Mental HealthCounseling is a distinct profession with national and state standards for education, training, and clinical practice. Mental Health Counselors provide a full range of services for individuals, couples and families, and groups. The Master of Arts in Mental HealthCounseling Program at Marist College is approved by the New York State Education Department as providing the academic preparation necessary to become a Licensed Mental Health Counselor in New York State. The 60-credit Mental HealthCounseling Program emphasizes the personal and professional growth of its students, fostering self-awareness and a deeper understanding of others. The Program curriculum is rich in coursework stressing the theory and practice of coun- seling, assessment, and research, and underscores the importance of a multicultural approach. Counselors-in-training gain the knowledge and skills necessary to provide quality mental health care to help their clients function effectively in all aspects of their lives.
The University of San Diego’s Clinical Mental HealthCounseling specialization seeks to have a diverse cohort of students comprised of both male and female students and representing diversity in culture and race/ethnicity. Data on diversity of the incoming class inform outreach, recruitment, and admissions processes each year (See Figures 3 and 4). In addition, data on reasons for declining admission (collected by our Admissions Office from students who are admitted but decline our offer) inform recruitment efforts for the following year. For example, this year we made concerted efforts to reduce time between application and decision in response to feedback. We had an early admission deadline of January 8, 2014 and processed those applications, including interviews by March 7, 2014. The regular application deadline was February 21, 2014 with interviews taking place on April 4, 2014. Our goal is to maintain our high quality of applicants, as shown by the grade point averages reported in Figure 5.
Probation/dismissal can also occur for non-academic reasons. The MA in Mental HealthCounseling educates and trains practitioners, and in this regard has responsi- bility to safeguard the welfare of the public. Many graduates of this program will take positions as counselors in the community, necessitating the highest level of ethical functioning, professional behavior, and personal adjustment. In order to help ensure the community well being, the department reserves the right to place on probation or dismiss from the program any student it judges to be ethically or psychologically unfit to function as a Mental Health Counselor. Such judgments can be made at any time during the program, but students will be advised as soon as faculty are aware of potential problems.
During the internship, the intern is expected to be involved with all activities that a regularly employed member of the staff of the assigned Clinical Mental HealthCounseling area is expected to perform. Monitoring and supervision are conducted by both the on-site supervisor and the campus supervisor. Interns are required to return to the campus of Edinboro University for scheduled group intern seminar sessions conducted by the campus supervisor. Interns will also meet individually with the campus supervisor, both on-campus and during site visits. The on-site supervisor will maintain daily contact and supervision with the intern and spend at least one hour per week in individual supervision with the intern. Interns will record a minimum of five audio and/or video tapes of their interactions with clients which will be reviewed and critiqued in group and individual supervisory sessions. The internship experience will include as many of the following activities as can be provided:
Ms. Bryer holds certification in both school psychology and school counseling and has recently retired from the local special education agency. She has taught and supervised ISU school counseling students as a part-time adjunct for the past 9 years. Dr. Elmore comes to our department from a local mental health agency, where he has been working as a mental health clinician for many years. He has supervised interns from ISU for several years and has a long-standing relationship with the mental healthcounseling faculty. Ms. Bryer has agreed to serve as the clinical placement coordinator for the mental healthcounseling program. Drs. Balch and Tucker will coordinate placement for the school counseling students. Dr. Elmore has agreed to serve as the clinical facility director to coordinate activities in the counseling clinic.
The findings emphasize the value of collecting data from multiple informants. The relationship between dis- agreement in parent and PCP reports of counseling and factors that have been shown to be related to the iden- tification and treatment of children’s mental health problems in primary care suggests that disagreement may not be solely attributable to different definitions of counseling. Furthermore, the results of the sensitivity analyses, the wording of the items used to collect the outcome data, and the fact that nearly all parents who reported counseling also reported the discussion of men- tal health suggest that parents and PCPs likely shared a common definition of the word counseling. Nonetheless, this research is a starting point for future work to inves- tigate the content and perceptions of mental healthcounseling delivered in primary care. Qualitative re- search with PCPs, parents, and youths may best answer what each perceives as counseling and what specific services constitute counseling.
The programs in Marriage & Family Counseling and Mental HealthCounseling provide individuals with theological distinctiveness, contemporary scholarship and professional counseling skills to serve within the local church, para-church organizations, counseling centers, personnel offices, hospitals, prisons, retirement centers, and a variety of human service settings. Each program emphasizes that every person is worth understanding and, through a competent counselor, can achieve a marked difference in his or her life.
The CRMH recruits, admits, and retains a culturally diverse student body that is prepared to work in a variety of rehabilitation and mental healthcounseling settings. The program strives to prepare professionals who are multicultural competent and able to provide rehabilitation and mental healthcounseling in a legal and ethical manner, adhering to the Code of Professional Ethics and Scope of Practice for the profession. The CRMH program provides a high quality learning environment which stimulates interactions and communication with faculty and with other students. The program provides opportunities for students to have exposure and interaction with leaders and workers in the profession, consumer and advocacy groups and other helping professionals. Students are encouraged to develop skills for lifelong learning through
The Master of Arts in Clinical Mental HealthCounseling is designed to provide advanced and broad training for South University graduate students regarding theories, principles, and dynamic applications in the field of clinical mental healthcounseling. Students develop the skills necessary to engage in effective assessment and treatment practices, achieve competence for ethical, legal, and professional issues, and understand the significance and utility of research to the field. Faculty members are dedicated to maintaining high teaching standards, developing intellectual curiosity, advancing critical thinking, and engaging in service to the University, community, and profession. The program promotes an understanding and appreciation of individual and cultural diversity, instills an awareness of the need for ongoing education beyond graduation, and prepares those pursuing a doctoral degree in the field through granting the terminal master’s degree.
