Student Handbook. An APA Accredited Program

Student Handbook

2012 – 2013

An APA Accredited Program American Psychological Association Office of Consultation and Accreditation

750 First Street NE Washington, DC 20002-4242 (202) 336-5975

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Department of Counseling and Psychological Services Georgia State University

P.O. Box 3980 Atlanta, GA 30302-3980

Dear Counseling Psychology Student:

On behalf of the students and faculty of the Counseling Psychology Program, I am delighted to welcome you to our program community. This Handbook is designed to provide students with information for successful matriculation through their program of studies in the Counseling Psychology Program at Georgia State University. Included in this information are procedures, policies, guidelines, and regulations set forth by the Program, the Department of Counseling and Psychological Services, the College of Education, and Georgia State University. The Handbook is designed to assist students in planning each phase of their studies, familiarize students with the Program’s general educational policies, expectations, and standards, and assist faculty in their advising of students so that the Program’s policies are applied systematically and fairly. Students and faculty find they frequently refer to the Handbook, especially during important program milestones. New students should devote considerable time becoming familiar with the Handbook.

Although most the Handbook’s policies are applicable to all current students in the Counseling Psychology Program, some requirements (e.g., required coursework) pertain only to students admitted during the year in which this Handbook is dated. Other requirements may or may not pertain to previously admitted students. Everyone should review program changes in this Handbook and the requirements in place when they were admitted to the program, and have regular conversations with their advisors to ensure clarity and consistency in expectations. Needed information that is not contained in this Handbook can be provided by faculty advisors or may be obtained from the College of Education Graduate Catalog, available online at

(http://www2.gsu.edu/~catalogs/2012-2013/graduate/).

The Program Handbook is an evolving document that is periodically revised. Recommendations for clarifications in program policies and procedures, or suggestions for improving the usefulness of this Handbook, should be submitted to the Program Director.

The Counseling Psychology Program faculty hope that you will find this Student Handbook useful and that the time you spend as part of the Program will be educational and enriching. Again, we welcome you to the Counseling Psychology Program and wish you continued success as you progress through the program.

Jeffrey S. Ashby, Ph.D., ABPP Program Director

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TATEMENTS

Counseling Psychology Program Mission Statement

The Counseling Psychology PhD Program subscribes to a scientist-practitioner model, a model designed to integrate science with practice. Students are prepared to generate and apply psychological knowledge to human problems.

Department of Counseling and Psychological Services Mission Statement

Based on our commitment to diversity, advocacy, and the belief that changes are

possible, the mission of the department is to prepare competent professionals in counseling and psychological services, to contribute to the body of knowledge that under girds these professions, and to provide service to the profession and the community.

College of Education Mission Statement

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Educational Philosophy and Training Model 5 Program Educational Goals and Objectives 6

Program Overview 7

Students 7

Faculty 8

Respect for Cultural and Individual Diversity 8

Program Requirements 8

I Selection of Doctoral Advisory Committee 8

II Program of Formal Coursework 9

III Residency 9

IV Departmental Comprehensive Examination 9

V Internship 11

VI Dissertation 13

VII Graduation 13

Professional Activities and Involvement 14

Professional Perspective 14

Student Performance and Evaluation 15

Other Program Information 16

Student Rights and Responsibilities 16

Petition and Grievance Procedure 16

Appeal Procedure 16

Student Support 17

Financial Support 17

Facilities 17

Policy on Student Development and Retention 18 Student Responsibilities for Meeting Requirements 18

Appendix A: Faculty 20

Appendix B: Course Requirements 22

Appendix C: Doctoral Residency 28 Appendix D: Sources for Comprehensive Exams 30 Appendix E: Prospectus and Dissertation Timeline 35 Appendix F: Policy on Student Development and Retention 37

Appendix G: Program Flowchart 43

Appendix H: Course Offerings 44

Appendix I: Internship Application Flow Chart 45 Appendix J: Example Program of Study (completed 2012) 48

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Department of Counseling and Psychological Services

Georgia State University

Introduction

The Counseling Psychology Doctoral Program at Georgia State University is administratively housed in the Department of Counseling and Psychological Services (CPS) in the College of Education (COE). The CPS Department also contains doctoral programs in Counselor Education and Practice as well as School Psychology. The Counseling Psychology Doctoral Program is accredited by the American Psychological Association. (Validation can be attested by contacting the Commission on Accreditation, 750 First Street, NE, Washington, DC 20002-4242; telephone 202-336-5979). Georgia State University (GSU) is not only the largest urban university in the Southeast, but also has the largest graduate division. It is situated in the heart of Atlanta's business, government, and retail centers. The campus is compact, designed to accommodate persons with disabilities, and located within walking distance of thousands of offices. It is only a few blocks from Interstate 20/75/85 and one block from a central MARTA rapid transit station from which one can travel out of the center of the city in every direction.

The guidelines in this Handbook are intended to facilitate progress through the sequence of requirements in the counseling psychology doctoral program. These guidelines supplement general requirements for the Ph.D. degree in the College of Education. Each doctoral student should consult the Georgia State University Graduate Catalog

(http://www2.gsu.edu/~catalogs/2012-2013/graduate/) for the year in which he/she is admitted regarding college/university requirements. Requirements designated in the Graduate Catalog of any admission year apply throughout the maximum of seven years allowed for program

completion. If degree requirements are changed, announcement of such changes and the options available to the student will be made by the graduate faculty and conveyed to the student through his/her advisory committee.

Educational Philosophy and Training Model

The counseling psychology doctoral program in the Department of Counseling and Psychological Services (CPS) at Georgia State University (GSU) trains generalist scientist-practitioners within the science of psychology for professional employment in academic, research, and clinical environments. The doctoral program subscribes to a scientist-practitioner model, which integrates the science of psychology with professional practice. Students are prepared to participate in the development of the science of psychology and to apply that science to

emphasis is placed on short term treatment strategies aimed at the person-environment fit. Students are trained in psychological assessment, individual and group counseling,

psychoeducational techniques, and consultation skills to address client problems.

Program Educational Goals and Objectives

The goals, objectives and competencies of the program flow directly from its training model and its philosophy of training. Consistent with the mission statements above, and with the

Guidelines and Principles of the CoA, the three goals of the program and their related objectives are:

Goal 1: To prepare students to become scientist-practitioners who (a) have a broad knowledge of scientific psychology, (b) appreciate the full range of human behavior in its potential and possible psychopathology, and (c) are knowledgeable about the tenets of ethical practice.

Objective 1A: To prepare students to be counseling psychologists who demonstrate a substantial understanding of and competence in scientific psychology.

Objective 1B: To prepare students to be counseling psychologists who demonstrate a substantial understanding of and competence in the full range of human behavior and development.

