Application to The Chicago School’s Clinical Psychology, Counseling Specialization Program is open to any person who has earned a bachelor’s degree from an accredited institution and who meets other entrance requirements. Applicants will be judged on their overall ability to do graduate work. Factors that are considered in admission are: GPA from undergraduate and any graduate schools, successful work history after completion of the baccalaureate degree, the required admission essay, and letters of recommendation from academic professors or professional or volunteer experience supervisors. Generally, an undergraduate GPA of a 3.0 or higher on a 4.0 scale is required for admission.
Description: Accessible and balanced, Careers in Mental Health introduces beginning undergraduates and upper–level high school students to the different aspects of various mental health professions. It contains essential career advice for anyone considering an advanced degree in one of the helping professions within mental health. The book clarifies the distinctions between professions by discussing the history and philosophy of each field, requirements for advanced education, licensing, available jobs, and salary potential. The chapters cover clinical psychology, counselingpsychology, social work, counseling, marriage and family therapy, substance abuse counseling, and school psychology. A second section of the book includes practical information applicable to all the professions, including characteristics for success, ethical issues, the importance of critical thinking, applying to graduate school, and current issues affecting the field of mental health. Packed with helpful tips and up–to–date information, this is an indispensable guide for anyone embarking on a career in mental health.
appropriate UMN professor, the practicum student and the school counseling class of practicum students. After the tape is reviewed, it is erased. Practicum students are ethically and professionally prohibited from discussing the contents of the tape with anyone other than their supervisors and practicum classmates, unless a student client indicates that he/she is sexually or physically abused, or if a student client indicates that he/she intends to hurt him/herself or others. In these cases, practicum students, like all educators in Minnesota, are required to act on behalf of the child and report such information to the proper authorities.
The required courses, as listed below, are congruent with departmental core course requirements. Specifically, Psychology 542 and 621 can also be used to fulfill the department core course requirement in Applied Psychology (Core Course Group V), and Psychology 561 can be used to fulfill the core requirement in Individual Behavior (Core Group IV).
If any reference is made regarding an individual, group, family, or student(s) during the on-campus class or as a posted commentary in the online classroom, the practicum student must ensure that the identity of the individual, group, family, or student is kept confidential. This can most easily be accomplished by avoiding the use of individuals’ names, or by indicating that individuals’ names are fictitious. This is an important compliance issue with HIPAA, AACC, and ACA regulations. This goes beyond what HIPAA requires (e.g., not using student names), but the Regent University School of Psychology and Counseling believes it is the best practice to preserve anonymity at all costs.
Students should work closely with their academic advisor to assemble their portfolio and submit a completed version to their advisor at least 10 working days before meeting with their committee during the Comprehensive Exam. The portfolio should be comprised of a narrative summary for each competency area (i.e., a narrative for Measurement and Assessment, a narrative for Counseling Theories and Practice, etc). These written narratives should be approximately 5 to 7 single-‐typed pages for each competency area. These written narratives will reference various documents that you have produced while in the program which should be attached as Appendices. Below you will find suggestions for how these documents might be used for different areas, but be aware that these products might be used in several multiple times across several areas. Thus, the listing of potential products is just a suggestion.
Notwithstanding the above, efforts to require graduation from a program accredited by CACREP for counselor li- censure have increased (Mascari & Webber, 2013; Urofsky et al., 2013), and so have challenges to those attempts. In one successful challenge, a broad coalition of counselors and counselor educators, including counseling psy- chologists, successfully worked to reverse the 2009 New Jersey licensing regulations that would have made New Jersey the first and only U.S. state to restrict initial counselor licensure to persons who graduated from a program accredited by CACREP. Our experience of that successful endeavor, which is beyond the scope of the present article, differs significantly from Mascari and Webber’s (2013) and Urofsky et al.’s (2013) perspective and extends Palmer’s (2013) narrative and call to counseling psychologists’ action. Most significantly, this was an intentional effort to preserve academic freedom. Coalition members argued that accreditation is, and ought to be a voluntary process. They also noted the significant difference between voluntary program-level accreditation and mandatory, to qualify for licensure and employment - program-level accreditation. The concerns were, and continue to be, about the potential impact of CACREP’s singular definition of professional identity including faculty and curricular guidelines that some, but not all, choose.
