Professional Counseling
Student Handbook
highlands
new mexico
university
Professional Counseling
School Counseling
Rehabilitation Counseling
The Professional Counseling emphasis follows the recommendations of the Council for Accreditation of Counseling and Related Education Programs(CACREP) and has been approved by the New Mexico Counseling and Therapy Practice Board. The School Counseling emphasis has been approved by the New Mexico Public Education Department. The Rehabilitation Counseling emphasis is accredited by the Council on Rehabilitation Education (Core). The Rehabilitation Counseling emphasis has been approved by the New Mexico Public Education Department.
School of Education
New Mexico Highlands University Box 9000
Las Vegas N.M. 87701 www.nmhu.edu/counseling Email: [email protected]
Effective FALL 2015 (In Process) 2 of 95
School of Education
Clinical Mental Health, School, & Rehabilitation COUNSELING DEPARTMENT STUDENT HANDBOOK Master of Arts in Education
We hope this Handbook will be of assistance to you, providing policies and answers to questions which you may have throughout your graduate work in the counseling field. Please feel free to contact us if you have any questions or concerns.
Las Vegas: Phone 505-‐454-‐3211 Website: www.nmhu.edu
Office Telephone E-‐mail
Dr. Geri Glover Las Vegas Campus (505) 454-‐3396 [email protected] Chair Santa Fe Center (505) 490-‐6075
Dr. Douglas Main Las Vegas Campus (505) 454-‐3519 [email protected] Rehabilitation Counseling
Dr. Jill Griffin Las Vegas Campus (505) 454-‐3396 [email protected] Clinical Counseling Santa Fe Center
Dr. Lori Rudolph Rio Rancho Center (505) 891-‐6920 [email protected] Clinical Counseling
Michael Morad-‐McCoy Rio Rancho Center (505) 891-‐6928 [email protected] Clinical Counseling
Dr. Jeannette Baca Rio Rancho Center (505) 891-‐6941 [email protected] School Counseling
Dr. Michael O’Brien [email protected]
Coordinator Rehabilitation Counseling
Dr. Kathryn Dziekan [email protected]
Rehabilitation Counseling
Dr. Chris Graham [email protected]
Rehabilitation Counseling
This Handbook is meant to supplement policies and procedures already established at New Mexico Highlands University. Guidelines and policies in this handbook change due to changes at the national, state, school, and/or departmental level. You are required to keep current with changes as they affect your status and program.
TABLE of CONTENTS
WELCOME ... 6
EDUCATION DEPARTMENT’S CONCEPTUAL FRAMEWORK ... 7
NMHU COUNSELING PROGRAM ... 7
Master of Arts Degree ... 7
MISSION OF THE COUNSELING DEPARTMENT ... 7
Mission of the Education Department ... 7
Counseling Education Program Philosophy ... 7
Self-‐Awareness ... 8
Counseling Disposition Inventory ... 8
PROGRAM PROCEDURES ... 9
Admission ... 9
Recruitment of Students ... 9
The Student’s Advisor ... 9
REVIEW OF PROGRESS ... 9
GPA and Passing Grades ... 9
Probation and Remediation ... 9
Review of Counseling ... 10
EXIT CRITERIA FOR COUNSELING AND GUIDANCE ... 10
Professional Paper ... 10
Counselor Preparation Comprehensive Exam (CPCE) ... 10
Degree Check ... 10
PROGRAMS OF STUDY, LICENSURE, CERTIFICATION ... 12
Core Courses ... 12
Clinical Mental Health Counseling Emphasis ... 12
Emphasis Objectives ... 12
Emphasis Competencies ... 13
Emphasis Area Courses ... 14
School Counseling Emphasis ... 14
Emphasis Objectives ... 14
Emphasis Competencies ... 15
Emphasis Area Courses ... 15
Rehabilitation Counseling Emphasis ... 16
Emphasis Competencies ... 16
Emphasis Area Courses ... 18
Vocational Evaluation ... 18
Counseling Certificate Programs ... 20
PRACTICUM AND COUNSELING INTERNSHIPS ... 23
Practicum ... 23
Internship ... 23
Goals & Learning Objectives ... 23
Internship Requirements ... 24
Liability Insurance ... 25
Selection of Internship Site ... 25
Expectations of Counseling Program ... 26
Expectations of Site ... 26
Expectations of the Student ... 26
Faculty Supervisor ... 27
On-‐Site Supervisor Qualifications ... 27
Evaluation of Student ... 27
Course Grading Policy ... 27
Course Attendance Policy ... 28
Documentation Requirements for Practicum and Internships ... 28
PROFESSIONAL PAPER ... 40
Recommended Outline ... 41
Title Page ... 43
SEQUENCING YOUR PROGRAM ... 44
Clinical Mental Health Counseling Emphasis ... Error! Bookmark not defined. School Counseling Emphasis ... Error! Bookmark not defined. Rehabilitation Counseling Emphasis ... Error! Bookmark not defined. FORMS ... 54
Sequence of Important Forms ... 55
Checklist for Graduate Admission/Progress in Counseling ... 56
Framework & Program of Study ... 58