Objectives 1C: To prepare students to be counseling psychologists who demonstrate a substantial understanding of and competence in professional standards and ethics. Goal 2: To prepare students to be counseling psychologists who can conduct, evaluate,

synthesize, and report culturally sensitive and relevant psychological research that informs the practice of counseling psychology.

Objective 2A: To prepare students to be counseling psychologists who have the knowledge and skills to engage in and evaluate scientific research with diverse populations.

Objective 2B: To prepare students to be counseling psychologists who have the

knowledge and skills to synthesize and report scientific research with diverse populations. Goal 3: To prepare students to be counseling psychologists who are effective psychological practitioners who can diagnose or define problems through assessment and measurement and implement effective intervention strategies using cultural, contextual, and developmental perspectives.

Objective 3B: To prepare students to be counseling psychologists who have the

knowledge and skills to implement effective culturally sensitive intervention strategies through individual and group counseling.

Program Overview

Counseling psychology is a psychological specialty that facilitates personal and interpersonal functioning across the life span with a focus on emotional, social, vocational, educational, health-related, developmental, and organizational concerns. Through the integration of theory, research, and practice, and with sensitivity to multicultural issues, this specialty encompasses a broad range of practices that help people improve their well-being, alleviate distress and

maladjustment, resolve crises, and increase their ability to live more highly functioning lives. Counseling psychology is unique in its attention both to normal developmental issues and to problems associated with physical, emotional, and mental disorders.

There are three primary roles in which the counseling psychologist operates in order to help clients achieve their maximum potential: a preventative role, a developmental role, and a

remedial role. In the preventative role, the counseling psychologist helps the client to anticipate, circumvent, and forestall future adjustment difficulties. In the developmental role, the counseling psychologist helps clients make use of life experiences to realize their potential. Finally in the remedial role, the counseling psychologist helps clients to overcome personal problems. While operating in these different roles, students are trained to use individual and group counseling approaches, appropriate theory and interventions, psychoeducational techniques, and consultation skills to address client concerns.

The counseling psychology program at GSU is designed to train students using a scientist-practitioner model that integrates research and science within the applied counseling practice. Doctoral students are prepared to generate and apply psychological knowledge to human problems based on current scientific research. Training outcome data for the program are published on the website and included in Appendix K.

Students

Admission to the program is highly competitive. Typically five to seven students are accepted yearly out of a pool of 70-80 applicants. Consistent with the emphasis of the program, we value applicants with previous research experience and research interests that are closely associated with those of our faculty. In selecting students, we also value previous professional experience as a practitioner and experience in the work world along with involvement with the American Psychological Association, especially Division 17 (Counseling Psychology). We are also committed to increasing the levels of commitment to valuing multiculturalism and diversity among our doctoral students.

Please refer to the CPS Department’s website (http://education.gsu.edu/CPS/4502.html)

male, 70% female, 53% Caucasian, 27% African American, 10% Asian/Pacific Islander, and 10% Hispanic/Latino. All students are registered as full-time students, although most work part-time in positions complementary to their training.

Faculty

The program faculty is composed of five core faculty members. Additional support for the

program is provided by the remaining members of the CPS faculty, adjunct faculty members, and by the research methods faculty in educational psychology. The program faculty of the

Psychology Department in the College of Arts and Sciences also work closely with the CPS faculty and students. See Appendix A for current CPS faculty information.

The ratio of faculty to students is exceptionally low. Consequently, the completion rate of counseling psychology students since the inception of the program in 1978 has been over 95%. Faculty members demonstrate great concern for the professional and personal development of students. Students experiencing academic, financial, or personal problems are encouraged to seek advice and assistance from the faculty.

Respect for Cultural and Individual Diversity

Cultural and individual diversity is highly respected and valued in the counseling psychology program at Georgia State University. Such diversity refers to differences in cultural,

demographic, and personal characteristics such as age, disability, ethnicity, gender, language, national origin, race, religion, sexual orientation, and socioeconomic status. We have a departmental policy on cultural and ethnic diversity that is fully endorsed by the Counseling Psychology program:

“The Department of Counseling and Psychological Services values diversity and is committed to

fostering and maintaining an educational environment which appreciates individual differences in all areas of departmental operation including selection and admissions, hiring, classroom instruction, texts and materials, clinical practice and supervision, research, departmental

administration, and policy formation. To this end, CPS will not tolerate or condone any actions, practices, or processes by any CPS faculty member, staff person, or student which discriminates against or is prejudicial toward any person or group based on race, sex, age, religion, ethnicity, nationality, disability, sexual orientation, or socioeconomic status.”

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Catalog http://www2.gsu.edu/~catalogs/2012-2013/graduate/ for details on selection of advisory committee).

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The doctoral program consists of 101-102 required semester hours of post-master’s course work. The total number of credit hours will vary depending on the student’s master’s degree course work. The faculty reserves the right to change course requirements as deemed necessary. Courses to be taken must be selected in consultation with the student's major advisor and program

committee. See Appendix B for a listing of typical course work comprising the student's program.

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It is recommended that residency be completed within the first four semesters following

admission into the doctoral program. During residency the student is expected to spend time on campus beyond attendance in enrolled classes. The purpose of the residency is (a) to provide close and continuous involvement with faculty, professional colleagues, and other graduate students; (b) to provide time for development in the areas of scholarship, teaching, and service; and (c) to provide a period of time for concentrated study and course work, reading, reflecting, and research appropriate for the advanced degree. The objectives are met by (a) completing three of the four non-dissertation courses of the research core requirements within the first two calendar years following admission to the doctoral program, during which time all grades of Incomplete (“I”) or In Progress (“IP”) must be removed, and (b) completing a residency program planned by the student in consultation with the doctoral advisory committee, and approved by the committee and the director of graduate studies. The residency should include activities in the areas of scholarship, teaching/service/professional development, and

collegiality. See Appendix C for further information.

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Purpose

The purpose of the exam is to evaluate the student’s ability to demonstrate expertise in the integration of materials across the core counseling psychology content areas. These areas include: research and statistics, counseling theory and practice, group counseling, career counseling, assessment, multicultural counseling and diversity, ethics, and professional issues. The content areas are broken down into three domain areas for which separate questions will be constructed. The three broad domains are:

Domain A: Counseling psychology as a theoretical science Domain B: Counseling psychology as a research science Domain C: Counseling psychology as an applied science

Exam Questions

examining Domain A will assess the student’s integrative knowledge of counseling theory, both past and present. Questions examining Domain B will assess the student’s ability to apply the fundamental tenets of counseling research methodology to a present counseling psychology issue. Finally, questions assessing Domain C will assess the student’s ability to apply material from ethics and professional practice standards to present counseling psychology concerns. Questions may overlap content areas and require integration of materials, however the primary emphasis of each question will be domain-specific.

