensure requirements, our students are at a great advantage for seeking licensure outside of the state of CT.

5. Quality of Program Outcomes

a. How does your program use assessment data to ensure quality of student outcomes? Describe the quality of your program outcomes. (e.g., G.P.A., Student Opinion Surveys, course evaluations, alumni surveys, professional

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assessment/evaluation, other assessments, participation in groups or

organizations that focus on pedagogy or andragogy. Insert a table listing your program outcomes. Note that the table does not count in the word limit). (900 words)

Student Learning Outcomes Table

The Clinical Mental Health program in the Counseling and School Psychology (CSP) department fully endorses the standards and objectives adopted by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP).

The following is a list of eight common core curricular areas, followed by the CSP courses that meet each requirement:

Evidences understanding of the role of a counselor and identify as such through professional organizations, affiliations and plans for licensure/certification

 CSP 595  Field Work

Evaluations  Portfolio  Comps Exam Demonstrates an understanding of the history of

counseling, especially in terms of ethics and legal standards

 CSP 595  Field Work

Evaluations  Portfolio  Comps Exam Explains major counseling and consultation theories  CSP 569

 Portfolio  Comps Exam Applies developmental theories to counseling  CSP 568

 Field Work Evaluations  Portfolio  Comps Exam Evidences familiarity with and sensitivity to

multicultural and pluralistic trends, including those associated with socio-economic status, gender roles, gender orientation, race/ethnicity, sexual orientation, ability, age, nationality, and religion

 Immersed in all courses

 CSP 578  Field Work

Evaluations  Portfolio  Comps Exam Demonstrates an understanding of group dynamics,

group processes, group development, group leadership styles and group roles, as it applies to group counseling

 CSP 656  Field Work

Evaluations  Portfolio  Comps Exam Exhibits an understanding of career counseling and

program planning   CSP 572 Field Work

Evaluations  Portfolio

 CCE

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 Portfolio

 CCE

Evidences ability to write a research proposal, read and critique research and perform a program evaluation, with special attention to ethical and legal obligations

 CSP 691  Field Work

Evaluations  Portfolio

 CCE

Demonstrates counselor characteristics and behaviors

that influence helping processes   CSP 569 CSP 595  Retention &

Continuation Policy Assessment  Field Work

Evaluations

 CCE

Develops a personal approach to counseling that is consistent with the counselor’s values and beliefs, taking into account the individual client’s characteristics

 CSP 550  CSP 569  CSP 595  Portfolio  Field Work

Evaluations Evidences understanding of diagnostic and treatment

processes for psychopathological disorders   CSP 571 CSP 574  Field Work

Evaluations Clinical Mental Health Counseling, School Counseling, and School Psychology Combined:

Course Information Survey AY

08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/13

Statement SA/A SA/A SA/A SA/A SA/A

Methods of instruction have helped me

understand the subject matter. 94% 96% 90% 89% 86%

Reading the assigned material has

helped me understand this subject. 93% 94% 90% 89% 87% Exams and out-of-class assignments

have helped me understand the subject matter.

94% 95% 92% 91% 88%

Number of exams & other graded assignments has been sufficient to evaluate my progress.

94% 95%

My experiences in this class make me

want to learn more about this subject. 94% 93% I would rate the quality of instruction

in this course as high. 93% 95%

I would rate the overall quality of this

course as high. 93% 94%

This course helped me meet the

learning goals. 92% 92% 89%

This course evaluated how well I met

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My experience in this course helped me

appreciate the subject. 91% 92% 87%

The instructor provided regular feedback on my performance in this course.

91% 90% 85%

The instructor had high standards for student achievement.