The Mental HealthCounseling Program has designated a faculty member to serve as the Coordinator of Clinical Training. In this role, the faculty member will work in collaboration with students to formalize practicum site placement. The student has the responsibility to find and secure an appropriate practicum site. It is the student’s responsibility to keep the Coordinator of Clinical Training updated on progress. Once the student and prospective site supervisor have reached an agreement, the student must notify the Coordinator of Clinical Training who will then confirm that the placement is able to provide the student with supervised clinical experiences that meet the learning objectives of the internship. A key
REGISTRATION: Unlike any other class, Internship cannot be registered for directly. To register, log on to SCOTS. Click on Look Up Classes to Add, then scroll down to Intent (NOT Counseling). You will want to register for either 6 graduate credits or 3 graduate credits depending on whether you are doing 600 hours (6 credits) or 300 hours (3 credits). Once your paperwork has been signed it goes directly to Records and Registration and they will
program. Our students also hail the course, CN 699 Research Thesis, in our programs as a very heavy load for 3 credits and consequently a consideration has been made to offer it as a two semester 6-credit course. The alternative capstone CN 698 Oral Comprehensive Examination already has a prerequisite in CN 581 Evaluation Writing in Counseling Casework that would parallel the proposed 6 credits for Thesis. The student who would like to consider using testing inventories in the counseling field and would likely be the aspiration of the MH student would select the course, CN 698. This is also an alternative that is most similar the master-level of the Psy.D. Program. However, these two options do not cover every student’s intended desire for future development within their
challenges. The 2005 American Counseling Association Code of Ethics, in Section F.8.b, states in part, “Counselors-in-training refrain from offering or providing counseling services when their physical, mental, or emotional problems are likely to harm a client or others. They are alert to the signs of impairment, seek assistance for problems, and notify their program supervisors when they are aware that they are unable to effectively provide services.” Faculty members too will be monitoring student behaviors. Section F.9.b of the Code of Ethics states in part, “Counselor educators, throughout ongoing evaluation and appraisal, are aware of and address the inability of some students to achieve counseling competencies…Counselor educators 1) assist students and supervisees in securing remedial assistance when needed, 2) seek professional consultation and document their decision to dismiss or refer students for assistance, and 3) ensure that students have recourse in a timely manner to address decisions to require them to seek assistance or to dismiss them and provide students with due process according to institutional policies and procedures.”
completing approximately half of their coursework). They are ready to provide individual and group counseling, and conduct intake sessions, with support and supervision. They might start by observing you, co-‐counseling with you, or being observed by you at first until you and they feel comfortable working more independently. We expect they would eventually be able to take on their own small caseload and responsibilities over time. Internship students will follow Clemson’s academic calendar, so in the fall would start mid-‐August and end early December, and in the spring from early January through early May. In the summer they are enrolled for the Long Summer session. You can see specific dates in Clemson’s academic calendar at
Community counseling is based on the premises that healthy human development provides the scientific basis for counseling, that counseling helps clients to identify, develop, and use a variety of resources to achieve goals, and that the desired outcomes of counseling are positive change, personal growth, and the acquisition of coping mechanisms and skills. The course examines the identity, professional standards, professional organizations, and employment settings of the professional counselor. Models of problem definition, administrative structure, and service delivery in community agencies will be explored.
6. Health insurance is required for MHC students. Please see the University’s web site which explains automatic enrollment and how to waive coverage http://ceit.liu.edu/CSD/CounsDev.html (see Student Health Insurance Requirements and Waiver – left hand side of page)
The next session focused on the use of a wearable device for remote monitoring using of a FitBit device synchronized to his Smartphone for tracking. The use of the Fitbit measures several variables related to health and wellness. The mechanism as to how this SMART technology works is best explained by understanding that it is a synchronized tracker that use a 3-axis accelerometer to understand one’s physical movement to assess level of activity. By analyzing acceleration data, the tracker provides detailed operational information about frequency, duration, intensity, and patterns of movement to determine steps taken, distance traveled, calories burned, and sleep quality. Using a self-monitoring device to gauge changes over time that addressed physical activity, sleep patterns, weight and calorie intake and expenditure, He agreed through a behavioral contract to increase exercise on a graduated basis and agreed to work with a registered dietician to set goals that would restrict caloric intake to 1,500 calories per day, using a diet of nutritionally balanced supplements and one daily meal, and self-monitoring.
The combined practice guidelines emphasize that school-based mental health programs should include teams of mental health professionals, educators, community agencies, and families working in culturally sensitive, respectful collaboration (NASP, 2003). Weist, Proescher, Prodente, Ambrose, and Waxman (2001) refer to this team-approach as Expanded School Mental Health (ESMH). They state that school-based mental health professionals must work with community agencies in order to discover what areas of need are especially apparent in the area, and what services are available outside of the school to already work on these issues (Pluymert, 2002; Weist et al., 2001). In addition, Weist et al. (2001) believe that school-based mental health professionals must work with school health staff because some medical difficulties are related to social and emotional difficulties. For example, asthma is a medical issue that is positively correlated with stress, an emotional difficulty (Weist et. al., 2001).