Exam Evaluation

A two-person committee will be appointed by the counseling psychology faculty to evaluate each of the three domain questions. For every administration of the comprehensive

examination there will be three committees, each committee scoring a different question. Each member of the committee will independently score the student’s response. Three scores are possible: A = complete pass; B = deferred grade; and C = fail. After each committee member has independently scored the question, the committee will meet to achieve consensus on the final score for the question. Students with a final score of A will have successfully completed that portion of the comprehensive exam. Students who receive a C for the question will be asked to re-take that exam domain in a future exam administration. Students who receive a B will be asked to meet with the committee (or chair of the committee) together with the student’s advisor, to explain their answer more fully. After this meeting the committee may choose one of the following options in regard to the student’s performance:

(1) The committee may change the score from B to A

(2) The committee may require the student to rewrite or amend his or her response to the question, and the resubmitted answer will be graded either as A or C

(3) The committee may change the score from B to C

(4) The committee may change the score from B to C, and require the student to complete remedial work prescribed by the committee (e.g., to take an additional course covering the content of the failed domain) before the student can retake the failed domain at a later test administration

A student who fails one of the three domain questions in two separate administrations must meet with the entire counseling psychology faculty to determine her or his future status in the program. Any student who fails two or more of the domain questions in two separate

administrations will be dismissed from the program.

Format of the Exam

The exam is presented in a take–home format. The questions will be handed to the students, who are allowed three weeks to write the answers in their own space. The response to a question may be no more than 12 pages and must use APA style. The 12 pages are text only and do not include cover page and references. The student will be expected to supply a reference list with the response, also using APA style.

Restrictions

virtual Internet) conversations with other individuals. During the exam, students may not consult professors, peers, supervisors, national experts, etc. for guidance on answers. See Appendix D for suggested references specific to each domain.

Exam Administration

The exam is administered once a year on the first Friday in August. Exam questions are

available for pick-up at the department office at 10:00 a.m. Students must return the completed examinations on the fourth Friday of August by 4:00 p.m. The exam will be scored within three weeks by the faculty committees and the results will be communicated to the student by the student’s advisor.

Qualifications for the Exam

Students cannot apply for internship until they have passed all three domains of the

comprehensive examination. The exam may be taken at any time after they have completed the following requirements:

A. Completion of at least two courses from the research core;

B. Completion of Advanced Counseling Theory, Advanced Group Counseling, Professional Issues, Advanced Career Counseling, Counseling Psychology Seminar, and the Assessment sequence

C. Completion of at least 9 hours of cognate course work

Students are required to notify the Program Director in writing of their intent to take the comprehensive exam by the last day of classes in the spring semester before the August exam administration.

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The internship is an essential component of doctoral training programs in professional psychology. The internship is distinguished from the practicum experience by the increased independent responsibility expected of, and given to, the intern. Internships in counseling psychology require a full-time experience for one calendar year. The intern accumulates 2,000 documented hours during that year. The student is eligible for internship after completion of all course work and the comprehensive examination. It is strongly recommended that the student complete the dissertation prior to beginning the internship.

In 1987, The Association of Psychology Postdoctoral and Internship Centers (APPIC) resolved that all internship applicants be required to complete 600 hours of supervised practice prior to beginning the internship, and recommended a total of 800 hours. Students should consult the course work listed in the Handbook and graduate catalogue to identify the specific practica required for their cognate. Typically, GSU students obtain 1,200 or more hours of supervised practicum in their programs. Students are required to maintain a current accounting of their practicum experience throughout the program. The information will be necessary for

The practicum coordinator of field studies for the Department of Counseling and Psychological Services assists students in all three doctoral programs in securing appropriate placements for the internship requirement. Through this office, materials, models, resources, and advice are provided to familiarize students with the internship requirements of pertinent accreditation, certification, and licensure bodies, as well as any additional requirements presented by specific training sites.

Counseling psychology students are required to apply for APA-accredited internships during the first year they apply for an internship. If students are not placed for an internship at their first attempt, they may apply for non-APA-accredited sites in consultation with their advisor and the coordinator of field services. Students who intend to work outside of the U.S. upon graduation may apply for internship overseas without the restriction for APA accreditation. However, these students need to document to the coordinator of field services that the training site overseas provides training comparable to APA-accredited internships. In addition,

completion of an international internship requires approval from the program faculty. Students are expected to conform to APPIC deadlines for internship applications. These deadlines typically fall near November 15. Students are urged to maintain some flexibility of alternative choices and apply to a variety of sites. However judicious discretion should be used in carefully narrowing the selection to the sites that are properly suited to the student's needs, goals, and qualifications. Many GSU students have received acceptance from their first choices of internships. An internship application flow-chart is included in Appendix I.

The most comprehensive listing of internships is the APPIC Directory of Internship Programs

in Professional Psychology. A list of the current sites and other resources can be obtained from the APPIC website www.appic.org.

Definition of the Internship

1. The internship is an organized training program, in contrast to supervised

experience or on-the-job training. It is designed to provide the intern with a planned, programmed sequence of training experiences that assures breadth and quality of training.

2. The internship agency has a clearly designated staff psychologist who is responsible for the integrity and quality of the training program, and who is actively

licensed/certified by the state board of examiners in psychology.

3. The internship agency has two or more psychologists on the staff as supervisors, at least one of whom is actively licensed as a psychologist by the state board of examiners in psychology.

4. Internship supervision is provided by a staff member of the internship agency, or an affiliate of that agency, who carries clinical responsibility for the cases being supervised. At least half of the internship supervision is provided by one or more psychologists.

5. The internship provides training in a range of assessment and treatment activities conducted directly with clients seeking health services.

7. The internship includes a minimum of 2 days per week (regardless of whether the internship is completed in 1 or 2 years) of regularly scheduled, formal, face-to-face individual supervision with the specific intent of dealing with health services rendered directly by the intern. There also are at least 2 additional days each week spent in learning activities such as case conferences involving a case in which the intern was actively involved; seminars dealing with clinical issues; co-therapy with a staff person including discussion; group supervision; or additional individual supervision.

8. Training is to be at a post-clerkship, post-practicum, and post-externship level. 9. The internship agency has a minimum of two interns at the internship level of

training during applicant's training period.

10. The trainee has a title such as intern, resident, fellow, or other designation of status. 11. The internship agency has a written statement or brochure that describes the goals

and content of the internship, states clear expectations for quantity and quality of the trainee's work, and is made available to prospective interns.

Internship sites where GSU counseling psychology students have recently completed training include:

Walter Reed Medical Center, Washington, DC

Georgia Tech University Counseling Center, Atlanta, GA

Emory University Psychology and Behavioral Science, Atlanta, GA Georgia State University Counseling Center, Atlanta, GA

University of Oregon Counseling Center, Eugene, OR Wichita Collaborative Psychology Consortium, Wichita, KS University of Utah Counseling Center, Salt Lake City, UT Mississippi State Hospital, Whitfield, MS

University of California-Davis Counseling Center, Davis, CA University of Tennessee Health Science Center, Memphis, TN American University Counseling Center, Washington, DC

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The scope of the dissertation should be a broad, complex, and innovative undertaking. The doctoral dissertation committee members may or may not include individuals who serve on the student's doctoral advisory committee. Four-person committees are customary--three members from the CPS department, and one member from a discipline/academic area outside the

candidate's department. The doctoral dissertation committee should include one member more than the student's doctoral advisory committee. No more than one member on the dissertation committee can be a faculty member without Graduate Faculty status. Copies of dissertations are available in the CPS department for students’ reference.