94% 92% 89%

The instructor encouraged me to take

responsibility for my own learning. 96% 94% 91%

Clinical Mental Health Counseling Program Only: GPA:

MS-CSP Fall ‘08 Spr ‘09 Fall ‘09 Spr ‘10 Fall ‘10 ‘11 Spr Fall ‘11 Spr ‘12 Fall ‘12 Spr ‘13 Fall Avg Spr Avg Students 79 64 61 58 78 71 71 63 76 65 73 64 Overall

GPA 3.80 3.89 3.9 3.92 3.84 3.83 3.94 3.94 3.92 3.81 3.88 3.88

Measurement of the Objectives/Learning Outcomes

The CMHC Program uses a variety of assessment tools and methods to

measure student and program outcomes in order to continuously improve the quality of the program, including the following:

Student Developmental Assessments

Program faculty conduct student developmental assessments for all students each semester. Data such as GPA, instructor reports and student advising are used to support these evaluations. Typically this process only reveals issues for individual students; however it is possible that the process may reveal issues of a larger nature for the curriculum, program and/or

department. The following criteria are evaluated during developmental assessment:

Academic Standards

Students must 1) maintain grades of B average or better in all graduate classes, 2) present evidence of progress toward academic goals through portfolio review, 3) commit to evidence-based and best practices in counseling, 4) successfully apply learning in internship settings, and 5) successfully pass the comprehensive examination

Professional Qualities

Students must 1) commit to the profession and activities that

demonstrate professional identity, 2) complete service hours, and 3) maintain ethical and social responsibility in all settings, including demonstration of respect for others.

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Personal Qualities

Students must 1) demonstrate interpersonal effectiveness in professional interactions in the CSP program and in collaboration with community and outside entities, 2) maintain openness to learning and willingness to incorporate corrective feedback, 3) respect social and cultural diversity and recognize its critical impact on counseling, and 4) maintain personal stability, as indicated by consistent affective, cognitive, and behavioral management in the program, including successful management of personal issues that may prevent performance of the duties of a professional counselor.

Comprehensive Exam

As noted earlier in this report, the comprehensive exam (CPCE) is used to identify strengths and weaknesses in counselor education in each of the core content areas. The CPCE provides comparative data on all other counselor education programs taking the exam during that particular cycle.

Student Portfolio Assessment

Student portfolios are used systematically and regularly to evaluate student progress as well as attainment of skills and competencies. Students are evaluated through collection of artifacts within a portfolio system that is reviewed 3 times throughout the program. Rubrics are clearly defined, based on the departmental adaptation of the School of Education Conceptual

Framework and necessary common assessments. The rubrics are presented to students within the Portfolio Handbook and introduced to students early in the program. Students provide work samples, representing key assessments in classes and a number of other artifacts such as professional membership certificates and proof of service to the school and community.

Clinical Supervision

Our program is required to provide very close clinical supervision,

particularly during field site placement. Weekly group supervision during all field placements helps supervisors identify students in need of extra support and track the needs of students overall. If students struggle at any point during the last 3 semesters, faculty remediate and provide support for the student.

Student and Community Feedback

Additional data regarding student assessment is collected through current graduating student exit interviews, student surveys, alumni surveys, employer surveys and site supervisor surveys. All of these survey data are collected annually.

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Student Remediation and Retention

Continuation in the program is contingent upon positive faculty evaluation in the three core areas of review (Academic Standards, Professional Qualities, and Personal Qualities). If a student fails to meet adequate performance in any of the 3 areas, faculty closely examine how the CMHC program

performed in regard to supporting the student’s development. In such cases, a remediation plan is created, and the student is closely monitored for

adherence to the plan. If the student fails to show progress, they are referred to the CSP Student Evaluation and Action Committee (SEAC). The entire process is used to inform curricular and programmatic adjustments to better meet more challenging student needs.

b. Is there anything else you would like us to know? (Issues you may choose to discuss could include preparing your students for employment or further scholarly pursuits. Where possible provide data driven examples, e.g., number of students who pass the licensing exam). (300 words)

CMHC students perform exceptionally well on the Comprehensive

Examination (CPCE). For example, in Fall 2013, 100% of 11 CMHC students passed. The National Board of Certified Counselors, the organization that oversees administration of the National Counselor Examination (NCE) does not release individual student exam results to SCSU. Aggregate data

provided by the NBCC includes a number of individuals from outside the university who choose to take the exam at SCSU, therefore it is of little value for program related decision-making.

Two recent graduates are completing their first year of doctoral study: PhD in Counselor Ed at UConn and PsyD at Massachusetts School of Professional Psychology. Another alumnus is a counselor education faculty member at Long Island University. Two other alumni have recently applied to counselor education PhD programs in New Jersey, North Carolina, and Ohio.