Clinical Mental Health Counseling Emphasis ... 58
School Counseling Emphasis ... 60
Vocational Rehabilitation Counseling Emphasis ... 62
Course Substitution/Addition/Deletion Form ... 64
Graduate Transfer of Credit ... 65
Internship Documentation ... 67
Internship Log ... 68
Internship Agreement ... 69
Internship Activities ... 71
Internship Evaluation Supervisor Form ... 73
APPENDICES ... 78
Standards ... 79
Mental Health Core Curriculum Requirements ... 79
Licensure for School Counselors, Pre K-‐12 ... 81
Licensure in Rehabilitation Counseling, Grades Pre K-‐12 ... 83
Post-‐Masters Procedures for Licensure ... 86
Community Counselors ... 86
School Counselors ... 86
Tips From Your Fellow Students ... 87
Planning Your Degree ... 87
Practicum & Internship ... 87
Organizations ... 87
Internship Advice ... 88
WEB Links ... 89
Frequently Asked Questions ... 90
WELCOME!
Dear Counseling Student,
Welcome to the New Mexico Highlands University Counseling Program. You have entered during an exciting time for the profession. Counselors across the country are involved in growth and development. In the upcoming years, you will be an important part in the lives of others and in the advancement of the counseling profession.
We are here to make certain that you will receive the required training to prepare you in your future job as a clinical mental health counselor, school counselor or a rehabilitation counselor. This handbook will provide you with critical information to make the matriculation process most effective and efficient. Included at the end of the handbook are samples of many of the required forms (e.g., program plan) that you will need to complete as you progress. Also included are various Website links that we hope you will find valuable.
Stay in frequent communication with your advisor throughout your program to ensure that you are making the best decisions concerning your academic and professional career. We recommend advising at least once per semester. Again, welcome to the Counseling program at NMHU.
Sincerely,
Geri Glover, Ph.D., LPCC, RPT-‐S Chair, Counseling Department
SCHOOL OF EDUCATION’S CONCEPTUAL FRAMEWORK
The NMHU School of Education believes in democratic access to an education, both theoretical and authentic, that allows the reflective learner to continue to develop cultural schemas and diverse cognitive processing skills to construct a knowledge base, practice skills and develop professional dispositions in authentic settings needed to excel in education, leadership, counseling or other self-‐determined endeavors.
NMHU COUNSELING DEPARTMENT
Master of Arts Degree
New Mexico Highlands University offers a Master of Arts (MA) degree program with an emphasis in Clinical Mental Health Counseling, School Counseling or Rehabilitation Counseling.
Students interested in working toward a graduate degree in counseling are encouraged to contact the Counseling Program, the NMHU Admissions Office, and the NMHU Graduate Office to receive the necessary forms and information concerning the application procedure.
The clinical mental health counseling emphasis area is designed to meet requirements set by the New Mexico Counseling and Therapy Practice Board for licensure as a licensed mental health counselor (LMHC).The school counseling emphasis area is designed to meet requirements for licensure in school counseling set by the State of New Mexico Public Education Department. The rehabilitation counseling emphasis is designed to meet requirements set by the National Commission on Rehabilitation
Counselor Certification for certified rehabilitation counselors. The rehabilitation counseling emphasis also meets requirements for Licensed Rehabilitation Counselor in the schools set by the State of New Mexico Public Education Department.
Mission of the Counseling Department
The mission of the NMHU Counselor Education Program is to train entry-‐level counselors who are prepared for positions in community service agencies as mental health counselors, in school systems as school counselors, or in rehabilitation settings as rehabilitation counselors. Throughout their program of training, the emphasis is on the growth and development of each student to promote a positive self-‐ concept and to maximize potential in all domains. The program is student-‐centered and outcome-‐ based, seeking to train individuals who are skilled in working with diverse populations and who are ethical, competent, reflective practitioners. Proactive, knowledgeable, professional counselors are crucial to the growth of the profession.