Problems associated with their new duties as interns, access to libraries, and access to their dissertation committees often create challenges for students who attempt to conduct their research and write their dissertations while on internship.

Students must present the Announcement of Dissertation Defense one-month prior to the date of their defense. Students must successfully defend their dissertations before the faculty and other interested parties. This oral defense usually takes one to two hours during which time students present the outcomes of their studies and defend the design, procedures, and interpretations. For further information on the prospectus and dissertation timeline, see Appendix E and the College of Education Dissertation Guide

(http://education.gsu.edu/oaa/PHD_Dissertation_Guide_2012-01.pdf) .

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A student is eligible to graduate when ALL program requirements are fully completed. The College of Education and the University specify dates by which the dissertation defense and revisions must be completed in order to participate in graduation ceremonies for a particular semester. In addition, and consistent with APA accreditation guidelines, the internship requirement must be fully completed by the date of graduation in order to be eligible to

participate in graduation ceremonies. Documentation of completion of internship by the date of graduation must be sent by the internship training director to the Field Services Coordinator, the student’s faculty adviser, and the training director of the counseling psychology program at least two weeks in advance of the date of graduation.

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CTIVITIES AND

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During the first three years of their doctoral program, students will attend counseling psychology seminars each month in the fall and spring semesters. These gatherings provide opportunities for collegiality and professional information exchange. In addition, students are expected to attend dissertation defenses within the department. Students also are expected to become student members of the American Psychological Association and Society of Counseling Psychology (Division 17 of APA). Membership in other professional organizations is encouraged (e.g., American Counseling Association, American Educational Research Association). Students are encouraged to present papers at local, regional, and national meetings related to the profession. It is recommended that students take advantage of extended learning experiences related to the profession. Independent research projects are strongly encouraged throughout the student's tenure in the doctoral program. Faculty members support student research and are willing to assist with development of project ideas and data analyses. Access to computer resources on campus provides additional resources for doctoral students' independent research endeavors. Doctoral students who are considering academic careers are advised that entry-level positions are highly competitive. Therefore, submissions to professional publications are strongly encouraged.

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ERSPECTIVE

commitment to career objectives. A doctoral student who cannot maintain reasonable progress toward the Ph.D. degree within the allotted time must elect inactive status in the program in order to allow space for students who are able to devote adequate time and effort toward their doctoral degree. The student's advisory committee may call attention to slow progress in the program and recommend this alternative, if indicated. A reasonable length of time for completion of the Ph.D. in counseling psychology for a student entering with a master's level degree in counseling or psychology is four to five years. Students are strongly encouraged to adhere to this guideline. Three to four years usually are spent in completing academic course work (two consecutive semesters of residency) and practicum experiences, passing the doctoral comprehensive

examination, and in gaining faculty acceptance of the doctoral dissertation prospectus. Internship experiences should represent the final year in the student's doctoral program.

If, at any point in the sequence, the student encounters difficulty with one of the required areas delineated above (e.g., course work, comprehensive exam), completion of other program requirements must be delayed until the deficit is corrected. Consultation with one’s program committee will reveal whether designated checkpoints in the student's planned program have been achieved.

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VALUATION

Evaluation of students in the program is ongoing and takes a variety of forms. In coursework, students must earn a grade of B or better in all courses. In cases where a student earns less than a B in a course (or an Unsatisfactory in Pass/Fail courses), review by the program faculty will occur, and the student may be required to repeat the class. In addition, if a student’s cumulative GPA falls below the 3.5 level required by the College of Education to take the comprehensive examination, the student is notified in writing by the college. If a student’s cumulative GPA falls below the 3.0 level required by the university for graduation, a notification of scholastic warning will accompany the student’s grade report (see Graduate Catalog,

http://www2.gsu.edu/~catalogs/2012-2013/graduate/).

In addition to formal evaluations in coursework, in practica, and at comprehensive examinations, students receive a formal evaluation each year from faculty and advisors. In the Spring of each year, the faculty review students’ progress in the program based on input from faculty and supervisors regarding: (a) class performance, (b) research progress (pre-dissertation or

dissertation progress), (c) practica or internship performance (based on written evaluations from supervisors of these experiences, (d) comprehensive examination results, and (e) observed professional and leadership behavior. The academic advisor consolidates this information into an annual letter of evaluation. Feedback regarding progress that is not satisfactory includes the specific behaviors that are problematic, actions required to reach a level of satisfactory progress (if remediable), a timetable for achieving remediation, and specification of future consequences for not achieving remediation (e.g., probation, discontinuation). In a meeting, the academic advisor gives each student a copy of his or her letter and discusses the results verbally. Copies of the annual evaluations are also placed in students’ files.

annual review. If directed to the core faculty, the concerns/requests of the student are considered and the core faculty may provide a written response to the student or faculty advisor. The student can also appeal the feedback in accordance with grievance and due process procedures that protect students’ rights (see below).

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Students Rights and Responsibilities

The program abides by the rights and grievance procedures set forth by Georgia State University and detailed in university, college, department, and program documents. These documents are available online and include the following:

a. Rights and Responsibilities (

http://www.gsu.edu/images/codeofconduct/2012-2013_On_Campus_Handbook_Student_Code_of_Conduct_Revised_March__15_2012.pd f)

b. Grievance Procedures (http://www2.gsu.edu/~wwwfhb/sec20606.html)

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There are petition and appeal procedures for students within the College of Education for the resolution of academic problems. Students enrolled in other GSU colleges follow the same process when a request involves College of Education courses or program requirements.

Petition for Waiver or Variance: This petition allows for a request for an exception to established academic policies and procedures in College of Education programs. All proposed deviations from the program of study as contained in this bulletin must have prior approval of the advisor, program committee, department chair, and the dean. A standard petition form for each proposed program deviation must be completed by the student. A petition form can be obtained from the Office of Academic Assistance (300 COE Building). This petition form must be submitted by the end of the semester prior to the semester in which the exception is needed.

Petition for Resolution: This petition allows for a request to redress academic treatment believed to be injurious, unjust, or wrong. A petition form can be obtained from the department that is the source of the complaint. This petition must be initiated by written request to the department for a conference with the professor and department chair before the end of the semester in which the academic problem occurred. The entire petition process must be completed within ten (10) working days following the request for the conference.

APPEAL PROCEDURE

Allman in the COE Dean’s Office, 10th Floor COE Building.