If you have read the writer’s article on “Christian Counselor or Counselor Who Happens to be Christian,” you know that a major “Christian” counseling firm, Minirith and Meier’s objective of counseling view spiritual and psychological approaches as being equals. How is it Biblically, and spiritually possible that both approaches could be united. The Biblical evidence is overwhelming that the psychological process cannot accept or agree with spiritual truths and visa versa. They are literally enemies (Galatians 3:3, 5:17).
Community Counseling Center utilizes the Scholar-Practitioner Model of training. Our training is built on the premise that in order to provide competent psychological services one must remain cognizant of the current research available in the field. Supervision, didactic trainings, and utilization of a variety of treatment modalities encourage the interns to continue their educational development through scholarly inquiry, and serve to prepare them to function as an entry-level professional psychologist in a number of health care settings. Close clinical supervision of the intern’s intensive experiential training includes two licensed psychologist supervisors maintain weekly contact, either via telephone, or in person, in order to discuss
The purpose of this handbook is to provide matriculated students with information concerning their graduate program in the Department of Counseling and School Psychology (CSP) at Southern Connecticut State University (SCSU). This handbook will assist students with understanding and complying with university, departmental and program policy and procedures. This Student Handbook, the Graduate Catalog, and the individual Program Practicum and Internship Handbooks are the primary sources of regulations governing your graduate studies. Students are responsible for consulting each of these sources regularly. Students must meet with their advisor during their first semester of course work to discuss program requirements as well as individual plans. It is also wise to meet with one’s advisor at other times as unusual situations occur. Be advised that it is difficult to provide program endorsement at the conclusion of your degree if your advisor is not familiar with your work. Therefore, it is imperative that you keep in contact with your advisor.
Each encounter with another human being is attended by many others, some seen and known and others unseen and unknown. Each healing through relationship has ripples and waves that extend into the family, community, and the whole world. In Anthroposophic Psychology the ripples extend beyond the threshold and become creative forces for the future. Those ripples then come back to influence the conditions of the world we inherit. In this concluding week, we examine the state of the world, and then bring it back to the encounter, and finally, to the individual counselor. Then we come full circle to the beginning – the mandate for personal
Students should allow themselves and the client time to become comfortable with taping. If you wait until the last minute to start taping, it leads to anxiety and pressure. ("This has to be a good hour because I have to use this session for my MACPCE.") This kind of pressure can severely distort the treatment situation and the therapeutic work. Pressuring the client to meet student needs becomes the priority. We suggest that taping begin with one or two clients as early as possible in the practicum and continue consistently throughout until you have completed your MA CounselingPsychology Competency Exam.
reevaluation, retirement, and grief or loss, are of concern to the counseling psychologist. Counseling psychologists also help individuals make vocational-educational decisions, take productive action in marriage or family systems, and assist individuals with health-related crises, being careful to take cultural consideration into account. Within such roles they may teach communication and other interpersonal skills, time and stress management, parenting, etc. Help with commonly occurring developmental problems such as these is the primary province of counselingpsychology although counseling psychologists may also work with issues involving atypical or disordered development. Focusing on developmental issues or those involving atypical development, the work of counseling psychologists may target individuals, families, schools, groups, systems, or organizations. They may do remedial work with individuals or groups in crisis, or work in a developmental, preventative role by providing information and training to prevent crises or more serious mental health problems. In these roles they often function as educators. Counseling psychologists are also trained to provide supervision and consultation, and to use these skills in a variety of settings. Although a counseling psychologist may employ some of the same techniques and build upon a similar core knowledge of general psychology as do clinical psychologists and some social workers, the emphasis on developmental and educational aspects of mental health make counselingpsychology unique.