Counseling Department Philosophy
The Counseling Department supports and promotes the following statements:
1. The counselor is a vital component in the mental health delivery system, the school system, and rehabilitation settings.
2. Effective counselors are client-‐centered and outcome-‐based.
3. The growth and development of each person requires an ongoing daily interaction which promotes positive self-‐concept and mental health.
4. The highest level of ethics is required in order to experience the most effective counseling.
5. Team participation and cooperation are necessary to promote positive client outcomes.
6. Proactive, knowledgeable counselors are needed if counseling is to thrive and expand.
7. The personal and professional growth of each counselor directly affects all of us.
Self-‐Awareness
The counselor’s self development is a vital ingredient in the helping relationship, and counselor trainees within the program understand the necessity for learning about themselves and their relationship with others. As such, the program emphasizes a personal and professional growth orientation.
Students are expected to experience both professional and personal growth. To facilitate such growth, courses include self-‐awareness and self-‐exploration exercises which are used to enhance self-‐
knowledge and awareness.
Counseling Disposition Inventory
“Carl Rogers (1961) stated that the person of the counselor has a greater impact on the therapeutic process than the skills and techniques used. Cavanagh (1982) supported Rogers’ supposition indicating that the personality of the counselor is more important than skills and knowledge. In the counseling process, the person of the counselor is the instrument through which the services are provided. While different counselors may use the same techniques, the delivery of these techniques will not be the same because the instruments being used to deliver the services are not the same” (Pierce, 2010, p. 48).1
Students in the NMHU Counseling Program will be evaluated on the following dispositions several times throughout their programs to insure understanding and progress toward their future roles as counselors.
1. Empathy (the counselor senses accurately the feelings and personal meaning that the client is experiencing and communicates this acceptant understanding to the clients).
2. Genuineness (client is willing to be authentic, open, honest within the helping relationship). 3. Acceptance (being able to regard clients unconditionally, despite differences in cultural
heritage, values, or belief systems).
4. Open-‐Mindedness (freedom from fixed preconceptions and an attitude of open receptive that which the client is expressing).
5. Cognitive Complexity (ability to view an individual within both an individualistic and systemic framework).
6. Psychological Adjustment (willingness to self-‐reflect and promote one’s psychological well-‐ being).
1).
Pierce, L. M. (2010). An Exploration of the Relationships among Wellness, Spirituality, and Personal Dispositions of Practicing Professional Counselors. PhD diss., University of Tennessee, 2010. http://trace.tennessee.edu/utk graddiss/738
7. Competence (monitoring one’s effectiveness, knows when to consult with others, keeps current on newest trends in the field).
8. Sensitive to issues of diversity (competent in counseling diverse clients).
PROGRAM PROCEDURES
Admission
See NMHU Graduate Catalog.
Counseling students can be admitted during the Fall and Spring semesters.
APPLICATION DEADLINES:
Spring Semester November 15th Fall Semester April 15th
Recruitment of Students
It is the policy of the Counseling Program at NMHU to actively recruit students from a variety of
backgrounds, experiences, and cultural influences. The NMHU Counseling Program values diversity and plans to engage in activities and strategies that will broaden its student population and faculty
resources and student experiences to include persons representative of ethnic/racial minorities, various religions, different sexual orientations, both genders, persons with disabilities, various age groups, persons who speak languages other than English, and people from a variety of socio-‐economic backgrounds.
The Student’s Advisor
The faculty advisor serves as a mentor as well as an adviser and should be consulted about registering for classes, about career plans and opportunities, about possible practicum and internship experiences that would be consistent with the student's goals, about courses that might enhance the graduate training program, and about matters relating to transfer of credits from other universities or colleges.
Students are assigned one of the faculty as an advisor upon being admitted to the program. The student’s advisor will assist him/her with developing a program plan. Any deviation or substituting from the required program must be approved by the advisor. Students should consult advisors each semester in order to plan courses in the appropriate sequence.
REVIEW OF PROGRESS
GPA and Passing Grades
All students must maintain an overall 3.0 GPA or higher. All practicum and internships must be passed to enroll in subsequent practicum or internship.
Probation and Remediation
In the event a student is placed on probation, a remediation plan will be developed by the student and the advisor with the approval of the counseling faculty. This plan will be in writing and will be signed by both the student and the advisor. A copy of the plan will be provided to the student and a copy will be placed in the student's file.