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Student Support

There are a number of student support services available to Counseling Psychology students. Among these are personal counseling (http://www.gsu.edu/counseling/), academic assistance (http://education.gsu.edu/oaa/) , financial aid (http://www.gsu.edu/financialaid/), and

vocational advisement (http://www.gsu.edu/career/). Additional student support services are detailed in the Graduate Catalog, Section 1500, Student Life and Services

(http://www2.gsu.edu/~catalogs/2012-2013/graduate/). Please note that under certain

circumstances (e.g. to avoid dual relationships) students may be assisted in arranging pro bono or low-fee counseling with an alumnus or other therapist in the community. Furthermore, advanced students are available to offer support in the counseling psychology seminar. Each student’s academic advisor and the Director of Training are also available to her/him to help address her/his questions, problems, and concerns.

Financial Support

Students are generally awarded a graduate assistantship through the department. Graduate assistants perform a variety of duties including teaching online undergraduate courses, assisting in graduate courses, conducting research, and facilitating programmatic needs. Assistantships typically involve duties in the Fall, Spring, and Summer terms and provide students a monetary stipend and a waiver of tuition. Some students are funded through grants and projects to engage in research and are paid somewhat higher stipends. All students desiring funding in the past 7 years have received assistantships that included full tuition waivers.

The College of Education also allows for limited awards of in-state tuition designation for officially out-of-state students who are on internship but need to be continuously enrolled in the University. These waivers allow students to pay in-state tuition costs rather than the much higher out-of-state tuition rates. In addition, students may petition to waive student fees when on internship (with the rationale that they are not on campus and utilizing student services). Students are eligible to receive limited travel grants to attend professional conferences from the College of Education. Applications are made through the Counseling Psychology Student Group.

F

Remote computing access to the library and computer center is available to all students. The electronic capabilities of equipment within our offices will allow for access to the University network and library research databases. In addition to the GSU library facilities, faculty and students also have privileges at the Emory University and Georgia Institute of Technology libraries. All facilities in the University offer access to students with disabilities. The University has publications instructing faculty members in working with students with disabilities and discussing their concerns. There is also an Office of Disability Services for students who need accommodations (404-413-1560).

P

S

D

R

The Department of Counseling and Psychological Services is committed to the professional and personal development of students in all of the master’s, Ed.S., and doctoral programs. Since completion of any of these programs leads directly to entry into the professions, the CPS faculty members place considerable emphasis on academic performance as well as on students’

suitability for responsible participation in their chosen field. To meet this obligation, CPS faculty members monitor both academic performance and non-academic behavior in order to identify, nurture, and support appropriate behaviors, and to respond and intervene when inappropriate behaviors are noted. See Appendix F (Policy on Student Development and Retention) for procedures that will be implemented in each of the CPS programs when inappropriate behaviors have been identified. At any time, the seriousness of a given incident or set of behaviors may result in a decision by the program faculty, the program coordinator, and the department chair, in consultation with the university’s Office of Legal Affairs, to bypass intermediate steps and convene the department’s ad hoc retention committee to gather information and recommend departmental action in the matter.

S

R

M

R

While the faculty attempts to furnish ample guidance through announcements and consultation with students, the primary responsibility for keeping abreast of scheduling changes is left to the student. Because counseling psychology students take extensive course work in the Psychology Department, and because much of the course work is tightly sequenced and requires extensive prerequisites, students should routinely consult departmental bulletin boards and form informal student networks for this purpose. See Appendixes G and H for further information.

The College of Education's Graduate Division requires various forms to be completed by the student to ensure compliance with College requirements for the doctoral degree. It is

imperative that students thoroughly review the "General Academic Regulations Applying to Doctoral Applicants and Doctoral Students" section in the College of Education Graduate

Bulletin.

APPENDIX A

C

ORE

F

ACULTY

NAME TRAINING MAJOR AREA OF INTEREST

Jeffrey Ashby, Ph.D., ABPP

Professor

Program Director

Pennsylvania State University, 1991 Stress & Coping, Perfectionism, Spirituality/Religiosity, Adventure Therapy

Gregory Brack, Ph.D.

Associate Professor

Indiana University, 1989 Systems Theory, Impact of Abusive Histories, Depression & Reframing, International Consultation Don E. Davis, Jr., Ph.D. Assistant Professor Virginia Commonwealth University, 2011 Forgiveness, Humility, Religion/Spirituality Joseph A. Hill, Ph.D.

Clinical Assistant Professor Field Services Coordinator

University of Georgia, 1987 Neuropsychological Assessment, Head Injury Rehabilitation, Sports Psychology, Psychological

Assessment, Supervision

Joel Meyers, Ph.D.

Regents Professor

University of Texas, Austin, 1971 Primary Prevention of Learning and Adjustment Problems, School-Based Consultation & Pre-Referral Intervention Strategies, Prevention of School Violence and Bullying, and School Reform

Kenneth G. Rice, Ph.D.

Ken and Mary Matheny Endowed Chair

A

FFILIATED

F

ACULTY

Professor Emeritus

Auburn University, 1971 Gerontology, Testing & Work Evaluation, Interviewing Techniques, Counseling Supervision

Brian J. Dew, Ph.D.

Assistant Professor

University of North Carolina, Greensboro, 2000

Community Counseling, Addictive Disorders, Sexual Diversity Issues, Multicultural Counseling,

Supervision & Wellness Catherine Cadenhead, Ph.D.

Clinical Assistant Professor

Georgia State University, 1994 Child Development /

Psychopathology, Treatment and Consultation, Addictive Behavior Catherine Y. Chang, Ph.D.

Associate Professor

University of North Carolina, Greensboro, 1998

Multicultural Counseling &

Supervision, Counselor Education, Asian American & Korean

American Issues Diane Levy, Ph.D.

Clinical Assistant Professor

Georgia State University, 2005 Interpersonal Skills, Counselor Development, and Adult Learning Jonathan Orr, Ph.D.

Assistant Professor

University of New Orleans, 2005 Group Work, Professional Counselor Identity, Counselor Education and Supervision Stephen D. Truscott, Psy.D.

Associate Professor

University at Albany, SUNY, 1998 School-based Consultation, Pre-referral Intervention Teams, Professional Issues in School Psychology, Stability of IQ Kristen Varjas, Psy.D.

Assistant Professor

APPENDIX B

Course Requirements

(Total Minimum Hours for Graduation: 101-102)

A. Core Area (18)

The Core Area consists of 15 semester hours of research coursework and 3 semester hours of Social Foundation of Education and Psychology of Learning coursework.

