GRADUATE PSYCHOLOGY AND COUNSELING PROGRAMgraduate.umhb.edu/sites/all/files/graduate_counseling/... · Web viewGRADUATE STUDENT HANDBOOK 2009-2011 UMHB Box 8006a Belton, TX 76513

UNIVERSITY OF MARY HARDIN-BAYLORDEPARTMENT OF GRADUATE COUNSELING AND PSYCHOLOGY

GRADUATE STUDENT HANDBOOK2009-2011

UMHB Box 8006aBelton, TX 76513

[email protected]

mailto:[email protected]

TABLE OF CONTENTS

Page

Overview 1

Vision 1

Mission Statement 1

Program Faculty 1

Programs and Areas of Preparation 2 Clinical Mental Health Counseling Program

Goal Statement 3Program Objectives 3Program Curriculum 5

School Counseling Program Public School Counseling Program 7

Goal Statement 7Program Objectives 7Program Curriculum 8

Marriage and Family Christian Counseling ProgramGoal Statement 10Program Objectives 10Program Curriculum 12

Academic Specialization in Counseling & Psychology ProgramGoal Statement 13Program Objectives 13Program Curriculum 14

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Application and Admissions ProceduresRegular Admission 16Conditional Admission 16Probationary Admission 17Concurrent Admission 17Non-Degree 17Denial of Admission 17Admission Appeals Process 18

Transfer of Credits 18

Student Evaluation and Degree Requirements 18

Financial Assistance 20

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Financial Aid Programs 22

Departmental Financial Assistance 22

Academic Advising and Degree Plans 22

Comprehensive Examination 23

Clinical Supervision and Instruction 23

Retention Policy and Procedure 25

Dismissals 26

Time Limits 26

Procedures for Resolving Academic Complaints 26

Attendance Policy 27

Policy on Cultural and Ethnic Diversity 27

Policy on Academic Honesty 27

Professional Organizations 28

Licensure and Certification 28

Licensure Information 29

Endorsement Policy for Credentialing and Employment 30

Other InformationInformed Consent 30Staying Informed 30

Accreditation 31

AttachmentsAttachment I: CCS 32Attachment II: PPE 38Attachment III: Forms

A. Informed Consent 40B. Practicum and Internship Application 45C. Candidacy Application and Candidacy Evaluation 52

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UNIVERSITY OF MARY HARDIN-BAYLOR

MASTER OF ARTS DEGREE IN COUNSELING AND PSYCHOLOGY

The University of Mary Hardin-Baylor is one of the oldest and most reputable universities in Texas. Chartered by the Republic of Texas in 1845, UMHB administration, faculty, and staff are committed to academic excellence, intellectual, freedom, Christian principles, and community service. Founded as a women’s college, it is now a co-educational institution with a student population of more than 2,700. UMHB is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award baccalaureate, master’s and doctoral degrees.

The Department of Graduate Counseling and Psychology is administratively located within the UMHB Graduate School.

PROGRAMS IN GRADUATE COUNSELING AND PSYCHOLOGY

VISION

The Department of Graduate Counseling and Psychology at the University of Mary Hardin-Baylor aspires to be the program of choice for persons seeking development as viable, competent, effective, and ethical professional mental health counselors and educators. Students and faculty collaboratively pursue knowledge, faith, compassion, justice and innovative ideas so that they may develop and provide counseling and educational services to diverse community populations throughout the nation and abroad.

MISSION

The Graduate Programs in Counseling and Psychology seek to prepare students from diverse backgrounds and cultural experiences as master’s level clinicians for the mental health fields. The programs also equip students with skills needed to continue their academic training at the doctoral level. Our programs give students opportunities to develop knowledge and competence in counseling skills, theory, assessment, empirically based research and personal growth so that they may deliver professional mental health services in a variety of work settings. Our mission embodies the values of UMHB as a Christian-based institution and the ethical principles of the mental health professions: autonomy, beneficence, nonmaleficense, justice, fidelity, and veracity. The programs are designed to meet the standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and educational requirements for Texas licensure and certification.

FACULTY

The Counseling and Psychology Program faculty are committed to developing highly qualified professional counselors through exposing students to empirically-based

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theoretical perspectives, requiring students to apply technical skills as part of course evaluation, and belonging to and encouraging students to belong to appropriate professional counseling and psychology organizations. Program faculty include:

Professors:

Raylene B. Statz, Ed.D., Texas A & M University at CommerceProgram Director

Christina Ballard, Ph.D., St. Mary’s UniversityDavid Howard, Ph.D. Texas Women’s UniversityHarris T. Leonard, Ph.D., St. Mary’s UniversityMei-Wen Chou Leonard, Ph.D., St. Mary’s UniversityFaith Teel, Ph.D., Texas A & M University at Commerce

All adjunct faculty teach on a part-time basis. All have their doctoral degrees and are experienced in the mental health fields. Any faculty member can be reached through the departmental secretary at 254-295-5425 or via the Internet at [email protected].

PROGRAMS AND AREAS OF PREPARATION

The Graduate Counseling and Psychology Department offers the Master of Arts Degree with programs in

Clinical Mental Health Counseling Programo 60-hour Texas Licensed Professional Counselor Preparation; ando 60-hour National Board Certified Counselor Preparation

School Psychology Programo 36-hour Professional School Counselor Certification Preparation

Marriage & Family Christian Counseling Programo 48-hour Texas Licensed Marriage and Family Therapist Preparation

Academic Specialization in Counseling & Psychology Programo 36-hour doctoral program preparation

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CLINICAL MENTAL HEALTH COUNSELING PROGRAM

GOAL STATEMENT

The goal of the Clinical Mental Health Counseling Program is to train ethical professional counselors to meet the increasing demand for counseling services in a complex society with a diverse population. The program prepares students through a curriculum designed to meet the academic requirements set forth by the Texas State Board of Examiners of Professional Counselors and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). This curriculum combines academic theory with skills development through applied techniques courses, practicum, and internship experiences taught in a cooperative and encouraging environment by a knowledgeable, competent, innovative, and supportive faculty.

The Master of Arts Degree with Clinical Mental Health Counseling emphasis requires a minimum of 60 semester hours of academic preparation over a two-year and a half year period. The degree includes a required core curriculum of 51 academic hours and 9 hours of clinical experience and prepares the student to sit for the licensing exam for Texas Licensed Professional Counselor and National Board Certified Counselor.

CLINICAL MENTAL HEALTH COUNSELING PROGRAM OBJECTIVES

Objective 1: Professional Identity and Ethics

Students will develop a clinical mental health counselor identity as evidenced by their knowledge of the history and philosophy of counseling, behaviors identified with counselor roles, responsibilities, and professional dispositions such as ethical conduct, self-care strategies, networking, and ongoing professional involvement, including advocacy to influence public policy related to the changing needs of clients and the profession.

Objective 2: Diversity

Students will possess the knowledge, skills, dispositions, and behaviors necessary to practice counseling in a constantly changing global society with clients who are diverse in age, gender, race, ethnicity, socioeconomic status, and sexual orientation.

Objective 3: Human Growth and Development

Students will apply knowledge of normal development and abnormal behavior across the lifespan by using differentiated interventions as they facilitate optimal development in the changing constellation of lifestyles for individuals, couples, and families experiencing exceptionality, trauma-causing events, psychopathology, and addiction.

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Objective 4: Career Development

Students will possess the knowledge, skills, dispositions, and behaviors necessary to provide career assessment, counseling, and life-planning for multicultural populations in an ever changing global economy.

Objective 5: Counseling Process: Theory and Intervention in Individual and Group Counseling

Students will possess the knowledge, skills, dispositions, and behaviors consistent with research-based theories and evidence-based techniques in the practice of clinical mental health counseling.

Objective 6: Assessment

Students will demonstrate knowledge and skills used in models of assessment, clinical evaluation, psychopharmacology, and the concepts of standardized and non-standardized test construction, and will engage in behaviors appropriate to ethical and standard practice of assessment results documentation and continuing education related to new tests and assessment tools.

Objective 7: Research and Program Evaluation

Students will demonstrate knowledge of research design and statistical methods used in clinical mental health counseling, skills demonstrating both evidence-based practice and evaluation of counseling outcomes, and ethically and culturally relevant behaviors in interpreting and reporting evaluation results.

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CLINICAL MENTAL HEALTH COUNSELING PROGRAM CURRICULUM

The Clinical Mental Health Counseling Program is a 60-semester credit hour program that can be completed in a minimum of two and a half academic years.

Professional Orientation and Ethical Practice: 9 hours as followsPSCO6308 Problems and Issues in Counseling & PsychologyPSCO6353 Supervision and ConsultationPSCO6370 Clinical Mental Health Counseling

Social and Cultural Diversity: 6 hours as followsPSCO6351 Social and Cultural FoundationsPSCO6352 Gender Studies and Human Sexuality

Human Growth and Development: 8 hours as followsPSCO6201 Addiction CounselingPSCO6310 Lifespan DevelopmentPSCO6315 Advanced Psychopathology

Career Development: 3 hours as followsPSCO6302 Career Development and Information Services

Helping Relationships: 15 hours as followsPSCO6316 Applied Counseling Techniques andPSCO6320 Theories of CounselingPSCO6330 Trauma and Crisis CounselingPSCO6394 PrePracticum ANDPSCO6318 Marriage and Family Therapy ORPSCO6306 Working with Children

Group Work: 3 hours as followsPSCO6312 Group Processes

Assessment: 3 hours as followsPSCO6192 Psychopharmacology PSCO6326 Psychological Assessment

Research and Program Evaluation: 3 hours as followsPSCO6345 Research and Statistical Methods

Clinical Instruction: 9 hours as followsPSCO6395 Practicum (100 clock hours of which 40 are direct client service)PSCO6397 Internship I (300 clock hours of which 120 are direct client

service)

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PSCO6398 Internship II (300 clock hours of which 120 are direct client service)

Comprehensive ExaminationPSCO6090 Comprised of a written examination and an oral examination

conducted by the program graduate faculty. Students must register for this exam when registering for their final semester of classes. The exam is given in the fall semester prior to the Thanksgiving Holiday, the spring semester following spring break, and the summer semester prior to July 4th.