6) Size, scope and productivity of the program

a. How many credit hours does the program generate? (table generated by OMIR)

Clinical Mental Health Counseling, School Counseling, and School Psychology Combined:

Credits Generated AY 08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/13 Total Academic Credits 2,868 2,629 2,831 2,879 2,973 Major Credits 2,538 2,191 2,497 2,557 2,657

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b. What degrees or certificates are awarded? (This is a simple list of degrees and will list only one degree or certificate unless you are one of the programs approved to report your data in combination)(in table form with item c) Master of Science

c. How many degrees or certificates have been awarded (five year data)?

Degrees Conferred AY 08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/13 MS-Clinical Mental Health

Counseling 12 13 17 18 21

d. Using the data provided, present and discuss the record of the graduate faculty in research/creative activity. (200 words)

Clinical Mental Health Counseling and School Counseling Combined: Publications

Type of

Publication 2009-2010 2010-2011 2011-2012 2012-2013 Book, Chapter in

Scholarly Book-New

1 1 2 3

Book,

Scholarly-New 0 1 0 0

Instructor’s

Manual 1 0 0 0

Journal Article, Academic Journal

0 0 7 4

Journal Article, Professional Journal

0 0 0 3

Newsletter 0 1 6 2

Other 0 0 1 1

Professional Presentations Presentation

Type 2009-2010 2010-2011 2011-2012 2012-2013

Keynote/Plenary

Address 0 1 2 0

Lecture 0 1 1 3

Oral Presentation 17 10 21 6

Paper 0 0 0 1

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Professional Conference Participation

Role 2009-2010 2010-2011 2011-2012 2012-2013

Attendee 10 2 7 2

Other 5 4 5 2

Contracts, Grants and Sponsored Research

Type 2009-2010 2010-2011 2011-2012 2012-2013

Grant 2 3 3 0

Sponsored

Research 0 3 0 0

CMHC faculty are actively involved in generating and disseminating original research and theory, most often through professional conference

presentations, peer-reviewed journal articles, and edited book contributions. The CMHC faculty tend to produce research concerning best practices in counselor education. For example, a faculty member co-authored a

forthcoming article in Counselor Education and Supervision that presents research related to new counselors’ preparation for work in community mental health centers, specifically addressing how graduate counselor education might best help or hinder the process. This research is already being considered and applied in our curricular and other program-related decisions.

e. What types of student or student/faculty research or creative activity have been developed and or produced (e.g., include theses, dissertations, special projects)? (100 words)

CMHC students meaningfully participate in a variety of faculty creative activities, including:

 Co-authorship in edited volumes and program abstracts

 Co-presentations at state and national professional counseling

conferences (e.g., Association for Specialists in Group Work, American Counseling Association)

 Graduate School Graduate Assistantships (GSGAs) to support faculty research

CMHC students also independently create and disseminate original scholarship in professional venues. For example, six students will be presenting professional posters on April 4, 2014 at the annual Connecticut Counseling Association conference.

f. In your narrative discuss how all these data impact or have impacted the size, scope or productivity of your program. (200 words)

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The scholarly activity of the CMHC faculty helps elevate the reputation of the program to international levels, thereby attracting high quality students from diverse geographical locations within the US and abroad. Combined with extensive service/leadership in professional organizations (e.g., all faculty serving as national CACREP site visitors, editorial board

memberships, etc.), the faculty’s scholarly work has far-reaching influence in counselor education (e.g., publishing in highly competitive journals and presenting at prestigious national and international conferences). We are all highly engaged in counselor education organizations and in collaborative projects with influential counselor educators across the US. Further, because much of the faculty research and writing is focused on improving counselor education, the students directly benefit from this work in the classroom. In sum, we actively work to both produce and apply cutting-edge

approaches/techniques in counselor education.

g. Is there anything else you would like us to know (this might include a discussion of equipment purchased solely for the purposes of the graduate program). (100 words)

7) Revenue and other resources generated by the program

a. What are the sources and how much revenue does the program generate through student enrollments?