Review of Counseling
The counseling student will be assessed by the faculty after completing Counseling Practicum in Clinical Mental Health/School and Rehabilitation Counseling. (If concern is raised, this process can begin at any level.) The purpose of this review is to inform the student of her/his potential for
development as a counselor as specified both by New Mexico Highlands University and the American Counseling Association (ACA), the American School Counselor Association (ASCA), or the Council on Rehabilitation Education (CORE).
1. After the student has fulfilled the required courses, and the Student Review Form has been completed, the Counseling Department Chair will review the form with the faculty supervisor and recommend one of the following:
a) The student may be asked to repeat a portion of the Counseling Practicum or do an additional Counseling Practicum.
b) When there are believed to be deficiencies, the student and the advisor will develop a plan of action specifying what the student must do to obtain additional skills and knowledge to proceed in the area of emphasis.
c) The student may be advised to transfer to a different area of emphasis within the master’s program.
EXIT CRITERIA FOR COUNSELING AND GUIDANCE
1. Students work with their advisor (or another assigned faculty) to write the professional paper). The final professional paper must be reviewed and approved by all counseling faculty of the student’s identified home campus (i.e. Las Vegas or Rio Rancho) in order for the student to successfully pass this criteria.
2. Students will take the Counselor Preparation Comprehensive Exam (CPCE)* ) on a specified day, to be arranged each semester. Exams are usually exams given in the months of October and March.
3. Early in the semester, prior to graduation, students must complete a Degree Check )with the Graduate Office.
*Counselor Preparation Comprehensive Exam (CPCE
The Counselor Preparation Comprehensive Examination is published by the National Board for
Certified Counselors. It is a required exam for all Highlands Counseling Program students and must be passed in order to receive a diploma.
Students need to score a minimum of 70 total for all 8 areas to pass. This score is not a percentage but a raw score which means you need to answer correctly on 70 total items. For those who do not pass the test, you can retake the exam. If you retake the exam, and do not meet the minimum score, an alternative may be provided. [Proposed alternative: If you do not pass the exam, an alternative set of test banks that correlate to each of the 8 areas may be provided which is administered through the Counseling Department, self-‐paced, open-‐book, and can be taken as many times as necessary to meet the minimum scores required.]
These eight core areas, which constitute the CPCE, serve as the primary theoretical basis for the examination. The CPCE covers the eight Council for the Accreditation of Counseling and Related Educational Programs (CACREP) common-‐core areas as defined by their Standards for Preparation:
1. Human Growth and Development-‐ studies that provide an understanding of the nature and needs of individuals at all developmental levels.
2. Social and Cultural Foundations-‐ studies that provide an understanding of issues and trends in a multi-‐ cultural and diverse society.
3. Helping Relationships-‐ studies that provide an under-‐ standing of counseling and consultation processes.
4. Group Work-‐ studies that provide an understanding of group development, dynamics, counseling theories, group counseling methods and skills, and other group work
approaches.
5. Career and Lifestyle Development-‐ studies that provide an understanding of career development and related life factors.
6. Appraisal-‐ studies that provide an understanding of individual and group approaches to assessment and evaluation.
7. Research and Program Evaluation-‐ studies that provide an understanding of types of research methods, basic statistics, and ethical and legal considerations in research. 8. Professional Orientation and Ethics-‐ studies that provide an understanding of all aspects
of professional functioning including history, roles, organizational structures, ethics, standards, and credentialing.
PROGRAMS OF STUDY, LICENSURE, CERTIFICATION
On the following pages you will find copies of the programs of study for the Clinical Mental Health Counseling, the School Counseling and the Rehabilitation Counseling Emphasis areas.
A student who completes the Clinical Mental Health Counseling Emphasis is eligible to apply for licensure with the New Mexico Counseling and Therapy Practice Board.
A student who completes the School Counseling Emphasis is eligible to apply for licensure as a School Counselor with the New Mexico Department of Education.
A student who completes the Rehabilitation counseling emphasis area is eligible to apply for licensure as a Rehabilitation Counselor with the New Mexico Department of Education. Those who complete the accredited program requirements are eligible to sit for the National Certification Examination in Rehabilitation Counseling. The CRC credential has been adopted by 15 states for persons working as Rehabilitation Counselors, in Workers Compensation and/or private sector rehabilitation settings. The CRCC certification standards have been incorporated into the Federal Regulations for Intermediate Health Care Facilities.
The NMHU Counseling Department supports students seeking licensure in areas outside an initial emphasis through a post-‐graduate certificate program.