*NOTE: In addition to completing all degree requirements, students who seek licensure as a Licensed Professional Counselor must complete a 3000-clock hour internship approved by the Texas State Board of Examiners of Professional Counselors after they graduate with their masters degree. Prior to beginning this internship, graduates must apply to the Texas State Board of Examiners of Professional Counselors for a temporary license. Graduates must also take and pass the National Counselor Examination and the Texas Jurisprudence Examination.

**NOTE: All students must carry professional liability insurance. This insurance is paid at the beginning of each fall semester and is purchased through the Department of Counseling and Psychology.

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SCHOOL COUNSELING PROGRAM

GOAL STATEMENT

The Public School Counseling Program is a 36-hour program designed to deliver the necessary knowledge and skills needed to work effectively as knowledgeable and competent certified professional school counselors at the elementary, middle, and high school levels within the State of Texas. Students must hold a valid Texas teacher certificate or its equivalent and have completed two years of classroom teaching. In addition to fulfilling the listed course requirements, students must obtain a satisfactory score on ExCET Examination Number 152 before making application for the Professional Counselor Certificate with the Texas Education Agency.

PUBLIC SCHOOL COUNSELING PROGRAM OBJECTIVES

Objective 1: Students will demonstrate an understanding of the basic theoretical foundations of counseling.

Evaluation Method 1: Students will take and pass PSCO6320, Theories of Counseling, and PSCO6306, Working with Children.

Evaluation Method 2: Students will pass both the written and oral sections of the comprehensive examination.

Objective 2: Students will demonstrate an understanding of normal child development and the related theoretical and empirical evidence.

Evaluation Method 1: Students will take and pass PSCO6310, Lifespan Development Seminar.


Objective 3: Students will recognize abnormal developmental patterns in children and be able to diagnose abnormal behavior accurately.

Evaluation Method 1: Students will take and pass PSCO6315, Advanced Psychopathology and PSCO6330, Trauma and Crisis Counseling.

Evaluation Method 2: Students will pass both written and oral sections of the comprehensive examination.

Objective 4: Students will be able to effectively use a variety of counseling and guidance techniques, including assessment measures used in the schools, in working with children.

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Evaluation Method 1: Students will take and pass PSCO6316, Applied Counseling Techniques; PSCO6336, Guidance in the Schools; PSCO6312, Group Processes; PSCO6302Career Development and Information Sources; PSCO6326, Psychological Assessment, and PSCO6395, Practicum I.


Objective 5: Students will demonstrate an awareness of the social and cultural diversity among children in a pluralistic society and the significance of this diversity in counseling school-age children.

Evaluation Method 1: Students will take and pass PSCO6351, Social and Cultural Foundations.

Evaluation Method 2: Students will take and pass both written and oral sections comprehensive examination.

Objective 6: Students will demonstrate proficiency in research and statistical analysis and the significance of these methods in working in the public schools.

Evaluation Method 1: Students will take and pass PSCO6345, Research and Statistical Methods.


PUBLIC SCHOOL COUNSELING PROGRAM CURRICULUM

Psychology Core: 12 hours as followsPSCO6310 Lifespan Development SeminarPSCO6315 Advanced Psychopathology PSCO6320 Theories of CounselingPSCO6345 Research and Statistical Methods

Counseling Core: 24 hours as followsPSCO6302 Career Development and Information SourcesPSCO6312 Group ProcessesPSCO6316 Applied Counseling TechniquesPSCO6326 Psychological AssessmentPSCO6336 Guidance in the SchoolPSCO6351 Social and Cultural FoundationsPSCO6306 Working with Children orPSCO6330 Trauma and Crisis CounselingPSCO6395 *Practicum I (225 hours supervised work experience)

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Comprehensive ExaminationPSCO6090 Comprehensive Examination Comprised of a written examination and an oral examination conducted by the program graduate faculty. Students must register for this exam when registering for their final semester of classes. The exam is given in the fall semester prior to the Thanksgiving Holiday, the spring semester following spring break, and the summer semester prior to July 4th.

*NOTE: All students must carry professional liability insurance. This insurance is paid at the beginning of each fall semester and is purchased through the Department of Counseling and Psychology.

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MARRIAGE & FAMILY CHRISTIAN COUNSELING PROGRAM

GOAL STATEMENT

The goal of the Marriage and Family Christian Counseling Program is to provide students with the academic knowledge, the therapeutic skills, the ability to integrate spirituality and counseling, and the ethical foundations necessary to practice in the field of marriage and family therapy. The program prepares students through curriculum designed to meet the academic requirements set forth by the Texas State Board of Examiners of Marriage and Family Therapists. Students completing this program may sit for the Marriage and Family Therapy licensing exam.

The Master of Arts Degree with a Marriage and Family Christian Counseling emphasis requires a minimum of 48 semester hours of academic preparation over a two-year period. The degree includes a required core curriculum of 39 hours and 9 hours of practicum and internship.

Students must have a minimum of 18 undergraduate hours in a combination of psychology and religion.

MARRIAGE AND FAMILY CHRISTIAN COUNSELING PROGRAM OBJECTIVES

Objective 1: Students will develop a knowledge base in psychology and substantive understanding of the major models of marriage, couple, and family therapy.

Evaluation Method 1: All students enrolled in the MFCC Program will take and pass MFCC6318, Marriage and Family Therapy, and MFCC6320, Theories of Counseling.

Evaluation Method 2: All students will pass both the written and oral sections of the comprehensive examination.

Objective 2: Students will integrate theoretical understanding with therapeutic strategies.

Evaluation Method 1: All students enrolled in the MFCC Program will take and pass MFCC6306, Working with Children; MFCC6316, Applied Counseling Techniques; and MFCC6301, Marriage and Family Brief Christian Counseling.

Evaluation Method 2: All students enrolled in the MFCC Program will take and pass MFCC6397, Internship I and MFCC6398, Internship II.

Evaluation Method 3: All students enrolled in the MFCC Program will demonstrate integration of information and application on the written essay part of the comprehensive examination.

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Objective 3: Students will understand issues of gender, sexual functioning, and sexual orientation in the practice of marriage and family therapy theory and practice.

Evaluation Method 1: All students enrolled in the MFCC Program will take and pass MFCC6352, Gender and Human Sexuality.

Evaluation Method 2: All students will show competence in working with gender issues in their clinical experience through MFCC6395, Practicum; MFCC6397, Internship I; and MFCC6398, Internship II.

Evaluation Method 3: All students will demonstrate adequate knowledge of gender issues in marriage and family therapy by passing the comprehensive examination.

Objective 4: Students will demonstrate competent professional practice based on ethical principles and multicultural understanding.

Evaluation Method 1: Student will take and pass MFCC6351, Social and Cultural Foundations.

Evaluation Method 2: All students will take and pass both the written and oral sections of the comprehensive examination.

Objective 5: Students will understand the lifespan development of the individual and the family, including normal mental, physical, emotional, and moral development and the development of abnormal behavior.

Evaluation Method 1: All students in the MFCC Program will take and pass MFCC6310, Lifespan Development; MFCC6315, Advanced Psychopathology; and MFCC6318, Marriage and Family Therapy.


Objective 6: Students will demonstrate an understanding of research methodology, demonstrate and ability to conduct data analysis, and be able to evaluate research, quantitative and qualitative, relating to couple and family therapy.

Evaluation Method 1: All students in the MFCC Program will take and pass MFCC6345, Research and Statistical Methods.


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MARRIAGE AND FAMILY CHRISTIAN COUNSELING PROGRAM CURRICULUM

Theoretical Foundations: 9 hours as followsMFCC6318 Marriage and Family TherapyMFCC6320 Theories of CounselingMFCC6312 Group Processes

Assessment and Treatment in Marriage and Family Therapy: 12 hours as followsMFCC6316 Applied Counseling TechniquesMFCC6301 Marriage and Family Brief Christian CounselingMFCC6304 A Christian Approach to Marriage CounselingMFCC6393 Advanced Marriage & Family Techniques

Human Development, Gender, & Multicultural: 6 hours as followsMFCC6310 Lifespan DevelopmentMFCC6351 Social and Cultural FoundationsMFCC6352 Gender and Human Sexuality

Psychopathology: 3 hours as followsMFCC6315 Advanced Psychopathology

Professional Ethics: 3 hours as followsMFCC6308 Christian Counseling Ethics

Applied Professional Research: 3 hours as followsMFCC6345 Research and Statistical Methods

Supervised Clinical Practicum: 9 hours as followsMFCC6395 Practicum (Community Mental Health Clinic)MFCC6397 Internship I (Church, Hospital, or Agency Setting)MFCC6398 Internship II (Church, Hospital, or Agency Setting)

Comprehensive ExaminationMFCC6090 Comprehensive Examination Comprised of a written examination and an oral examination conducted by the program graduate faculty. Students must register for this exam when registering for their final semester of classes. The exam is given in the fall semester prior to the Thanksgiving Holiday, the spring semester following spring break, and the summer semester prior to July 4th.

*NOTE: All students must carry professional liability insurance. This insurance is paid at the beginning of each fall semester and is purchased through the Department of Counseling and Psychology.

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ACADEMIC SPECIALIZATION PROGRAM

GOAL STATEMENT

The goal of the Academic Specialization Program is to prepare students to pursue further academic study (such as a PH.D., Psy.D., or Ed.D.) or to give students the knowledge and skills needed for professional development and career advancement. This program emphasis does not lead to State licensures or certifications.

ACADEMIC SPECIALIZATION PROGRAM OBJECTIVES

Objective 1: Students will develop an advanced knowledge base of psychological theory.