MS-CSP-II (Clinical Mental Health Counseling Only) Fiscal

Year

Student Tuition and

Fees Other Revenue Sources Grand Total Revenue 2010 589,484 306,137 895,621 2011 715,683 408,040 1,123,723 2012 659,276 371,269 1,030,545

b. What are the sources and how much additional revenue does the program generate through fees such as laboratory or special user fees? (50 words)

None currently. The Department submitted documentation to request lab fees beginning next year in assessment and counseling procedures classes which will be used to purchase consumable test record forms and therapeutic activity resources (e.g., books for bibliotherapy, child/adolescent therapy games, manualized treatment protocols) to use in counselor education.

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c. What are the sources and how much revenue does the program generate by services (e.g., external or to other programs)? (50 words)

Not applicable

d. In the narrative on this section discuss how the revenues and other resources impact the size, scope and productivity of your program? (100 words)

Not applicable

e. Is there anything else you need us to know? (You may wish to discuss grant activity, gifts to the University, etc.) (100 words)

The CMHC faculty are regularly awarded grants, frequently utilizing funds available through SCSU and CSU Research and Assessment grants. Faculty have identified grant-funding as a significant area for potential program growth and intend to continue increasing grant applications and funding, especially in regard to grant providers external to CSUS. To this end, one faculty member recently attended a grantsmanship workshop on the SCSU campus.

8) Costs and other expenses

a. What are the total costs of the program? (table)

MS-CSP-II (Clinical Mental Health Counseling Only)

Fiscal Year Compensation Employee Operating Expenses

Allocated Overhead and

Indirect Costs Grand Total Costs

2010 (559,282) (8,329) (363,749) (931,360)

2011 (701,891) (4,839) (449,242) (1,155,972)

2012 (518,179) (5,087) (366,493) (889,759)

b. What is the ratio of costs to revenues? (table)

MS-CSP-II (Clinical Mental Health Counseling Only) Fiscal Year Ratio of Costs to Revenue

2010 1.03 : 1.00

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c. What investment in new resources does the program require? (200 words)

During the past two CACREP-accreditation visits (2003 & 2010), CACREP was assured that the department would acquire dedicated lab space for the counseling programs to use in skills development. Because the CSP

Department continues to operate without a lab, faculty are extraordinarily limited in observing, monitoring, and supervising student skills. Because other area counseling programs have skills labs and basic observational technology, this situation may negatively impact student recruitment. Description of Lab Consistent with Accreditation Requirements

 A counseling instruction environment (on or off campus) conducive to psychotherapy modeling, demonstration, supervision, and training, available and used by the program.

 Administrative control of the counseling instruction environment to ensure adequate and appropriate access by faculty and students. The instruction environment includes:

1. Settings for individual counseling, with assured privacy and space for equipment.

2. Small-group work settings, with assured privacy and space for equipment.

3. Necessary technologies and other observational capabilities to assist learning

4. Procedures that ensure that client confidentiality and legal rights are protected.

d. What demonstrable efficiencies exist in the way the program is operated (e.g., summer courses; cross-listed courses, etc.)? (100 words)

The CSP Department has six required courses shared by its masters

programs (Clinical Mental Health Counseling, School Counseling and School Psychology):

CSP 540 Psychological Testing CSP 550 Counseling Procedures CSP 568 Lifespan Development CSP 569 Theories of Counseling CSP 578 Multicultural Counseling CSP 691 Research

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In addition to these six courses, the CMHC and School Counseling programs share:

CSP 572 Career Counseling

Thus these courses can have larger sections and may be taught by most faculty within the department. In addition, the CMHC program includes summer courses as a regular part of each student’s course sequence plan. 9) Impact, justification, and overall essentiality of the program

a. How does this program connect to the University’s mission statement and/or the Graduate School’s mission statement? (100 words)

The profession of counseling by its very nature embodies social justice for those with mental illness, a group that is heavily stigmatized. The CMHC program trains students to serve diverse and underserved communities. Effective work in such challenging environments demands a desire for life-long learning and personal growth, a practice that is consistently emphasized throughout the program.