Choose one course (3):

• EPRS 8500 Qualitative/Interpretive Research in Education I (3) • EPRS 8530 Quantitative Methods and Analysis in Education I (3)

Required (12):

• A two course sequence (6 hours) in research methodology (see below for specific tracks/courses) • Two courses (6 hours) in advanced research methods as identified by the Doctoral Advisory

Committee

1. Quantitative Methodology

o EPRS 8540 Quantitative Methods and Analysis in Education II o EPRS 8550 Quantitative Methods and Analysis in Education III (3) o EPRS 8820 Institutional Research (3)

o EPRS 8830 Survey Research, Sampling Principles and Questionnaire Design (3) o EPRS 8840 Meta-Analysis (3)

o EPRS 8860 Bayesian Statistics (3) o EPRS 9550 Multivariate Analysis (3)

o EPRS 9560 Structural Equation Modeling (3) o EPRS 9570 Hierarchical Linear Modeling I (3) o EPRS 9571 Hierarchical Linear Modeling II(3) o EPRS 9900 Advanced Research (3)

2. Qualitative Methodology

o ANTH 8010 Qualitative Methods in Anthropology (3) o EPRS 8510 Qualitative Research in Education II (3) o EPRS 8520 Qualitative Research in Education III (3) o EPRS 8640 Case Study Methods (3)

o EPRS 8700 Visual Research Methods (3) o EPRS 9120 Poststructural Inquiry (3)

3. Single-Case Methodology

o EPY 8850 Introduction to Single-Case Methodology (3) o EPY 8860 Applications of Single-Case Methodology (3)

4. Historical/ Philosophical Methodology

o EPSF 9850 Historical Research in Twentieth Century American Education (3) o EPSF 9930 Philosophical Analysis and Method (3)

5. Measurement Methodology

o EPRS 7920 Classroom Testing, Grading, and Assessment (3) o EPRS 8920 Educational Measurement (3)

o EPRS 9350 Introduction to Item Response Theory (3) o EPRS 9360 Advanced Item Response Theory (3)

Choose one course (3)

Social Foundations of Education and Psychology of Learning:

• EPY 8200 Advanced Developmental Psychology: Cognition and Intellect (3) or • EPY 8220 Advanced Developmental Psychology: Personality and Socialization (3)

to fulfill the psychology of learning component of the Social Foundations and Psychology of Learning Core.

B. Major Area (50-51)

Required (41):

• CPS 8350 Biopsychology and Medication (3) • CPS 8370 Advanced Career Counseling (3) • CPS 8450 Advanced Group Counseling (3) • CPS 8530 Professional Issues and Decisions (3) • CPS 8650 Advanced Counseling Theory (3)

• CPS 8660 Applied Practice II: Professional and Rehabilitation Counseling (6) • CPS 9480 Supervision of Counseling Services (3)

• CPS 9680 Doctoral Internship (3) • CPS 9920 Research and Publication (2) • CPS 9962 Counseling Psychology Seminar (6) • PSYC 8500 History of Psychology (3)

• PSYC 8510 Advanced Social Psychology (3)

OR EPY 8220 Advanced Developmental Psychology: Personality and Socialization (3) [If EPY 8220 is completed to satisfy the Core area requirements, PSYC 8510 must be completed to satisfy this requirement. EPY 8220 can only be applied to one area of study: It cannot satisfy both the Core Area and the Major Area.]

Select one (3):

• CPS 8100 Psychobehavioral Diagnosis (3)

Assessment (6-7) Required (3):

• CPS 9665 Assessment Practicum (3)

Select one course (3-4):

o CPS 9410 Assessment of Intelligence (3) o CPS 8420 Adult Personality Assessment (3) o PSYC 8030 Assessment II (4)

C. Cognate Area (18) Required (9):

• CPS 8340 Advanced Multicultural Counseling Strategies and Intervention (3) • CPS 9660 Applied Practice III (6)

The cognate area provides students an opportunity to enrich their preparation as counseling psychologists with further study in a related area of expertise.

Students must select one of the following cognate areas (9): child and family, clinical assessment, health psychology, human sexuality, psychotherapy, multicultural, geriatric psychology, organizational

development, rehabilitation psychology, or research methodology. Specific cognate courses are chosen in consultation with the student’s program committee. Example courses for each cognate are below.

Child and Family Cognate Example Courses include:

CPS 8380 Family Systems and Interventions 3 CPS 8540 Child/Adolescent Psychopathology 3 CPS 8620 Adlerian Techniques with Families and Couples 3 CPS 8630 Advanced Family Counseling 3 CPS 7400 Introduction to Play Therapy 3 CPS 9420 Adult Personality Assessment 3 CPS 9440 Advanced Projective Techniques 3 PSYC 8430 Psychological Research Statistics III 3 PSYC 9950 Clinical Psychology Practicum 3 PSYC 9900 Seminar in Psychology (Child/Family) 3 PSYC 9950 Clinical Psychology Practicum (Family Therapy) 3

Clinical Assessment Cognate Example Courses include:

Health Psychology Cognate Example Courses include:

CPS 9350 Biopsychology and Medicine 3 CPS 7410 Medical Aspects of Disability I 3 CPS 7420 Medical Aspects of Disability II 3 CPS 8500 Stress Management 3 CPS 9820 Health Psychology 3 CPS 9660 Practicum (In Health Care Setting) 3 KH 7500 Physiology of Exercise 3 NTR 6102 Nutrition Intervention 3 CPS 8460 Psychological Aspects of Substance Abuse 3 CPS 8360 Psychological Change Strategies 3

Human Sexuality Cognate Courses include:

CPS 9390 Psychological Aspects of Human Sexuality 3 CPS 8810 Directed Readings (Human Sexuality) 3 CPS 8240 Advanced Developmental Psychology: Neurological Dev. 3 CPS 8380 Family Systems and Interventions 3 PSYC 8680 Introduction to the Systemic Psychotherapies 3 CPS 8630 Advanced Family Counseling 3 SOCI 8220 Deviance & Social Control 3 SOCI 8150 Sexual and Intimate Violence 3 SOCI 8216 Sociology of Gender 3 PSYC 6620 Psychology of Women 3

Psychotherapy Cognate Example Courses include:

PSYC 8670 Introduction to the Dynamic Therapies 3 PSYC 8680 Introduction to the Systemic Therapies 3 PSYC 8690 Introduction to the Behavior Therapies 3 PSYC 9930a Clinical Psychology Lab (Dynamic Psychotherapy) 1-5 PSYC 9930b Clinical Psychology Lab (Systemic Psychotherapy) 1-5 PSYC 9930c Clinical Psychology Lab (Behavior and

Cognitive-Behavior Psychotherapy) 1-5 PSYC 9950 Clinical Psychology Practicum 3 PSYC 9230 Seminars in Advanced Approaches to Therapy 3 PSYC 8490 Scientific & Professional Ethics in Psychology 3

Multicultural Cognate Example Courses include:

EPSF 8340 History of American Education 3 MGT 9400 Seminar in Organization Design and Implementation 3 PHIL 6770 Philosophical Perspectives on Women 3 PHIL 6370 Women and Religion 3 PHIL 8500 Seminar in Feminist Philosophy 3