Evaluation Method 1: PSCO6351, Social and Cultural Foundations; PSCO6312, Group Processes; PSCO6320, Theories of Counseling.


Objective 2: Students will demonstrate an understanding of the concepts of and a proficiency in research and statistical methods.

Evaluation Method 1: Students will take and pass PSCO6345, Research and Statistical Methods.


Objective 3: Students will demonstrate a thorough knowledge of and ability to identify abnormal behavior and mental disorders and distinguish abnormal from normal behavior.

Evaluation Method l: Students will take and pass PSCO6315, Advanced Psychopathology; and PSCO6310, Lifespan Development Seminar.


Objective 4: Students will demonstrate their ability to work with diverse cultures in a pluralistic society.

Evaluation Method 1: Students will take and pass PSCO6351, Social and Cultural Foundations or PSCO6352, Gender Studies.

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Objective 5: Students will demonstrate knowledge of skills, techniques, and strategies used in the practice of psychology with both individuals and groups.

Evaluation Method 1: Students will take and pass two of the following four courses: PSCO6312, Group Processes; PSCO6318, Applied Counseling Techniques; PSCO6318, Marriage and Family Therapy; PSCO6320, Theories of Counseling.

Evaluation Method 2: Students will take and pass PSCO6324, Wechsler Intelligence Testing; and PSCO6326, Psychological Assessment.


Objective 6: Students will demonstrate an understanding of psychology ethics and the problems and issues faced by psychological practitioners.

Evaluation Method 1: Students will take and pass PSCO6308, Problems and Issues in Psychology.


ACADEMIC SPECIALIZATION PROGRAM CURRICULUM

Course Requirements

Psychology Core: 12 hours as followsPSCO6308 Problems and Issues in Psychology & CounselingPSCO6310 Lifespan Development SeminarPSCO6345 Research and Statistical MethodsPSCO6353 Supervision and Consultation

Foundations: 24 hours as followsPSCO6312 Group ProcessesPSCO6315 Advanced PsychopathologyPSCO6320 Theories of CounselingPSCO6324 Wechsler Intelligence TestingPSCO6326 Psychological AssessmentPSCO6351 Social and Cultural FoundationsPSCO6352 Gender Studies and Human SexualityPSCO6350 Psychology of Learning

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Comprehensive ExaminationPSCO6090 Comprehensive Examination Comprised of a written examination and an oral examination conducted by the program graduate faculty. Students must register for this exam when registering for their final semester of classes. The exam is given in the fall semester prior to the Thanksgiving Holiday, the spring semester following spring break, and the summer semester prior to July 4th.

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APPLICATION AND ADMISSIONS PROCEDURES

Applicants seeking enrollment in a Master of Arts in the Counseling and Psychology Program must first be admitted to the University after which the applicant will be considered for admission to any of the Graduate Counseling and Psychology Programs.

1. Regular AdmissionFor Regular Admission status, an applicant must

a. have completed a baccalaureate degree in psychology, or in some other major with a minimum of twelve semester hours of psychology, from a regionally accredited university. The hours of undergraduate psychology must include, but are not necessarily limited to, a general introduction to psychology course, a human growth and development course, a course in abnormal behavior, and a statistics course.

b. have a minimum cumulative grade point average (GPA) of 2.75(on a 4.00 scale) or have a minimum 3.00 GPA (on a 4.00 scale) on the last 60 semester hours of course work.

c. have a minimum cumulative score of 900 on the verbal andquantitative portions and a minimum score of 3.0 on the analytical section of the General Test of the Graduate Record Examination.

d. have a departmental interview and recommendation for admission prior to the first semester of enrollment.

e. in the opinion of the departmental graduate faculty committee,possess sufficient emotional/mental stability to meet the academic, interpersonal, and technical qualifications of mental health professions or other professional positions to which possession of the Master of Arts degree may lead.

f. submit three letters of reference attesting to the applicant'scharacter and ability to complete graduate work.

g. meet the following specific program prerequisites:

Public School Counselor CertificationThe student must have completed a baccalaureate degree from a regionally accredited university, hold a valid Texas teacher certificate or its equivalent, and show two years of classroom teaching experience.

2. Conditional AdmissionAn applicant may be admitted conditionally when he or she shows evidence of meeting the regular admission criteria but has incomplete documentation (official transcripts or official GRE score report requested by the student but not received by the University Admissions Office). A student so admitted must eliminate that conditional status within one month after his/her first semester or be dropped from the program. Departmental recommendation is required.

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3. Probationary AdmissionAn applicant may be admitted on probation under the following circumstances:

a. An applicant who meets the grade point average (GPA) requirement but makes less than the minimum acceptable score on the General Test of the Graduate Record Examination (GRE) or an applicant who does not meet the GPA requirement but who makes greater than the minimum acceptable score on the GRE may be admitted on probation.

b. Upon completion of 9 semester hours with a minimum GPA of 3.33, admission will become regular.

c. Departmental recommendation is required.

4. Concurrent EnrollmentA student, who is completing the last semester of requirements for anundergraduate degree, may take up to six hours of graduate course work if the student is currently enrolled in or has previously taken all courses needed to complete the undergraduate/leveling requirements and if the student meets the GPA requirement for regular graduate admission. A concurrently enrolled student is not considered a “graduate student” and must apply to the graduate program once the baccalaureate degree is completed. Departmental recommendation is required.

5. Non-Degree Status AdmissionA. Students who have completed a bachelor’s degree, but who do not intend to seek

a graduate degree from UMHB, may be permitted to take up to six hours of graduate work. If a student so admitted on non-degree status wishes to continue beyond the six hours, he/she must reapply for admission as a degree-seeking student and must meet all requirements for graduate admission as stated above.

B. Students who have completed a master’s degree may take courses on a non-degree status:

to meet qualifications for State licensure (LPC and LMFT) to meet the requirements for a deficiency plan for public school counseling

certification

All non-degree seeking students must have a departmental interview and recommendation for non-degree status admission and must provide official transcripts from the institution(s) granting their bachelor’s degree(s) and/or master’s degree(s).

6. Denial of AdmissionThe admission requirements as stated above notwithstanding, the Department of Counseling and Psychology reserves the right to deny entrance to anyone whose admission, in the opinion of the departmental graduate faculty committee, would not serve the best interests of the applicant, the Department

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of Counseling and Psychology, the University, and/or the mental health professional community.

7. Departmental Admission Appeals ProcessA student who has been denied admission by the Graduate Department of Counseling and Psychology may appeal the decision through written request made to the UMHB Graduate Council with copies of the written request sent to the Director of the Counseling and Psychology Graduate Program, Dean of the School of Sciences & Humanities, and Dean of the Graduate School.

TRANSFER OF CREDITS

A maximum of six semester hours of graduate credit may be accepted in transfer provided that those graduate courses were completed no more than five years before admission to UMHB, are from a regionally accredited institution, the student received a minimum grade of “B,” and the transfer course consisted of subject matter equivalent to UMHB course(s) applicable to the student’s program of study. No clinical instruction hours from another university will be accepted in transfer.

STUDENT EVALUATION AND DEGREE REQUIREMENTS

In addition to being evaluated upon admission, students will be evaluated at various times during the program.

1. Within each course.

Students are graded on academic knowledge, class participation and interpersonal skills, writing ability (both content and construct), speaking and presentation skills, independent research, professional orientation, and self-reflection and self-care. Appropriateness of classroom demeanor, behavior, and ethics is also evaluated. “A” work is considered above average performance; “B” work is considered average performance; “C” work is considered below average performance. A minimum grade point average (GPA) of 3.00, semester and cumulative, is required of all graduate students enrolled in a Master of Arts program. Students with a semester and/or cumulative GPA of less than 3.00 will be placed on probation. Failure to correct the deficiency in the next semester of attendance will result in dismissal.

The Graduate Counseling and Psychology Programs are both academic and experiential. Therefore, the student must demonstrate more than cognitive abilities. Evaluation using the Professional Performance Evaluation (PPE) and the Counselor Competencies Scale (CCS) will be made at various points throughout the program. The PPE evaluation supersedes all other requirements for a class, and no credit for the class may be earned in the event that a “0”, (does not meet criteria for program level) is indicated. A copy of the PPE and CCS can be electronically accessed at http://graduate.umhb.edu/counseling.

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2. Upon application for candidacy.

Students with a GPA of 3.00 or better must apply twice for admission to candidacy: after the completion of a minimum of 12 semester hours and a maximum of 18 semester hours and again after the completion of PSCO/MFCC6395, Practicum. The departmental graduate faculty committee evaluates each student on the student’s overall performance in courses completed to determine if the student is qualified to be a candidate to receive the Master of Arts degree. Areas evaluated by the committee include academic knowledge, class participation and interpersonal skills, writing ability (both content and construct), speaking and presentation skills, independent research, professional orientation, self-reflection and self-care, and freedom from mental health problems that would interfere with occupational functioning.

The committee may decide to accept the applicant with qualification pending completion of the first semester of practicum or reject the applicant. “Acceptance with qualification pending completion of the first semester of practicum” means that the student will make improvements in the areas that the faculty have commented on in the “candidacy letter” and will demonstrate good use of counseling knowledge, skills, and ethics in the first semester of practicum. Rejection for candidacy means that the student has consistently performed at an unacceptable level and/or has made few attempts to remedy deficiencies as recommended by a professor or the committee. A student’s application for candidacy may be deferred if the committee has some question regarding the student’s appropriateness for candidacy.

Acceptance for candidacy will be made by a three-fourths affirmative vote of the departmental graduate faculty committee and rejection for or deferment of candidacy will be made by a one-half negative vote of the departmental graduate faculty committee. Students will be notified in writing (“candidacy letter”) of the response to their application for candidacy and of any recommendations or requirements for improvement.