In addition to service to communities, CMHC students are strongly

encouraged to engage in meaningful service to the profession as modeled by the faculty. National leaders and former presidents of state associations are part of the CMHC alumni community.

b. How does this program respond to societal needs that the institution values? (e.g., producing a critical thinking, educated citizenry; improving the state’s workforce; meeting health care needs of the community, etc.)? (100 words)

The CMHC program prepares students for entry into a growing field. According to the federal 2013 Occupational Outlook Handbook, jobs for

mental health counselors will increase by 29% from 2012-2022, a growth rate that is “much faster than average.” Further, government leaders continue to call for an improved and expanded workforce to address the current serious crisis in mental healthcare, (i.e., failure to both identify and treat mental illness). Areas of particular workforce need in this state include evidence-based practice, intensive team treatment, and addictions treatment, areas that are particularly emphasized in the CMHC program.

c. To what extent does this program help the institution differentiate itself from similar programs at peer institutions? (100 words)

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hybrid, condensed courses, weekend and other nontraditional formats) and part-time options for students to study at their own pace make graduate study possible for students who work full-time with family and other obligations.

Applicants also cite clinical experience and scholarly expertise of faculty, particularly in areas of poverty, lesbian/gay/bisexual/transgender issues, and international counseling as an attractive aspect of the program. Indeed, the CMHC program is known for the faculty’s commitment to diverse students and client populations.

d. Is there anything else you would like us to know? (100 words)

The CSP Department, including CMHC, is proud to house an active faculty and student Diversity Committee addressing and researching diversity in counseling and counselor education. This commitment is evident through the regularly offered, mandatory Multicultural Movie Nights, a ‘Diversity

Passport’ for students, and a host of other workshops and activities related to expanding student awareness, knowledge, and skills around diversity in counseling. In addition, the CSP Department incorporates international diversity issues, as evidenced by membership in the International Registry of Counsellor Education Programs and a faculty member’s position on the

IRCEP Board of Directors.

10) Opportunity analysis of the program

a. Describe the external opportunities for strengthening your program. (300 words)

Developing and aggressively marketing CMHC-related certificate programs would attract a wide variety of students desiring expertise in specific clinical areas, such as crisis counseling or addictions counseling. CSP faculty have long discussed the development of one or more CMHC-related certificate programs as a way to bring about higher levels of training excellence and improve overall program marketability (e.g., Crisis Counseling Certificate, Addictions Counseling Certificate). Such programs would provide a valuable opportunity for matriculated students, current clinicians and administrators, clinicians seeking CEUs and other human service professionals. Importantly, a certificate program would be a strong marketing tool for bringing in

students particularly attracted to specific clinical areas and increasing our connection to and visibility in the region.

Establishment of a community lab/clinic in an underserved New Haven neighborhood or in the planned SCSU School of Education lab school would be a huge leap ahead for the CSP Department and the CMHC program in

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particular. A community clinic or presence in the lab school would 1) provide valuable opportunity for direct faculty clinical supervision of second/third year students, 2) provide easily accessible clinical and psychotherapy services at no or little cost to clients and families, 3) strengthen relationships with the community, 4) address current noncompliance with CACREP requirements for dedicated lab space, and importantly, 5) provide the opportunity to seek significant community mental health improvement grants, and 6) give the CMHC and other CSP programs a profound competitive market edge. Currently, CMHC students must be referred out for clinical experiences and supervision provided by community clinics, with faculty relying on outdated audio recording or site supervisors for student evaluation. A state-of-the art neighborhood clinic would give CMHC a clear advantage, distinguishing itself from competing counseling programs in terms of commitment to

underserved/diverse populations and excellence in clinical training.

b. Describe the internal opportunities for strengthening your program. (300 words)

As described earlier, the CMHC program is committed to CACREP

accreditation for a number of reasons, including curriculum and program excellence, national visibility and a clear marketing advantage. We are currently out of compliance with the CACREP requirement for a desperately needed, dedicated training space for individual and group psychotherapy skills practice (i.e., a practice lab or clinic as indicated above). Identifying and developing campus lab space with digital recording capability for observation would significantly improve quality and ease of teaching CSP 550 counseling procedures, CSP 656 group counseling, and a number of other courses within which students practice skills development.

Because the CMHC program relies so heavily on adjunct instruction, the addition of another CMHC faculty line would help us adhere to CACREP requirements for course enrollment caps and come into compliance with ratio of core faculty to adjunct instruction. Importantly, an additional faculty line would give the program the capability to accommodate the increasing number of qualified applicants that we must reject annually due to lack of space.

References

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