Psychology Counseling

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, counseling psychology, 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 Counseling Psychology 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 counseling psychology 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 counseling psychology 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 “Counseling Psychology 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 counseling psychology 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.

(2008) "Introducing a Graduate Student Counseling Psychology Journal: A Vision Realized," Graduate Journal of Counseling Psychology: Vol. 1, Article 2[r]

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 counseling psychology.

Justin Sokol obtained his BS in Psychology from the University of Wisconsin-La Crosse. He is currently a first year doctoral student in the Counseling Psychology 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 Counseling Psychology, 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 Counseling Psychology 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%.