Graduate programs should have a well-written statement of the purpose of the exam. For example, currently the statement on this in the Northern Arizona University Department of Educational Psychology handout titled “CounselingPsychology Comp Exams Guidelines” says “The comprehensive examination is an intensive examination designed to test your ability to integrate information from a variety of sources in order to develop a thorough understanding of the presenting issues in a simulated case study.” This statement could be expanded be more specific about the learning objectives of the exam.
Despite the long tradition of using parallel criteria, in particular to make qualitative research more acceptable to conventional au- diences, this approach has been widely criticized. In particular, the application of parallel criteria outside the postpositivist frame creates logical inconsistencies. If we acknowledge multiple reali- ties, how can we assure that those involved in the research are the “true” knowers? Sparkes (1998) suggested that member or partic- ipant checking should not be treated as validation or verification; rather, it should be viewed as an elaboration on the emerging findings and treated as additional data. Further, if the researcher is the instrument of the investigation, how is it possible to conceive of confirmability? Nevertheless, these criteria may be useful in communicating with postpositivist institutional review boards, grantors, and journal editors and reviewers who are not fully conversant with qualitative approaches. As counselingpsychology continues to elaborate and develop its qualitative methods, I rec- ommend simultaneously moving away from extrinsic parallel cri- teria and adopting intrinsic standards of trustworthiness that have emerged more directly from the qualitative endeavor. As long as qualitative researchers are apologetic for our unique frames of reference and standards of goodness, we perpetuate an attitude on the part of postpositivist researchers that we are not quite rigorous enough and that what we do is not “real science.” Thus, criteria emerging from constructivist/interpretivist and critical/ideological paradigms, as well as standards emerging directly from the qual- itative paradigm and including issues of social validity, should gain greater credibility.
5) The major professor and DCT collaborate with students in selecting community practicum settings that provide unique assessment, consultation, program evaluation, and/or counseling/psychotherapy experience valuable to round-out their portfolio with an eye toward the internship MATCH. The DCT approves each student’s off-campus practicum placement and resolves any differences of opinion about placement options with the major professor. As mentioned above, each semester the DCT obtains a copy of the practicum evaluation form for each student, from supervisors of both on-campus and off-campus sites. These data are regularly aggregated by the DCT for program evaluation purposes and for accreditation reporting purposes. Please refer to #4 above regarding the procedure that is followed when a student is identified as: lacking minimal clinical skills by failing to receive a grade of B- in the practicum, engaging in unethical behavior, and/or demonstrating evidence of impairment that adversely impacts student professional performance.
Miskam, & Musa Mohamad, 2018), the Malaysian government through various agencies has implemented action strategies to hinder drug use. This includes law enforcement, prevention programs, treatment and rehabilitation (National Anti-drug Agency, 2018; Scorzelli, 1992). However, from these three, only drug prevention and rehabilitation are directly related to counselingpsychology.
Justin Sokol obtained his BS in Psychology from the University of Wisconsin-La Crosse. He is currently a first year doctoral student in the CounselingPsychology program at Marquette University. Justin’s research and clinical interests include psychotherapy process/outcome studies and religion/spirituality. He hopes to conduct research,
As with most doctoral programs in CounselingPsychology, admission is highly competitive. We average about 120-150 applications per year and accept around 8 students. Many applicants who have FRK scores in excess of 5.5 are not admitted because our faculty size is not large enough to provide proper training to all who qualify on this dimension. The average FRK index score of students admitted to doctoral study in CounselingPsychology over the past few years has been approximately 6.4; mean =Jr/Sr GPA, GRE verbal, and GRE quant scores comprising the FRK have been about 3.5, 540 and 570 respectively. Once accepted, the faculty work closely to help our students finish the program; our attrition rate is less than 10%. In recent years more women than men have applied and been admitted. Our ethnic minority representation is about 40%.