PSYC 8050 Diversity Issues in Clinical Practice and Psychological Research 3 PSYC 8060 Issues of Human Diversity in Psychology 3

SOCI 6312 African-American Women in the United States 3 SOCI 8212 Race and Ethnic Relations 3 SOCI 8216 Sociology of Gender

Geriatric Psychology Cognate Example Courses include:

SOCI 7100 Aging Policy and Services 3 SOCI 8116 Sociology of Aging 3 PSYC 7610 Psychology of Aging 3 CPS 9660 Applied Practice III (Gerontology) 3 HHS 7200 Health and the Older Adult 3 HHS 7010 Health & Aging for Health Prof. 3

Organizational Development Cognate Example Courses include:

PSYC 8250 Organizational Psychology 3 PSYC 9720 Consultation & Conflict Management 3 PSYC 8230 Methods of Program Evaluation 3 POLS 8720 Program Planning & Evaluation 3

Rehabilitation Psychology Cognate Example Courses include:

CPS 7410 Medical and Psychological Aspects of Disability I 3 CPS 7840 Medical and Psychological Aspects of Disability II 3 CPS 9350 Biopsychology and Medication 3 CPS 8620 Adlerian Counseling Tech. with Families & Couples 3 BIOL 7240 Human Physiology 3 BIOL 7250 Human Physiology Laboratory 1 PSYC 6630 Hormones & Behavior 3 BIOL 6500 Human Genetics 3 KH 7500 Physiology of Exercise 3 SOCI 8152 Birth & Parenthood 3 HHS 7200 Health & the Older Adult 3

Research Methodology Cognate Example Courses include:

EPRS 9330 Advanced Measurement Theory 3 EPS 9820 Methods of Inquiry 3 EPRS 9900 Advanced Research 3

EPRS 8830 Survey Research Samp. Principles & Questionnaire Design 3 EPRS 9550 Multivariate Analysis 3

EPRS 8620 Educational Evaluation

POLS 8720 Program Plan and Evaluation 3 EPRS 9670 Practicum in Educational and Psychological Research 3 EPRS 8500 Ethnographic Approaches to Educational Research I 3 EPRS 8840 Meta-analysis 3

D. Dissertation (15) Required (15):

• CPS 9990 Dissertation (15)

Program total: minimum of 101-102 semester hours

Summary of Course Requirements

AREA HOURS

A. Core Area 18

1. Research Core 15

2. Social Foundations and 3

Psychology of Learning Core

A

PPENDIX

C

D

OCTORAL

R

ESIDENCY

Purpose: The purpose of the residency is (a) to provide close and continuous involvement with faculty, professional colleagues, and other graduate students; (b) to provide time for development in the areas of scholarship, teaching, and service; and (c) to provide a period of time for concentrated study and course work, reading,

reflecting, and research appropriate for the advanced degree.

Objectives: The objectives are met by (a) completing either (1) a minimum of 18 semester hours over a period of three consecutive semesters or (2) a minimum of 27 semester hours over a period of five consecutive semesters, and (b) completing a residency program planned by the student with the doctoral advisory committee and approved by the committee and the director of graduate studies. The residency should include activities in the areas of scholarship, teaching/service/professional development, and collegiality. Listed below are suggested activities in each area.

Scholarship: participate in a faculty research project; write for presentation/publication; submit a paper for

publication; collect data for a research project; assist in proposal development; conduct a research project (other than dissertation)

Teaching/Service/Professional Development:

Teaching: work with faculty to teach a course; supervise student field experience; conduct a workshop; develop a seminar

Service: assist in planning a conference/colloquium; assist in program development; perform proposal review; serve on a department or COE committee

Professional attend professional meetings; attend doctoral seminars; Development: participate in doctoral fellowship/internship with an

outside agency; participate in computer-based self-development

Collegiality: attend department meetings; be present in department; participate in departmental and other college functions DOCTORAL RESIDENCY PART I: Part I of the doctoral residency consists of the student's plan for completing residency course work and program activities as approved by committee and director of graduate studies.

APPENDIX D

S

OURCES FOR

C

OMPREHENSIVE

E

XAMS

The primary sources for exam preparation will be the texts used in the courses listed in this Handbook. In addition, faculty will identify study sources beyond the course texts that represent current issues within the discipline. These sources will be updated as appropriate. Currently the faculty is recommending the following references for each of the three major domains as additional sources to consult in preparing for the examination.

Additional References for Domain A

Bankart, C. P. (1997). Talking cures: A history of Western and Eastern psychotherapies. Pacific Grove, CA: Brooks/Cole.

Brown, S. D., & Lent, R. W. (2005). Career development & counseling: Putting theory and

research to work. New York: John Wiley & Sons.

Brown, S. D., & Lent, R. W. (2000). Handbook of counseling psychology (3rd ed.). New York: John Wiley & Sons.

Corey, G. (2005). Theory and practice of counseling and psychotherapy (7th ed.). Pacific Grove, CA: Brooks/Cole.

Corsini, R. J., & Wedding. D. (2005). Current psychotherapies (7th ed.). Belmont: Peacock. Fretz, B. R., & Simon, N. P. (1992). Professional issues in counseling psychology: Continuity,

change, and challenge. In S. D. Brown & R. W. Lent (Eds.), Handbook of counseling

psychology (2nd ed., pp. 3-36). New York: John Wiley & Sons.

Hackett, G., & Lent, R. W. (1992). Theoretical advances and current inquiry in career

psychology. In S. D. Brown & R. W. Lent (Eds.), Handbook of counseling psychology (2nd ed., pp. 419-452). New York: John Wiley & Sons.

Heppner, P. P., & Frazier, P. A. (1992). Social psychological processes in psychotherapy: Extrapolating basic research to counseling psychology. In S. D. Brown & R. W. Lent (Eds.), Handbook of counseling psychology (2nd ed., pp. 141-176). New York: John Wiley & Sons.

Lambert, M. J. (2004). Garfield & Bergin handbook of psychotherapy and behavior change (5th ed.). New York: John Wiley & Sons.

McGoldrick, M., Giordano, J., & Garcia-Preto, N. (2005). Ethnicity and family therapy (3rd ed.). New York: Guilford.

Mahoney, M. J., & Patterson, K. M. (1992). Changing theories of change: Recent developments in counseling. In S. D. Brown & R. W. Lent (Eds.), Handbook of counseling psychology (2nd ed., pp. 665-690). New York: John Wiley & Sons.

Prochaska, J. O., & Norcross, J. C. (1994). Systems of psychotherapy: A transtheoretical

analysis. Pacific Grove, CA: Brooks/Cole Publishing.

Teyber, E. (2006). Interpersonal process in psychotherapy: An integrative model (5th ed.). Pacific Grove, CA: Brooks/Cole.