3. During clinical instruction.

Students must apply for and be approved to take clinical instruction classes prior to enrolling in the courses. Students are evaluated during Practicum and Internship by their Faculty Supervisor when working only at the Community Life Center or by their Faculty Supervisor and Site Supervisor when working at both the Community Life Center and an off-campus counseling site. All supervisors will use the Counseling Competencies Scale (CCS) to give their students evaluations at mid-term and at the end of the semester.

4. Following administration of comprehensive examination.

Students accepted for candidacy must register for and successfully complete a comprehensive examination conducted by the graduate psychology and counseling faculty during the students’ last semester of course work. The exam is both written and oral and covers material presented in the courses required for degree specialization. Students not passing the exam will be required to complete additional course work as extra preparation

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for the examination and for professional employment. The comprehensive exam may only be retaken once. If the examination is failed a second time, the student will no longer be eligible to receive a Master of Arts degree with a major in Counseling and Psychology from UMHB.

FINANCIAL ASSISTANCE

The University of Mary Hardin-Baylor makes available a broad range of financial assistance to worthy and qualified students. Most financial aid is awarded in accordance with demonstrated need for assistance, as determined by use of the Free Application For Federal Student Aid (FAFSA). One Graduate Psychology and Counseling Assistantship is granted each fall semester. All financial aid is granted for no more than a nine-month academic period. Financial aid is renewable each year, upon reapplication, if the student is in good academic standing. Possible changes in the amount of aid for each succeeding year may occur because of changes in funding levels and applicants’ financial data.

Application Procedures

Students applying for financial aid must complete the following steps:

1. Process a Free Application For Federal Student Aid (FAFSA)This is a needs analysis form that determines the family’s ability to contribute to the student’s education. The completed form can be filed electronically via the Internet or mailed in the envelope provided. This form may be obtained from high school counselors or the UMHB Financial Aid Office.

2. Submit the following paperwork: UMHB Application for Financial Aid and parent and/or student’s income tax return(s) as requested. The UMHB Application for Financial Aid may also be found via the Internet.

3. Follow up with the UMHB Financial Aid Office as other forms and documentation may be required of the student in order to verify information given on the Free Application For Federal Student Aid.

All correspondence to the Financial Aid Office should be addressed:Financial Aid OfficeUniversity of Mary Hardin-BaylorUMHB Station Box 8004900 College StreetBelton, TX 76513-2599

*NOTE: No student’s financial aid application will be processed until all required documentation is submitted.

Awarding Process

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The Free Application for Federal Student Aid uses a federal formula to determine an amount that the family and/or the student is expected to pay toward the student’s expenses. This amount is reported to the Financial Aid Office. The family contribution is then deducted from the student’s budget, which estimates all reasonable and moderate expenses for the period of enrollment. The resulting difference is the maximum amount of aid for which a student is eligible.

Once the maximum amount of aid eligibility has been determined, the Financial Aid Office prepares a financial aid package. The Financial Aid Administrator will award in this “package” a combination of grants, scholarships, loans and/or work to help meet the student’s financial need.

The completed financial aid package is submitted to the student for acceptance in an AWARD LETTER. The student may accept the package in part or in whole. If certain programs are rejected, they will not necessarily be replaced with aid dollars from other programs. The AWARD LETTER must be returned to the Financial Aid Office by the date shown in the letter or the offer becomes void.

Refund/Repayment Policy

A financial aid recipient withdrawing from school and receiving a refund from the UMHB Cashier’s Office in accordance with the policy listed under the Financial Aid section of the UMHB Graduate Catalog may be required to repay financial aid funds with the refund. UMHB’s refund policy is set by federal regulations. The University reserves the right to prorate certain institutional scholarships based on performance of the recipient. Other information related to refund/repayment of financial aid can be found in the UMHB Graduate Catalog.

Leaving School

All students who are on financial aid must clear their records with the Financial Aid Office prior to withdrawing from school. Those financial aid recipients who plan to graduate or who plan not to return to Mary Hardin-Baylor the following regular semester must also clear their records with the Financial Aid Office. Failure to do so will mean that a hold will be placed on the student’s diploma and/or transcripts.

Academic Progress and Financial Aid

The Graduate Counseling and Psychology Programs require that students receiving financial aid make satisfactory academic progress toward a well-defined educational objective. Satisfactory progress toward the student’s educational objective will be measured in two ways: Qualitatively (cumulative grade point average) and quantitatively (successful completion of credit hours).

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Students who believe they have an extenuating circumstance that led to their unsatisfactory progress, they may submit an application for to the Financial Aid Office detailing why he/she did not meet the minimum financial aid requirements and why his/her aid should not be terminated. The application for appeal is available in the Financial Aid Office or via the Web.

FINANCIAL AID PROGRAMS BY CATEGORY

Federal, State, and Institutional aid programs are available for graduate students. See Aid Programs by Category in the UMHB Graduate Catalog.

DEPARTMENTAL FINANCIAL ASSISTANCE

The Graduate Counseling and Psychology Programs have one graduate assistantship available each August 1st. The student must apply for the assistantship through the Graduate Counseling and Psychology Department. The recipient must be available and on campus a minimum of 30 hours per week to work directly with the graduate faculty.

ACADEMIC ADVISING AND DEGREE PLANS

Academic Advising

Students in the Graduate Counseling and Psychology Programs will be divided equally among six professors as follows:

Dr. Christina Ballard – Group 1Dr. Wei-Mei Chou – Group 2Dr. David Howard – Group 3Dr. Ty Leonard – Group 4Dr. Raylene Statz – Group 5Dr. Faith Teel – Group 6

Each student will be notified as to which group he/she will be in and which advisor he/she will have at the beginning of each fall semester. If any student’s advisor is not available, the Program Chair/Director will be the secondary advisor.

Degree Plan

Each student will meet with his/her advisor to develop a formal degree plan for the student’s master’s degree program prior to the end of their first semester in the program. The degree plan lists all course work that must be completed to meet requirements for the selected degree.

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Any student who desires to change his/her approved plan of study must make a written request and gain approval from the Department Chair. Any change must be requested and made prior to completing 24 hours in the program. After completing 24 hours of coursework, a student must reapply for admission to the program they wish to pursue and complete a new degree plan for that degree.

COMPREHENSIVE EXAMINATION

All students must be enrolled in at least one 3-hour course when they take the Comprehensive Examination.

The Graduate Counseling and Psychology Program requires all candidates for the master’s degree to register for and successfully complete a comprehensive examination conducted by the graduate counseling and psychology faculty during the student’s last semester of course work prior to graduation. The exam has two sections: written and oral.

The written part of the exam is specific to the student’s declared degree plan. The oral part of the exam is administered by the graduate counseling and psychology faculty. Each faculty member asks the examinee questions related to coursework completed, skills, professional dispositions, and professional behaviors. The committee looks for student answers that reflect a synthesis and integration of knowledge as well as a professional presentation.

A student must make a combined score (written and oral portions) of 70 for the Master of Arts degree to be conferred. Students not meeting this standard may be required to complete additional course work or take other measures to correct deficiencies as extra preparation for the examination and for professional employment. The comprehensive exam may be retaken only once. If the examination is failed the second time, the student will no longer be eligible to receive a Master of Arts Degree in Counseling and Psychology from the University of Mary Hardin-Baylor.

CLINICAL SUPERVISION AND INSTRUCTION

Clinical instruction, including supervised practicum and internship experiences, is the most critical experience component of the Graduate Counseling and Psychology Program. All preparations within the Clinical Mental Health Counseling Program, the School Counseling Program, and the Marriage and Family Christian Counseling Program train students to enter the workplace as mental health practitioners. The faculty, including site supervisors, are committed to the preparation of professional counselors, the development of each student’s identity as a competent and ethical mental health practitioner, and each student’s personal growth. The Counseling Competencies Scale (See Attachment I) is used to evaluate student performance in clinical instruction.

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Practicum

A student’s first practical counseling experience begins after most coursework is completed. The practicum experience consists of a minimum of 100 hours and a maximum of 225 hours, completed over one semester, of participation in closely supervised individual and group counseling and professional development activities. Practicum students will be required to complete practicum hours at the Community Life Center. The course includes one hour of individual supervision in ethics and standards of counseling practice plus one and one-half hours per week of group supervision.

All students must make application before enrolling in the Practicum course, PSCO6395. The application may be obtained from Dr. H. Ty Leonard, Clinical Coordinator or from the Departmental Graduate Assistant. The completed and signed application should be submitted by the due date to the student’s advisor for the upcoming semester’s coursework.

All policies and procedures related to applying to the Practicum experience, including site selection and practice evaluation, are covered in the Graduate Practicum and Internship Manual. This Manual will be given to each graduate student at the time they apply for Practicum.

Internships

Students must make application to enroll in their first internship course, PSCO6397, Internship I. Only after completing Internship I can a student begin working on hours toward second internship course, PSCO6398, Internship II. The Internships in Counseling consists of a 600-hour, full-time experience spanning two semesters in a setting approved by the Internship professor.

Students who are employed in the mental health field may obtain internship hours in that same employment setting provided their job role or assignment relates to their master’s degree program and area of concentration. However, they must continue to do a portion of their direct hours at the Community Life Center. Internship hours obtained through an employment site or volunteer site must be completed under the supervision of a field site supervisor who meets supervisor qualifications as specified according to each student’s area of professional concentration.

Internship applications may be obtained from Dr. H. Ty Leonard, Clinical Coordinator, or from the Departmental Graduate Assistant. The completed application should be turned in to the student’s advisor two months prior to registering for the semester that the internship begins.

All policies and procedures related to the internship experience, including site selection and practice evaluation, are covered in the Practicum and Internship Student Manual. This Manual will be given to each graduate student at the time they apply for PSCO6395, Practicum I.

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RETENTION POLICY AND PROCEDURE

The Graduate Counseling and Psychology Program desires to see its degree candidates reach their goal/s. To this end, students will participate in ongoing self evaluations and seek academic and self-care assistance as needed. Students will also participate in ongoing faculty evaluation using the standard UMHB-approved faculty evaluation forms.