Core Courses
COUN 601 – Professional Orientation (pre-‐requisite for most courses) COUN 603 – Theory and Practice of Career Development
COUN 605 – Pre-‐Practicum in Counseling Skills (Pre-‐requisites 601,606)
COUN 606 – Theory and Principles of Individual Counseling (Pre-‐requisite for most courses)
COUN 607 – Techniques of Group Counseling (pre-‐requisites 601,606) COUN 608 – Appraisal of Individual, Group, and Family COUN 611 – Multicultural Counseling COUN 634 – Practicum in Counseling (Pre-‐requisites 601,605,606,607, (615 if in Prof or School Emphasis) COUN 698 – Internship in Counseling (6 credits) (Pre-‐requisites 601,605,606,607, (615 if in Prof or School Emphasis), 634
Additional Core Courses
GNEd 605 – Statistics for Education GNEd 610 – Educational Research Interpretation
CLINICAL MENTAL HEALTH COUNSELING EMPHASIS Objectives
The Clinical Mental Health Counseling emphasis is designed to prepare students to be effective, proactive professionals who can develop, organize, and implement outstanding and comprehensive
counseling programs. The primary program objectives are:
1. Students will demonstrate knowledge in all aspects of the counseling and human development needs of a diverse society.
2. Students will implement their knowledge base of the needs of a diverse society and of comprehensive counseling theory and practice into the professional counseling program pre-‐ practicum, practicum , and internship experiences.
3. Student will demonstrate knowledge in all dimensions and components of counseling program management, including, but not limited to: program organization and evaluation, individual, family, and small group counseling, outreach, crisis intervention, consultation, evaluation, and research.
4. Students will demonstrate the ability to develop counseling techniques, and process skills.
5. Students will participate in personal and professional growth activities during their Graduate Program.
Competencies
1. Students will understand the basic principles of human growth, development and learning, and how these principles facilitate the counseling process.
2. Students will demonstrate a clear and concise understanding of the various counseling theories, techniques, and procedures.
3. Students will demonstrate skills basic to the specific modes of counseling.
4. Students will establish and maintain constructive facilitative and ongoing relationships with clients through the use of the differentiated interpersonal skills.
5. Students will effectively communicate relevant information to clients.
6. Students will evaluate data gathered from counseling sessions in such a way that integration of this information into the client’s lifestyle is possible.
7. Students will understand the dynamics of individual behavior in the counseling relationship and recognize, if necessary, the need for changes in feelings, attitudes, cognitions, and/or behavior.
8. Students will understand the dynamics of group behavior, and design and implement
appropriate interventions, if necessary, for desired changes in feelings, cognition, attitudes, and behavior.
9. Students will understand the process of family systems and will design and implement systemic interventions appropriate to the uniqueness of each family.
10.Students will make a commitment of primary responsibility to clients when necessary while providing adequate communication with others in the client’s environment, without violating the confidentiality of the counseling relationship.
11.Students will develop an internally consistent personal approach to counseling.
12.Students will recognize personal and professional limitations and make proper referrals that will enhance the nature of the counseling relationship.
Courses
COUN 610 – Assessment and Treatment Planning in Counseling (Pre-‐requisite for Clinical Mental Health Counseling Internship) COUN 612 – Mental Health Ethics: Law and Practice
COUN 615 – Family Counseling COUN 629 – Trauma and Crisis Intervention
(Pre-‐requisite for Clinical Mental Health Counseling Internship) COUN 625 – Counseling the Individual Across the Lifespan (Pre-‐requisite for Clinical Mental Health Counseling Internship)
[Electives -‐-‐ 9 credits chosen in consultation with advisor.]
SCHOOL COUNSELING EMPHASIS
Objectives
The School Counseling Program is designed to prepare students to be effective, proactive professionals who can develop, organize, and implement outstanding and comprehensive school counseling
programs. The primary program objectives are:
1. Students will demonstrate knowledge in all aspects of the counseling and human development needs of a diverse and multi-‐cultural society.
2. Students will implement their knowledge-‐base of the needs of a diverse society and of
comprehensive educational theory and practice into the school counseling programs practicum and internship experiences.
3. Students will demonstrate knowledge in all dimensions and components of a school counseling program including, but not limited to: program organization and evaluation, competence-‐based classroom group guidance systems, small group counseling and enrichment programs,
individual counseling, parent and staff development, consultation, assessment, and research.
4. Students will demonstrate the ability to develop a comprehensive, developmental counseling program designed on a solid base of research, counseling and educational theory, counseling techniques and process skills.
5. Students will participate in personal and professional growth opportunities during their Graduate Program.
Competencies
1. Students will be able to provide individual and group counseling to meet remedial, preventative, and developmental needs.