The past 3-5 years of the following journals:

Journal of Counseling Psychology The Counseling Psychologist The American Psychologist

Psychotherapy: Theory, Research, Practice, and Training Psychology of Women Quarterly

Journal of Multicultural Counseling and Development

Additional References for Domain B

Bartlett, S. (2003). Beyond the looking glass: The qualitative research process as a development of self. Counseling Psychology Review, 18, 26-29.

Chwalisz, K. (2006). Statistical versus clinical prediction: From assessment to psychotherapy process and outcome. The Counseling Psychologist, 34, 391-399.

Cokley, K. (2005). Racial(ized) identity, ethnic identity, and Afrocentric values: Conceptual and methodological challenges in understanding African American identity. Journal of

Counseling Psychology, 52, 517-526.

Denzin, N. K., & Lincoln, Y. S. (2005). The SAGE handbook of qualitative research. Thousand Oaks, CA: Sage Publications.

Fassinger, R. (2005). Paradigms, praxis, problems, and promise: Grounded theory in counseling psychology research. Journal of Counseling Psychology, 52, 156-166.

Hadley, R., & Mitchell, L. (1995). Counseling research and program evaluation. Pacific Grove, CA: Brooks/Cole Publishing.

Hanson, W. E., Creswell, J. W., Plano Clark, V. L., Petska, K. S., & Creswell, J. D. (2005). Mixed methods research designs in counseling psychology. Journal of Counseling

Psychology, 52, 224-235.

Heppner, P. P., Kivlighan, D. M., & Wampold, B. E. (1999). Research design in counseling (2nd ed.). Belmont, CA: Brooks/Cole.

Hill, C., Knox, S., Thompson, B., Williams, E., Hess, S., & Ladany, N. (2005). Consensual qualitative research: An update. Journal of Counseling Psychology, 52, 196-205. Huck, S. W. (2007). Reading statistics and research (5th ed.). Boston, MA: Allyn & Bacon. Kahn, J. H. (2006). Factor analysis in counseling psychology research, training, and practice:

Principles, advances, and applications. The Counseling Psychologist, 34, 684-718. Lather, P. (1991). Getting smart (critical social thought) (1st ed.). Thousand Oaks, CA: Sage. Messinger, L. (2006). Getting it right: Doing research with GLBT youths. In L. Messinger (Ed.),

Case studies on sexual orientation & gender expression in social work practice (pp. 112-114). New York: Columbia University Press.

Morrow, S. L. (2005). Quality and trustworthiness in qualitative research. Journal of Counseling

Psychology, 52, 250-260.

Neville, H. A., & Carter, R. T.(2005). Race and racism in counseling psychology research, training, and practice: A critical review, current trends, and future directions. The

Counseling Psychologist, 33, 413-418.

Neville, H. A., Carter, R. T., & Spengler, P. M. (2006). Quantitative research designs and counseling psychology: Historical development, current application, and best practices.

The Counseling Psychologist, 34, 597-600.

Ponterotto, J. (2005). Qualitative research in counseling psychology: A primer on research paradigms and philosophy of science. Journal of Counseling Psychology, 52, 126-136. Quintana, S. M., & Mimani, T. (2006). Guidelines for meta-analyses of counseling psychology

research. The Counseling Psychologist, 34, 839-877.

Quintana, S. M., Troyano, N., & Taylor, G. (2001). Cultural validity and inherent challenges in quantitative methods for multicultural research. In J. G. Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (2nd ed., pp. 604-630). Newbury Park, CA: Sage.

Sell, R. L., & Silenzio, V. M. (2006). Lesbian, gay, bisexual, and transgender public health research. In M. D. Shankle (Ed.), The handbook of lesbian, gay, bisexual, and

transgender public health: A practitioner's guide to service (pp.33-56). Binghamton: Harrington Park Press/The Haworth Press.

Sullivan, G., & Losberg, W. (2003). A study of sampling in research in the field of lesbian and gay studies. Journal of Gay & Lesbian Social Services: Issues in Practice, Policy &

Tabachnick, B. G, & Fidell, L. S. (2006). Using multivariate statistics (5th ed.) Boston, MA: Allyn & Bacon.

Toporek, R. L. (2006). Handbook for social justice in counseling psychology: Leadership, vision,

& action. Thousand Oaks, CA: Sage.

Tryon, W. W., & Bernstein, D. (2003). Understanding measurement. In J. C. Thomas & M. Hersen (Eds.), Understanding research in clinical and counseling psychology (pp. 27-68). Mahwah, NJ: Erlbaum.

Worthington, R. L., & Whittaker, T. A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34, 806-838.

Additional References for Domain C

Bersoff, D. N. (2008). Ethical conflicts in psychology (2nd ed.). Washington, DC: American Psychological Association.

Corey, G., Corey, M., & Callanan, P. (2010). Issues and ethics in the helping profession (8th ed.). Belmont, CA: Brooks/Cole Publishers.

Lazarus, A. E., & Ofer, Z. (Eds.). (2002). Dual relationships and psychotherapy. New York: Springer Publishing.

Hanson, S. L., Kerkhoff, T. R., & Bush, S. S. (2005). Health care ethics for psychologist: A

casebook. Washington, DC: American Psychological Association.

Herlihy, B., & Corey, G. (2006) ACA ethical standards casebook (6th ed.). Alexandria, VA: American Counseling Association.

Herlihy, B., & Corey, G. (2006) Dual relationships in counseling (2nd ed.). Alexandria, VA: American Counseling Association.

Houser, R., Wilczenski, F. L., & Ham, M. (2006). Culturally relevant ethical decision-making in

counseling. Thousand Oaks, CA: Sage.

Keith-Spiegal, P., & Koocher, G. (2008) Ethics in psychology and the mental health professions:

Standards and cases (4th ed.). New York: McGraw-Hill Publishers.

Knapp, S.J. (Ed.) (2011). APA handbook of ethics in psychology. Washington, DC: American Psychological Association

Pack-Brown, S.P. & Williams, C.B. (2003). Ethics in a multicultural context. Thousand Oaks, CA: Sage.

Pope, K., & Vasquez, M. (2011). Ethics in psychotherapy: A practical guide (4th ed.). San Francisco, CA: Jossey Bass.

Remar, R., & Hubert, R. (1996). Law & mental health professionals in Georgia. Washington, DC: American Psychological Association.

Remley, T. P., & Herlihy, B. (2010). Ethical, legal, and professional issues in counseling (3rd

ed.). Upper Saddle River, NJ: Prentice Hall.

Sales, B. D., & Folkman, S. (2000). Ethics in research with human participants. Washington, DC: American Psychological Association.

Thomas, J.T. (2010). The ethics of supervision and consultation: Practical guidance for mental

health professionals. Washington, DC: American Psychological Association. The past 3-5 years of the following journals:

The American Psychologist The Counseling Psychologist Journal of Counseling Psychology Journal of Counseling and Development

Professional Psychology: Research and Practice APA Monitor on Psychology