Every effort is made to assist students having academic difficulty to improve their academic standing through individual meetings with the course professor, peer tutoring and counseling, and referral to library and external resources. No “extra credit” work will be given to graduate students to help raise their grades. Rather, students will be assisted in learning the required coursework. Students who are having academic difficulties should:

1. Talk with the course professor, who may, in turn, refer them for tutoring and counseling, refer them to library resources for additional reading and information, and/or refer to an external resource who can address the problem. Students should document all meetings, tutoring sessions, and external assistance.

2. Seek evaluation and counseling through the University Counseling Center. If a student has a diagnosable learning disability, he/she should request that an individual educational plan be submitted to the Graduate Counseling and Psychology Program Director.

There are times when the graduate faculty recognizes that an individual is not suited for the profession of counseling. If a student, after seeking remedial assistance, does not demonstrate adequate academic progress or professional competence, the student may be dismissed from a course or from the program.

The 2005 American Counseling Association Code of Ethics (Section F.9.b) states that faculty members:

“…assist students in securing remedial assistance when needed, seek professional consultation and document their decision to dismiss or refer students for assistance, and 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” (p.16).

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DISMISSALS

Academic Dismissal

1. A grade point average of at least 3.00 is required for graduation. No grade below “C” will be accepted. Students with a GPA less than 3.00 for any semester will be placed on Academic Probation. Failure to correct the deficiency by raising the GPA to 3.0 the next semester will result in dismissal from the program.

Other Dismissal

1. A student who lacks professional orientation may be dismissed from the program. Professional orientation includes but is not limited to appropriate interpersonal interaction, class attendance and punctuality, professional presentation of self, maturity of cognitive processes, emotional maturity and stability, commitment to graduate study, and ethical behavior.

2. A student who engages in deceptive, untruthful, and/or threatening behavior may be dismissed from the program.

3. A student who engages in any act of plagiarism may be dismissed from the program.4. A student who has been approved for candidacy with qualifications may be dismissed

from the program if recommendations for improvement are not met by the completion of practicum.

Dismissal Process

Any student dismissal from the program will be made with a two-thirds vote to dismiss by the graduate counseling and psychology faculty. A letter will be sent to the student, Dean of the UMHB Graduate School, University Graduate Council, University Provost, and Registrar. The student may schedule a meeting with the Chair of the Department and the Program faculty to discuss reasons for dismissal and have questions answered. If dismissal is uncontested, student will officially withdraw through the Registrar’s Office. If the dismissal is contested, the student must make an appeal in writing to the Dean of the UMHB Graduate School.

TIME LIMITS

All requirements for the Master of Arts Degree in Counseling and Psychology must be completed within a five-year period from the time of admission to the program.

PROCEDURES FOR RESOLVING ACADEMIC COMPLAINTS

A graduate student who has a complaint involving an academic matter, such as course grade, classroom testing procedures, or professor conduct, should follow these steps:

1. Talk with the professor against whom the complaint is made.

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2. Provide relevant documentation to and discuss the concern with the Department Chair.

3. Meet with course professor and Department Chair.4. Provide relevant documentation to and discuss concern with the Dean of the UMHB

Graduate School.5. Provide relevant documentation to and discuss concern with the Vice-President of

Academic Affairs.

ATTENDANCE POLICY

The University and the Department expect regular and punctual attendance in class. Each student is responsible for his/her class attendance. In general, students will be evaluated on the basis of academic performance and attendance, depending on the individual professor’s expectations that will be made clear at the beginning of each semester in the course syllabus. Chronic absences and/or tardiness may result in disciplinary action to include dismissal from the Program and the University.

POLICY ON CULTURAL AND ETHNIC DIVERSITY

The Graduate Counseling and Psychology Department values the diversity of its student population and the society within which we live and work. This appreciation of and commitment to individual differences extends to all areas of the psychology and counseling educational environment, including student selection and admissions, hiring, classroom instruction, texts and teaching materials, clinical practice and supervision, research, departmental administration, day-to-day operations, and policy formation. Any actions, practices, or processes by any department faculty member, staff person, or student that discriminates against or is prejudicial toward any person or group based on race, sex, age, religion, ethnicity, nationality, disability, sexual orientation, or socioeconomic status will not be tolerated or condoned.

POLICY ON ACADEMIC HONESTY

Graduate students are expected to model the highest standards of ethical, intellectual, and academic integrity. All acts of plagiarism are considered serious offenses and may result in failure of the course assignment. Academic honesty includes providing one’s “fair share” of input for all group work; preparing for every class; refraining from cheating on exams or consulting with others during exams; and unauthorized collaboration, falsification, and multiple submissions of material for credit without permission. Honesty and integrity are expected in all learning endeavors, and failure to exhibit this personal character will result in course failure, dismissal from the program, and/or dismissal from the University. See UMHB Graduate Catalog, Expectations and Ethics.

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PROFESSIONAL ORGANIZATIONS

Graduate students are expected to join State and National Counseling and Psychology organizations appropriate to their program of study. Student membership dues are usually less for students and benefits are many, including professional newsletters, journals, and announcements of professional activities and job openings. Recommended professional organizations are:

American Counseling Association (ACA) Texas Counseling Association (TCA) Mid-Tex Counseling Association American School Counselors Association (ASCA) American Mental Health Counselors Association (AMHCA) American Association of Marriage & Family Therapists (AAMFT)

Professional organization applications will be made available to students at each semester orientation meeting as well as placed in graduate student mailboxes. Professional organization membership is vital to professional success. Student membership in a professional organization is considered in candidacy application review and again during oral comprehensive examination as relating to “professional orientation.”

LICENSURE AND CERTIFICATION

Students completing the 60-hour Clinical Mental Health Counseling Program will have the necessary coursework to sit for licensing exams for:

Texas Licensed Professional Counselor, LPCNational Board Certified Counselor, NBCC

Students completing the 48-hour Marriage and Family Christian Counseling Program will have the necessary coursework to sit for the licensing exam for:

Texas Licensed Marriage & Family Therapist, LMFT

Students who complete the 36-hour School Counseling Program, hold a Texas teaching certificate, and have two years of public school teaching experience may sit for the EXCET exam for:

Texas Professional School Counselor Certification

Application for the ExCET examination and for school counselor certification must be done through the UMHB Department of Education (254-295-4572 or [email protected]) upon recommendation from the Counseling and Psychology Department Chair.

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LICENSURE INFORMATION

Texas Licensed Professional Counselor

The Licensed Professional Counselor is a trained and experienced expert who holds a valid license issued under the Texas Licensed Professional Counselor Act, Title 71, Art.4512g. Licensure assures the public that counselors are legitimate mental health professionals and entitles counselors to establish private practices. The law requires that a person practicing counseling and claiming to be a professional counselor submit appropriate credentials for evaluation and take and pass an examination before counselor recognition is granted. Once granted a temporary license, a professional counselor must complete 3000 hours of supervised experience before a permanent license is granted. Applications and additional information on the LPC may be obtained by contacting:

Texas State Board of Examiners of Professional CounselorsTexas Department of Health

1100 West 49th StreetAustin, Texas 78756-3183

Phone: 1-512-834-6658E-mail: [email protected]

Texas Licensed Marriage and Family Therapist

“Marriage and Family Therapists (MFTs) are mental health professionals trained in psychotherapy and family systems, and licensed to diagnose and treat mental and emotional disorders within the context of marriage, couples and family systems. They evaluate and treat mental and emotional disorders, other health and behavioral problems, and address a wide array of relationship issues within the context of the family system” (www.aamft.org ).

Texas State Board of Examiners of Marriage & Family TherapistsTexas Department of Health

1100 West 49th StreetAustin, Texas 78756-3183

Phone: 1-512-834-6658E-mail: [email protected]

Texas Certified Professional School Counselor

Graduate students who are certified teachers in the State of Texas and who have two years of teaching experience can be certified as school counselors by the State of Texas when they graduate from the School Counseling Program and pass the School Counseling EXCET exam. Students should submit a final degree plan, completed transcript, and sign up for the EXCET exam through the UMHB College of Education.

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http://www.aamft.org/


National Board Certified Counselor

Students who have completed the 60-hour Clinical Mental Health Counseling Program may want to apply for the NBCC counseling credential. To request an application for the NBCC credential, write or call:

National Board for Certified Counselors3 Terrace Way, Suite D

Greensboro, NC 27403-36601-800-398-5389

ENDORSEMENT POLICY FOR CREDENTIALING AND JOB PLACEMENT

Graduate Counseling and Psychology faculty will endorse students for licensure, credentialing and securing gainful employment after students have successfully completed their program of study. Faculty will complete paperwork required by the State licensing boards, post job vacancy notices on the graduate counseling and psychology bulletin board, and write letters of recommendation as requested. Additionally, students may register with the University Career Services to be notified of job openings and to have their placement files forwarded to prospective employers. Students also have access to the University Internet posting of University-sponsored career fairs at www.umhb.edu /careerservices/ .

OTHER INFORMATION

Informed Consent

Counselor Education programs emphasize both professional knowledge, training and personal growth. When entering a graduate program in counselor education, there are several things you need to know and have a right to know. You will be asked to read and sign an “Informed Consent” form when you interview for admission to the program. The Informed Consent Form can be found in Attachment III, C of this Handbook.

Staying Informed

In addition to our expectations, we understand that the beginning graduate student has many questions and uncertainties. There are several ways for graduate students to stay abreast of what is going on in the department, university and mental health field.

OrientationA graduate student orientation is held at the beginning of every fall and spring academic semester. At this time each student has an opportunity to meet faculty members, to meet fellow graduate students, and to hear faculty members talk about academic and professional issues that are important to them. A question-

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http://www.umhb.edu/careerservices/

and-answer session is held toward the end of this meeting so that students have an opportunity to gain information from peers, faculty, and community practitioners. Students have an opportunity to evaluate the orientations they attend.