2. Students will be able to assist students with educational and career decision-‐making through individual and group guidance.
3. Students will be able to provide consultation to teachers with special emphasis on helping students with developmental needs, behavioral assessments, and classroom management.
4. Students will be able to consult with parents regarding their child’s academic and social adjustment.
5. Students will be able to contribute to and develop curriculum.
6. Students will be able to administer and interpret assessment instruments to assist students in understanding their interests, aptitudes, and abilities for the purpose of rendering educational, social, and career decisions.
7. Students will be able to assist students in achieving successful educational and career placement based on interest, aptitudes, abilities, and achievements.
8. Students will be able to coordinate referrals to school psychologists, nurses, social workers, and other community providers.
9. Students will be able to coordinate needs assessment of students, teachers, and parents to determine the scope and delivery of the guidance program.
10.Student will be able to develop and evaluate school guidance and counseling plans based on student needs that include goals, objectives, resources, and time lines.
11.Students will be aware of the ethical standards for the school counseling profession.
12.Students will be aware of cultural differences and values of all ethnic groups and be able to adapt their work in relation to the multi-‐cultural and diverse populations with which they work.
13.Students will be aware of global issues and perspectives and ways they pertain to counseling.
Courses
(pre-‐requisite for School Counseling Internship)
COUN 615 – Family Counseling COUN 620 – Organization and Administration of
School Counseling Programs (pre-‐requisite or co-‐requisite for School Counseling Internship)
[Elective – 3 credits chosen in consultation with advisor]
REHABILITATION COUNSELING EMPHASIS
Objectives
The Rehabilitation Counseling Program is designed to prepare students to be effective, proactive professionals who can develop, organize, and implement rehabilitation plans for persons with disabilities. The primary program objectives are:
1. Students will demonstrate knowledge in all aspects of the counseling and human development needs of persons with disabilities in a diverse and multicultural society.
2. Students will implement their knowledge of rehabilitation counseling with persons with disabilities in their practicum and internship experiences.
3. Students will demonstrate knowledge in all dimensions and components of the rehabilitation counseling profession to include: foundations of rehabilitation counseling, counseling services, case management, vocational and career development, assessment, job development and placement, and research.
4. Students will participate in personal and professional growth opportunities during their Graduate Program.
Competencies
Foundations of Rehabilitation Counseling:
1. Students will be aware of the history and philosophy of rehabilitation and the legislation affecting individuals with disabilities.
2. Students will understand the organizational structure of the vocational rehabilitation system, including public, private and not-‐for-‐profit service delivery systems.
3. Students will be aware of the laws and adhere to the ethical standards governing the practice of rehabilitation counseling.
4. Student will be aware of societal issues, trends, and developments as they relate to rehabilitation.
Counseling Services:
1. Students will understand the principles of human behavior, personality and human growth and development.
2. Students will understand the various counseling theories, techniques and procedures as they are applied to individuals, groups, families and the community.
3. Students will demonstrate skills basic to specific modes of counseling.
4. Student will demonstrate an understanding to diversity and issues of ethnicity, culture, gender and disability.
5. Students will be aware of social, environmental and attitudinal barriers to individuals with disabilities.
6. Students will demonstrate knowledge of the delivery of counseling services to a variety of disability populations in diverse settings.
Case Management:
1. Students will understand the case management process, to include case finding, service coordination, referral to and utilization of other disciplines, and client advocacy.
2. Students will understand how to plan for the provision of independent living services and vocational rehabilitation services.
3. Students will know how to identify and use community resources and services in rehabilitation planning.
4. Students will understand how computer applications and technology can be utilized for caseload management, functional assessment and job matching.
Vocational and Career Development:
1. Students will understand the vocational aspects of disabilities, including theories and approaches to career development and exploration.
2. Students will be familiar with labor market trends, sources of occupational information and understand the importance of meaningful employment.
Assessment
1. Students will demonstrate knowledge of the medical aspects of disability, loss of function due to disability, and interaction resources such as assistive technology.
2. Students will understand the psychosocial aspects of disability and their impact on the family, the individual and the implications for personal, social and cultural adjustment.
3. Students will demonstrate an understanding of testing and evaluation to include available resources, interpretation strategies and vocational evaluation procedures.
Job Development and Placement:
1. Students will demonstrate an understanding of the job development and placement process, employer contact procedures and supported employment.