APA Writing WorkshopFollowing the Orientation Meeting each semester, an APA Writing Workshop is held. New students are required to attend the workshop. Currently enrolled students may attend to improve their skills. Faculty may recommend that students who are having difficulty with their writing attend the workshop. Students have an opportunity to evaluate the APA Writing Workshop.

Professor AvailabilityThe graduate professors are available to talk with students and answer questions about the program generally or about specific courses. The departmental secretary can schedule an appointment with any of the professors, including the part-time adjunct professors. Call 254-295-5425.

Professional Involvement and NetworkingMeeting and working with peers, professors, and community and school mental health practitioners and joining professional organizations are some of the best ways to participate in the graduate program and move into the profession. Networking is a reflection of a desire to learn and develop a professional orientation.

Graduate students have the opportunity to volunteer with state and national counseling associations at conventions and conferences. In addition to professional involvement, students are encouraged to volunteer locally at non-profit organizations that provide outreach counseling.

ACCREDITATION

The University of Mary Hardin-Baylor is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097: Telephone number 404-679-4501) to award baccalaureate and master’s degrees. The Graduate Counseling and Psychology Clinical Mental Health Counseling Program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The accreditation runs through June, 2012. The Clinical Mental Health Counseling program is currently accredited under the 2001 standards for Community Counseling programs as a Community Counseling program. The CACREP 2009 standards combine the Community Counseling and Mental Health Counseling standards into standards for Clinical Mental Health Counseling programs. The counseling program intends to seek accreditation for this program as a ClinicalMental Health Counseling program when it comes up for reaccreditation, per CACREP Guidelines.

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ATTACHMENT ICOUNSELOR COMPETENCY SCALE

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Counseling Competencies Scale (CCS)©Contributing Authors (2008)

The Counseling Competencies Scale (CCS) assesses counseling students’ skills development and professional competencies. Additionally, the CCS provides counseling students with direct feedback regarding their counseling skills and professional dispositions (dominant qualities), offering the students practical areas for improvement to support their development as effective and ethical professional counselors. Scales Evaluation Guidelines

Exceeds Expectations / Demonstrates Competencies (8) = the counseling student demonstrates strong (i.e., exceeding the expectations of a beginning professional counselor) knowledge, skills, and dispositions in the specified counseling skill(s) and professional disposition(s).

Meets Expectations / Demonstrates Competencies (6) = the counseling student demonstrates consistent and proficient knowledge, skills, and dispositions in the specified counseling skill(s) and professional disposition(s). A beginning professional counselor should be at this level at the conclusion of his or her practicum and/or internship.

Counseling students NOT scoring at level Six (6) or Above will NOT be eligible to progress to their next stage of clinical experience.

Near Expectations / Developing towards Competencies (4) = the counseling student demonstrates inconsistent and limited knowledge, skills, and dispositions in the specified counseling skill(s) and professional disposition(s). Students scoring at this level during their final practicum evaluation (be it practicum or internship) have not demonstrated the professional competencies needed to progress to the next level of clinical experience. Remediation may be necessary in these areas.

Below Expectations / Insufficient / Unacceptable (2) = the counseling student demonstrates limited or no evidence of the knowledge, skills, and dispositions in the specified counseling skill(s) and professional disposition(s). Students scoring at this level during their final evaluation (practicum or internship) have not demonstrated the professional competencies needed to progress to the next level of clinical experience. Remediation may be necessary in the areas identified as deficient by the clinical supervisor.

CACREP (2009) Standards – Section III: Professional Practice: Professional practice, which includes practicum and internship, provides for the application of theory and the development of counseling skills under supervision. These experiences will provide opportunities for students to counsel clients who represent the ethnic and demographic diversity of their community. CACREP (2009) Standards – Section III: Professional Practice: Standard 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 of one (1) 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 ½ 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.

Supervised internship experiences must total a minimum of 600 clock hours, 300 each academic term of a 10-week minimum. Each student’s internship includes all of the following:1. At least 120 clock hours of direct service with actual clients each of two (2) internship semesters.2. Weekly interaction that averages one (1) hour per week of individual and/or triadic supervision by a program faculty member 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 ½ hours per week of group supervision that is provided on a regular schedule throughout the internship/s by a program faculty member. 4. The development of program-appropriate audio/video recordings for use in supervision or live supervision of the student’s work with clients.5. Evaluation of the student’s counseling performance through the internship/s, including documentation of a formal evaluation after the student completes the internship.

Copyrighted. Contact Glenn Lambie [email protected] at the University of Central Florida, Counselor Education Program regarding use.

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Part I (Primary Counseling Skills – CACREP Standards [2009] #2 [Social & Cultural Diversity], #5 [Helping Relationships] & #7 [Assessment])# Score Primary

Counseling Skill(s)

Specific Counseling Descriptors

Exceeds Expectations / Demonstrates Competencies

(8)

Meets Expectations / Demonstrates Competencies

(6)

Near Expectations / Developing towards

Competencies (4)

Below Expectations / Insufficient / Unacceptable

(2)1.A Nonverbal

Skills Includes Body Position, Eye Contact, Posture, Distance from Client, Voice Tone, Rate of Speech, etc.

Student demonstrates effective nonverbal communication skills, conveying connectiveness & empathy (85%).

Student demonstrates effective nonverbal communication skills for the majority of counseling sessions (70%)

Student demonstrates inconsistency in his/her nonverbal communication skills.

Student demonstrates limited nonverbal communication skills.

1.B Encouragers Includes Minimal Encouragers & Door Openers such as “Tell me more about...”

Student demonstrates appropriate use of encourages, which supports the development of a therapeutic relationship (85%).

Student demonstrates appropriate use of encourages for the majority of counseling sessions (70%)

Student demonstrates inconsistency in his/her use of appropriate encouragers.

Student demonstrates limited ability to use appropriate encouragers.

1.C Questions Use of Appropriate Open & Closed Questioning (e.g., avoidance of double questions)

Student demonstrates appropriate use of open & close-ended questions, with an emphasis on open-ended question (85%).

Student demonstrates appropriate use of open & close-ended questions for the majority of counseling sessions (70%).

Student demonstrates inconsistency in his/her use of open-ended questions & may use closed-ended questions for prolonged periods.

Student uses open-ended questions sparingly & with limited effectiveness.

1.D Reflecting a Basic Reflection of Content – Paraphrasing, Summarizing, etc.

Student demonstrates appropriate use of paraphrasing & summarizing as the primary therapeutic approach (85%).

Student demonstrates appropriate use of paraphrasing & summarizing, appropriately & consistently (70%).

Student demonstrates paraphrasing, & summarizing inconsistently & inaccurately.

Student demonstrated limited proficiency in paraphrasing & summarizing

1.E Reflecting b Reflection of Feelings Student demonstrates appropriate use of reflection of feelings as the primary therapeutic approach (85%).

Student demonstrates appropriate use of reflection of feelings appropriately & consistently (70%).

Student demonstrates reflection of feelings inconsistently & inaccurately.

Student demonstrated limited proficiency in reflecting feelings

1.F Advanced Reflection (“Depth”)

Advanced Reflection of Feelings, Reflection of Values, Meanings, Core Beliefs (takes counseling to a deeper level)

Student demonstrates consistent used advanced therapeutic skills & promotes discussions of greater depth in counseling sessions (85%).

Student demonstrates ability to appropriately use advanced counseling skills, supporting increased exploration in counseling session (70%).

Student demonstrates inconsistent & inaccurate ability to use advanced counseling skills: sessions appear sluggish.

Student demonstrates limited ability to use advanced counseling skills: sessions appear primarily superficial.

1.G Confrontation Counselor challenges client to recognize & evaluate inconsistencies.

Student demonstrates the ability to challenge clients through verbalizing inconsistencies & discrepancies in the client’s words or actions in a supportive & caring fashion. Good balance of challenge & support (85%).

Student demonstrates the ability to challenge clients through verbalizing inconsistencies & discrepancies in the client’s words or actions in a supportive & caring fashion (can confront, but appears hesitant) (70%).

Student demonstrates inconsistent ability to challenge clients through verbalizing inconsistencies & discrepancies in the client’s words or actions in a supportive & caring fashion. Confrontation is minimal.

Student demonstrates limited ability to challenge clients through verbalizing discrepancies in the client’s words or actions in a supportive & caring fashion. Confrontation is lacking.

1.H Goal Setting Counselor collaborates with client to establish realistic, appropriate, & attainable therapeutic goals

Student demonstrates consistent ability to establish collaborative & appropriate therapeutic goals with client (85%).

Student demonstrates ability to establish collaborative & appropriate therapeutic goals with client (70%).

Student demonstrates inconsistent ability to establish collaborative & appropriate therapeutic goals with client.

Student demonstrates limited ability to establish collaborative & appropriate therapeutic goals with client.

1.I Focus of Counseling

Counselor focuses (or refocuses) client on his/her therapeutic goals – i.e., purposeful counseling

Student demonstrates consistent ability to primarily focus (or refocus) counseling on client’s appropriate therapeutic goal attainment (85%).

Student demonstrates ability to primarily focus (or refocus) counseling on client’s appropriate therapeutic goal attainment (70%).

Student demonstrates inconsistent ability to primarily focus (or refocus) counseling on client’s appropriate therapeutic goal attainment.

Student demonstrates limited ability to primarily focus (or refocus) counseling on client’s appropriate therapeutic goal attainment.

1.J Facilitate Therapeutic Environment a

Counselor expresses appropriate empathy & care. Counselor is “present” and open to client.

Student demonstrates consistent ability to be empathic & uses appropriate responses (85%).

Student demonstrates ability to be empathic & uses appropriate responses (70%).

Student demonstrates inconsistent ability to be empathic & use appropriate responses.

Student demonstrates limited ability to be empathic & uses appropriate responses.

1.K Facilitate Therapeutic Environment b

Counselor expresses appropriate respect & unconditional positive regard

Student demonstrates consistent ability to be respectful, accepting, & caring with clients (85%).

Student demonstrates ability to be respectful, accepting, & caring with clients (70%).

Student demonstrates inconsistent ability to be respectful, accepting, & caring.

Student demonstrates limited ability to be respectful, accepting, & caring.

_______: Total Score (out of a possible 88 points)

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Part 2 (Professional Dispositions – CACREP Standards [2009] #1 [Professional Orientation & Ethical Practice] #2 [Social & Cultural Diversity], #3 [Human Growth & Development], & #5 [Helping Relationships])

# Score Primary Professional Dispositions

Specific Professional Disposition Descriptors


(8)


(6)


Competencies (4)


(2)2.A Professional

Ethics The student adheres to the ethical guidelines of the ACA, ASCA, & IAMFC.

Student demonstrates consistent & advanced (i.e., exploration & deliberation) ethical behavior & judgments.

Student demonstrates consistent ethical behavior & judgments.

Student demonstrates ethical behavior & judgments, but on a concrete level with a basic decision-making process.

Student demonstrates limited ethical behavior & judgment, and a limited decision-making process.

2.B Professionalism Student behaves in a professional manner towards supervisors, peers, & clients (includes appropriates of dress & attitudes)

Student is consistently respectful, thoughtful, & appropriate within all professional interactions.

Student is respectful, thoughtful, & appropriate within all professional interactions.

Student is inconsistently respectful, thoughtful, & appropriate within professional interactions.

Student is limitedly respectful, thoughtful, & appropriate within professional interactions.

2.C Self-awareness & Self-understanding

Student demonstrates an awareness of his/her own belief systems, values, needs & limitations (herein called “beliefs”) and the effect of “self” on his/her work with clients.

Student demonstrates significant & consistent awareness & appreciation of his/her belief system & the influence of his/her beliefs on the counseling process.

Student demonstrates awareness & appreciation of his/her belief system and the influence of his/her beliefs on the counseling process

Student demonstrates inconsistent awareness & appreciation of his/her belief system and the influence of his/her beliefs on the counseling process.

Student demonstrates limited awareness of his/her belief system and appears closed to increasing his/her insight.

2.D Emotional stability & Self-control

Student demonstrates emotional stability (i.e., congruence between mood & affect) & self-control (i.e., impulse control) in relationships with supervisor, peers, & clients.

Student demonstrates consistent emotional resiliency & appropriateness in interpersonal interactions.

Student demonstrates emotional stability & appropriateness in interpersonal interactions.

Student demonstrates inconsistent emotional stability & appropriateness in interpersonal interactions.

Student demonstrates limited emotional stability & appropriateness in interpersonal interactions.

2.E Motivated to Learn & Grow / Initiative

Student is engaged in the learning & development of his/her counseling competencies.

Student demonstrates consistent enthusiasm for his/her professional and personal growth & development.

Student demonstrates enthusiasm for his/her professional and personal growth & development.

Student demonstrates inconsistent enthusiasm for his/her professional and personal growth & development.

Student demonstrates limited enthusiasm for his/her professional and personal growth & development.

2.F Multicultural Competencies

Student demonstrated awareness, appreciation, & respect of cultural difference (e.g., races, spirituality, sexual orientation, SES, etc.)

Student demonstrates consistent & advanced multicultural competencies (knowledge, self-awareness, appreciation, & skills).

Student demonstrates multicultural competencies (knowledge, self-awareness, appreciation, & skills).

Student demonstrates inconsistent multicultural competencies (knowledge, self-awareness, appreciation, & skills).

Student demonstrates limited multicultural competencies (knowledge, self-awareness, appreciation, & skills).

2.G Openness to Feedback

Student responds non-defensively & alters behavior in accordance with supervisory feedback

Student demonstrates consistent openness to supervisory feedback & implements suggested changes.

Student demonstrates openness to supervisory feedback & implements suggested changes.

Student demonstrates openness to supervisory feedback, but does not implement suggested changes.

Student is not open to supervisory feedback & does not implement suggested changes.

2.H Professional & Personal Boundaries

Student recognizes the boundaries of her/his competencies & maintains appropriate boundaries with supervisors, peers, & clients

Student demonstrates consistently strong & appropriate boundaries & appreciates his/her limitations.

Student demonstrates appropriate boundaries & appreciates his/her limitations.

Student demonstrates appropriate boundaries, but has limited appreciation of his/her limitations.

Student demonstrates inappropriate boundaries & has limited appreciation of his/her limitations.

2.I Flexibility & Adaptability

Student demonstrates ability to flex to changing circumstance, unexpected events, & new situations

Student demonstrates consistently strong ability to adapt & “reads-&-flexes” appropriately.

Student demonstrates ability to adapt & “reads-&-flexes” appropriately.

Student demonstrated an inconsistent ability to adapt & flex to his/her clients.

Student demonstrates a limited ability to adapt & flex to his/her clients.

2.J Congruence & Genuineness

Student demonstrates self-acceptance (“comfortable in one’s own skin”) & appropriate self-confidence.

Student demonstrates consistent ability to be genuine & accepting of self & others

Student demonstrates ability to be genuine & accepting of self & others

Student demonstrates inconsistent ability to be genuine & accepting of self & others.

Student demonstrates a limited ability to be genuine & accepting of self & others (incongruent).


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Part 3 (Professional Behaviors – CACREP Standards [2009] #1 [Professional Orientation & Ethical Practice], #3 [Human Growth & Development], & #5 [Helping Relationships], #7 [Assessment], & #8 [Research & Program Evaluation])

# Score Primary Professional Behavior(s)

Specific Professional Behavior Descriptors


(8)


(6)


Competencies (4)


(2)3A Attendance Student attends all course

meetings & clinical practice activities in their entirety (engaged & prompt).

Student attends all class meetings & supervision sessions in their entirety & is engaged in the learning process.

Student misses one class meeting &/or supervision session & is engaged in the learning process.

Student misses two class meetings &/or supervision sessions & is engaged in the learning process.

Student misses more than two class meetings &/or supervisions sessions & is not engaged in the learning process.

3.B Knowledge & Adherence to Site Policies

Student demonstrates an understanding & appreciation for all counseling site policies & procedures

Student demonstrates consistent adherence to all counseling site policies & procedures.

Student demonstrates adherence to all counseling site policies & procedures.

Student demonstrates inconsistent adherence to all counseling site policies & procedures.

Student demonstrates limited adherence to all counseling site policies & procedures.

3.C Record Keeping Student completes all weekly record keeping activities correctly & promptly (e.g., case notes, psychological reports, TX plan).

Student completes all required record keeping & documentation in a through & comprehensive fashion.

Student completes all required record keeping & documentation in a competent fashion.

Student completes all required record keeping & documentation in an inconsistent & in a questionable fashion.

Student completes required record keeping & documentation inconsistently & in a poor fashion.

3.D Knowledge of professional literature

Student researches therapeutic intervention strategies that have been supported in the literature & research.

Student demonstrates strong knowledge of supported therapeutic approaches grounded in the counseling literature & research.

Student demonstrates knowledge of supported therapeutic approaches grounded in the counseling literature & research.

Student demonstrates inconsistent knowledge of supported therapeutic approaches grounded in the counseling literature/research.

Student demonstrates limited knowledge of supported therapeutic approaches grounded in the counseling literature & research.

3.E Application of Theory to Practice

Student demonstrates knowledge of counseling theory & its application in his/her practice.

Student demonstrates a strong understanding of the counseling theory(ies) that guides his/her therapeutic work with clients.

Student demonstrates an understanding of the counseling theory(ies) that guides his/her therapeutic work with clients.

Student demonstrates inconsistent understanding of the role of counseling theory in his/her therapeutic work.

Student demonstrates limited understanding of counseling theory & its role in his/her therapeutic work with clients.

3.F Case Conceptualization

Student is able to effectively present & summarize client history & demonstrates an appreciation of the multiple influences on a client’s level of functioning

Student demonstrates a strong & comprehensive case conceptualization; appreciating the multiple influences on a client’s level of functioning.

Student demonstrates an comprehensive case conceptualization; appreciating the multiple influences on a client’s level of functioning.

Student demonstrates basic case conceptualization; appreciating only the influences a client presents in session on his/her level of functioning.

Student demonstrates a limited case conceptualization & does not appreciate the influence of systemic factors on the client’s level of functioning.

3.G Seeks Consultation

Student seeks consultation & supervision in appropriate service delivery

Student consistently seeks appropriate consultation & supervision to support the delivery of counseling services.

Student seeks appropriate consultation & supervision to support the delivery of counseling services.

Student inconsistently seeks consultation & supervision to support the delivery of counseling services.

Student seeks limited consultation & supervision to support the delivery of counseling services.

3.H Psychosocial & Treatment Planning

Student demonstrates ability to construct a comprehensive & appropriate psychosocial report & treatment plan.

Student demonstrates the ability to construct a comprehensive & appropriate psychosocial report & treatment plan (e.g., goals are relevant, attainable, & measureable)

Student demonstrates the ability to construct a comprehensive & appropriate psychosocial report & treatment plan.

Student demonstrates an inconsistent ability to construct a comprehensive & appropriate psychosocial report & treatment plan.

Student demonstrates a limited ability to construct a comprehensive & appropriate psychosocial report & treatment plan.

3.I Appraisal Student demonstrates ability to appropriately administer, score, & interpret clinical assessments

Student demonstrates a strong ability to appropriately administer, score, & interpret assessment instruments.

Student demonstrates the ability to appropriately administer, score, & interpret assessment instruments.

Student demonstrates an inconsistent ability to appropriate administer, score, & interpret assessment instruments.