2. Students will be familiar with job analysis, job restructuring and work-‐site modification.
Courses
COUN 642 – Case Management/Job Placement
COUN 640 – Rehabilitation Foundations SPED 673 – Medical Aspects of Disability
SPED 674 – Psycho-‐Cultural/Psychosocial Aspects of Disability
Vocational Evaluation Specialization (Optional) COUN 646 – Foundations of Vocational Evaluation COUN 648 – Advanced Vocational Evaluation
Counseling Certificate Programs
Each certificate program is comprised solely of each concentration’s specialization courses plus one semester of internship in that concentration’s setting. Thus, the School Counseling Certificate requires one semester of internship in a school setting, and the Rehabilitation Counseling Certificate requires one semester in a Rehabilitation setting. There is no extra semester of internship required for the Clinical Mental Health Counseling Certificate because the licensing body for the Licensed Mental Health Counselor (LMHC) designation requires a total of nine semester hours of combined Practicum and Internship to qualify for licensure. They do not look at where the Practicum or Internship was conducted. (See the following Counseling Certificate Form)
Students will apply to the Counseling Certificate Program through the same process as they did to be admitted initially into the Counseling Department. They must have received a Master’s Degree in Counseling or a related field as determined by the Counseling faculty. The length of each certificate program will be between two and three semesters. The courses that are required for each certificate are the same as are offered to our regular students. Certificate students will take the required courses at the same time they are offered for the regular students.
Each Certificate program will commence for students in the semester that immediately follows the students’ acceptance into it. It is hoped that each student in any of the three Certificate programs will be eligible for receiving financial aid just as any other qualified regular student.
SCHOOL OF EDUCATION COUNSELING CERTIFICATE FORM
These Certificate Programs lead to licensure in the respective fields.
PLEASE TYPE:
Name: Student I.D.
Mailing Address: City: State: Zip: Permanent Address: City: State: Zip: Hm Phone: Other Phone: E-‐Mail Address:
Programs are open to students with a Master’s Degree in Counseling, or a Related Field as determined by the counseling faculty. Indicate by checking the box in front of the Counseling Certificate Program you plan to complete.
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COURSES REQUIRED FOR CLINICAL MENTAL HEALTH COUNSELING CERTIFICATE PROGRAM (*LMHC) CIP 51.1508
Dept Course
Number Title Semester Hours Grade Where Taken Semester Taken
COUN 610 Assessment & TX Planning in Counseling 3.0 COUN 612 Mental Health Ethics: Law & Practice 3.0 COUN 615 Family Counseling 3.0 COUN 629 Trauma and Crisis Intervention 3.0 COUN 625 Counseling Individuals Across the Lifespan 3.0
COURSES REQUIRED FOR SCHOOL COUNSELING CERTIFICATE PROGRAM (*PED K-‐12) CIP 13.1101
Dept Course
Number Title Semester Hours Grade Where Taken Semester Taken
COUN 602 Counseling Children and Adolescents 3.0
COUN 615 Family Counseling 3.0
COUN 620 Organ. & Admin. of School Counseling Programs 3.0 COUN 698 Internship in School Counseling 3.0
COURSES REQUIRED FOR REHABILITATION COUNSELING CERTIFICATE PROGRAM (*PED K-‐12, **CRC) CIP 51.2310
Dept Number Course Title Semester Hours Grade Where Taken Semester Taken COUN 640 Rehabilitation Foundations 3.0
COUN 642 Case Management/Job Placement 3.0 COUN 644 or
646 Foundations of Transitions Planning OR Foundations of Vocational Evaluation 3.0 COUN 698 Internship in Rehabilitation Counseling 3.0 SPED 673 Medical Aspects of Disability 3.0 SPED 674 Psycho-‐cultural/Psychosocial Aspects of Disability 3.0
STUDENT SIGNATURE: DATE: ADVISOR SIGNATURE: DATE: DEAN SIGNATURE: DATE:
* Coursework qualifies a person to apply for licensure. Licensure is conferred by respective state agency.
** Coursework qualifies a person to apply for National Rehabilitation Certification (CRC) under Category R if applicant meets requirement of thirty-‐six months of acceptable work experience including twenty-‐four months supervised by a CRC.
PRACTICUM AND
PRACTICUM AND COUNSELING INTERNSHIPS
Practicum students must complete 100 clock hours during the semester. This averages about 7 hours per week each week of the semester. Of those 7 hours, 2-‐3 hours per week must be direct client contact. One hour of supervision is required per week. Students on the Las Vegas campus are generally required to complete most of these hours at the Las Vegas Counseling Training Center. If attendance at an on-‐site Counseling Training Center is not available, or does not provide sufficient hours, the student will need to find an off-‐campus practicum site. In the practicum class, students are expected to have a minimum of 40 hours of direct client contact. The faculty person who conducts the practicum class can assign any other work he/she deems appropriate.
Internship students must complete 300 clock hours of onsite work each semester. Internships typically run two semesters and the total number of hours on-‐site is 600. During the semester, 300 hours breaks down to roughly 20 hours per week on-‐site. Of that time, 40% (or 120 hours) must be in direct client contact, or approximately 8 hours of client contact per week. One hour of supervision is required per week. The time spent in the internship seminar will count toward the total hours.
Each student must have an internship setting that is appropriate for his/her emphasis. In the case of dual emphases, the student will do one semester of internship at a site appropriate for each emphasis. For example, a student doing a dual emphasis in Clinical Mental Health Counseling and in School Counseling will do one semester in a community mental health center and one semester in a school setting.
All internship students will come together for one classroom meeting every other week for the internship seminar. Students will meet with the faculty supervisor responsible for their respective emphasis.
Goals & Learning Objectives
The internship is designed to provide the student with an opportunity to practice and expand his or her counseling and/or guidance skills in a setting other than the university environment. The on-‐site
supervisor will closely monitor student activities, provide effective and appropriate feedback, work co-‐ operatively with the university supervisor, and encourage student participation in a variety of on-‐site activities.
Students may also use on-‐site facilities at the university for group supervision sessions and continued expansion and evaluation of counseling skills through use of counseling labs, video and audio
equipment, and supervision.
During the internship, students will be expected to demonstrate a commitment to implementing and expanding the following skills:
• Establishing and maintaining client caseload
• Demonstration and application of appropriate counseling and/or guidance skills • Development of specialized skills relevant to the requirements of the host site
• Establishing and maintaining effective working relationships with staff, supervisors and
colleagues
• Demonstration of willingness to meet professional obligations
• Demonstration of willingness to learn and sensitivity to feedback
• Demonstration of multicultural awareness and skills in dealing with a culturally diverse
population
• Demonstration of willingness to explore and use community resources for referrals
Internship Requirements
Students must be prepared to commit a total of 600 hours to the internship which may extend over one or two semesters. Distribution of internship hours must be as follows:
1. Direct Service: Client contact (one/one, couples, family, group) minimum 240 hours or 40% of total internship hours.
2. Indirect Service: Case/progress notes, treatment planning, obtaining and reviewing client-‐ specific records and assessments, and consultation with outside agencies.
3. Individual supervision with on-‐site supervisor. 1 hour/week minimum 15-‐30 hours. 4. Group supervision with university supervisor: 1 ½ hours/week minimum.
5. Additional hours spent in staff meetings, case presentations, peer and/or supervisor observations, in-‐service training, transcript and analysis of audio/video tapes*, or other activities approved in advance by student’s supervisors.
*All students are required to furnish their own audio/video equipment.
Students will be expected to keep a weekly log of hours spent in internship activities. These logs must be kept current and ready for review at any time during the internship by the intern student’s
supervisor. Logs would consist of daily notations indicating date and amount of time allotted to each activity. Weekly summaries of experiences, reaction to experiences, information learned, future goals and problems should be included.
STANDARDS AS OUTLINED BY CACREP
PRACTICUM
F. Students must complete supervised practicum experiences that total a minimum of 100 clock hours over a minimum 10-‐week academic term. Each student’s practicum includes all of the following: 1. At least 40 clock hours of direct service with actual clients that contributes to the development of
counseling skills.
2. Weekly interaction that averages one hour per week of individual and/or triadic supervision throughout the practicum by a program faculty member, a student supervisor, or a site supervisor who is working in biweekly consultation with a program faculty member in accordance with the supervision contract. 3. An average of 1 1/2 hours per week of group supervision that is provided on a regular schedule
throughout the practicum by a program faculty member or a student supervisor.
4. The development of program-‐appropriate audio/video recordings for use in supervision or live supervision of the student’s interactions with clients.
5. Evaluation of the student’s counseling performance throughout the practicum, including documentation of a formal evaluation after the student completes the practicum.
INTERNSHIP
G. The program requires completion of a supervised internship in the student’s designated program area of 600 clock hours, begun after successful completion of the practicum. The internship is intended to reflect the comprehensive work experience of a professional counselor appropriate to the
designated program area. Each student’s internship includes all of the following: 1. At least 240 clock hours of direct service, including experience leading groups.
2. Weekly interaction that averages one hour per week of individual and/or triadic supervision throughout the internship, usually performed by the onsite supervisor.