Student demonstrates a limited ability to appropriately administer, score, & interpret assessment instruments.

3.J Task Completion Student completes all assigned tasks in an ethical & effective fashion (e.g., individual & group counseling, supervision, reports)

Student consistently completes all assigned tasks in a comprehensive & through fashion.

Student completes all assigned tasks in a comprehensive fashion.

Student completes assigned tasks in an inconsistent fashion.

Student does not complete all assigned tasks & those tasks that are completed are not done in a competent fashions.


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Narrative Feedback from Supervising Instructor

Please note the counseling student’s areas of strength, which you have observed:

Please note the counseling student’s areas that warrant improvement, which you have observed:

Please comment on the counseling student’s general performance during his/her clinical experience to this point:

_________________________________________ _____________________Counseling Student’s Name (print) Date

_________________________________________ _____________________Supervising Instructor’s Name (print) Date

Date CCS was reviewed with Counseling Student – _________________________________________________

_________________________________________ _____________________Counseling Student’s Signature Date

_________________________________________ _____________________Supervising Instructor’s Signature Date

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ATTACHMENT IIPROFESSIONAL PERFORMANCE EVALUATION

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Professional Performance EvaluationStudent ______________________________________ Semester/Year _______________Faculty ______________________________________ Course Number ______________

Page 1Rating Scale

N - No Opportunity to observe 1 - Meets criteria minimally or inconsistently for program level 0 - Does not meet criteria for program level 2 - Meets criteria consistently at this program level Professional Responsibility 1. The student conducts self in an ethical manner so as to promote confidence in the profession. N 0 1 2

2. The student relates to peers, professors, and others in a manner consistent with stated professional standards. N 0 1 2

3. The student demonstrates sensitivity to real and ascribed differences in power between themselves and others, and does not exploit or mislead other people during or after professional relationships.

N 0 1 2

4. The student demonstrates application of legal requirements relevant to professional training and practice. N 0 1 2

Competence 1. The student recognizes the boundaries of her/his particular competencies and the limitations of her/his expertise. N 0 1 2

2. The student takes responsibility for compensating for her/his deficiencies. N 0 1 23. The student takes responsibility for assuring other’s welfare when encountering the boundaries of her/his expertise. N 0 1 2

4. The student provides only those services and applies only those techniques for which she/he is qualified by education, training and experience. N 0 1 2

5. The student demonstrates basic cognitive, affective, sensory, and motor capacities to respond to others. N 0 1 2

Maturity 1. The student demonstrates appropriate self-control (such as anger control, impulse control) in interpersonal relationships with faculty, peers, and others. N 0 1 2

2. The student demonstrates honesty, fairness, and respect for others. N 0 1 23. The student demonstrates an awareness of his/her own belief systems, values, needs and limitations and the effect of these on his/her work. N 0 1 2

4. The student demonstrates the ability to receive, integrate and utilize feedback from peers, teachers, and supervisors. N 0 1 2

5. The student exhibits appropriate levels of self-assurance, confidence, and trust in own ability. N 0 1 26. The student follows professionally recognized conflict resolution processes, seeking to informally address the issue first with the individual(s) with whom the conflict exists. N 0 1 2

Integrity 1. The student refrains from making statements which are false, misleading or deceptive. N 0 1 22. The student avoids improper and potentially harmful dual relationships. N 0 1 23. The student respects the fundamental rights, dignity and worth of all people. N 0 1 24. The student respects the rights of individuals to privacy, confidentiality, and choices regarding self-determination and autonomy. N 0 1 2

5. The student respects cultural, individual, and role differences, including those due to age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, and socioeconomic status.

N 0 1 2

This evaluation form has been adapted from the original Professional Counselor Performance Evaluation published by the Texas State University Educational Administration and Psychological Services Department. Used with permission.

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ATTACHMENT IIIA. INFORMED CONSENT

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UNIVERSITY OF MARY HARDIN-BAYLORM.A. DEGREE IN COUNSELING AND PSYCHOLOGY

INFORMED CONSENT FOR COUNSELOR EDUCATION

Please read the following information. Sign the back page of the Informed Consent Form. Return the signed page to the Program Director and keep the Informed Consent test for your files.

Counselor Education programs emphasize both professional knowledge, training and personal growth. When entering a graduate program in counselor education, there are several things you need to know.

(1) As a graduate counseling student, you will be required to participate in individual counseling, both in the counselor role and in the client role. Personal information may be shared in these sessions. Although strict ethical standards apply to these practice sessions, confidentiality cannot be guaranteed.

(2) As a graduate counseling student, you will be required to participate in a group counseling course. This course is both academic and experiential. The course is designed to teach group counseling leadership skills and to provide each student with an opportunity for personal growth. Personal information may be shared in these sessions. Although strict ethical standards apply to these practice sessions, confidentiality cannot be guaranteed.

(3) As a graduate counseling student, you will be required to participate in personal reflection, value assessment, and self-growth in all graduate counseling and psychology courses, recognizing that counselors can only help others to the extent that they understand themselves and have personally engaged in a self-change process. Personal growth and change can alter personal relationships and possibly cause risk to self and others.

(4) As a graduate counseling student, you are expected to conduct yourself in a manner consistent with the expectations of students attending the University of Mary Hardin-Baylor as a Christian university. Any undesirable conduct will be addressed within the department as well as reported to the University Dean of Graduate Students.

(5) As a graduate counseling student, you are encouraged to self-disclose to your professors and advisors. Counselor educators have an ethical duty to protect the public through providing up-to-date and accurate academic information and skills training and through screening students to ensure that they meet the academic standards and the emotional stability to be effective counselors. Confidentiality can only be maintained to the point that the information you share does not negatively impact the profession or the public.

(6) As a graduate counseling student, you will be required to participate in research, both as a researcher and as a subject. Research projects may be part of the requirements of a specific course or may be conducted independently of course requirements. All research follows professional ethical guidelines and UMHB IRB guidelines related to conducting research.

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(7) Counselor educators have a responsibility to allow only those students to graduate who demonstrate professional, personal and interpersonal competency. Competency concerns may be addressed in the following ways:

(a) Through individual courses – your professor may discuss his/her concerns with you while you are a student in his/her class.

(b) Through the candidacy process – each student must apply for candidacy after completion of 12 hours of coursework. A student is not a candidate for a Master of Arts Degree in Counseling and Psychology until he/she has been approved by the graduate faculty as a candidate. Each student will receive a letter outlining areas of competence and areas of deficiency. It is your responsibility to meet with the faculty to discuss remediation in the areas of deficiency. A specific remediation plan will be developed collaboratively by the student and the graduate faculty members. Specific remediation may include, but is not limited to, repeating coursework, taking additional courses, attending special workshops (i.e. APA Writing Style Workshop), tutoring, readings, and personal counseling. When personal counseling is recommended, students will be given a list of licensed counselors/therapists from which they may select one or they may choose to see a counselor not on the list. Students must sign a Release of Confidential Information form with their counselor and request that progress reports be sent to the Director of the Graduate Counseling and Psychology Program. Any student who does not follow the remediation plan and eliminate areas of deficiency will be dismissed from the program.

(c) Through comprehensive examinations – each student is required to take comprehensive exams, both written and oral. Any student who does not demonstrate competency will be required to retake the examination. A remediation plan will be developed collaboratively by the student and the graduate faculty members to assist the student in developing needed competencies. If the student does not demonstrate competency upon reexamination, the student will be dismissed from the program.

(8) As a graduate counseling student, you will be required to complete clinical training as part of the degree requirements. Clinical training involves practicum and internship classes and clinical practice. Practicum and internship students are required to work with clients at the Community Life Center as partial requirement for these clinical courses. Since Community Life Center clients cannot be guaranteed, students are responsible for obtaining their own internship sites if their required hours cannot be completed at the Community Life Center. Paid practica and internships cannot be guaranteed, thus students must be prepared to volunteer.

(9) As a graduate counseling student, you are required to purchase professional liability insurance through the Graduate Counseling and Psychology Department.

(10) As a graduate counseling student, you are responsible for following your degree plan, knowing when courses will be offered, and keeping abreast of all program changes for successful completion of your counselor training. A copy of the two-year course rotation and degree requirements will be provided for you.

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(11) As a graduate counseling student, you are responsible for informing your advisor that you will be graduating in the upcoming semester and requesting that your degree plan be forwarded to the Registrar’s Office. All degree plans must be submitted to the Registrar the semester before the student expects to graduate.

(12) In order to obtain licensure as a Licensed Professional Counselor, students must complete a supervised internship period after graduating with their Master’s Degree. During this post-graduate internship period, you may have to finance your own supervision.

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INFORMED CONSENT FOR COUNSELOR EDUCATION

I have received a copy of, read and understand the Informed Consent information related to

being a student in the Graduate Program in Counseling and Psychology at the University of

Mary Hardin-Baylor.

_______________________________________Print Student Name

_______________________________________ _____________________Student Signature Date

_______________________________________ _____________________Faculty Signature Date

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ATTACHMENT IIIB. PRACTICUM AND INTERNSHIP APPLICATION

46

Graduate Department of Counseling and PsychologyUniversity of Mary Hardin-Baylor

Application for Practicum (PSCO/MFCC 6395)

Instruction: Complete this form in its entirety and submit it to the Counseling and Psychology Department. This form should be submitted according to the following application deadlines:

Registration for PSCO/MFCC 6395 Application DeadlineSummer Semester Preceding February 1Fall Semester Preceding February 1Spring Semester Preceding September 15

Please Note: The application dates for PSCO/MFCC 6395 are not negotiable. It is your responsibility to complete the practicum application form prior to the February 1/ September 15 deadlines. Students who submit applications after these deadlines will be required to re-submit their applications for the following semester. Late applications will be considered only on space-available basis.

Proof of liability insurance must be obtained prior to seeing any clients and a copy of the insurance presented to the section faculty member the first night of class.

For which term do you plan to enroll in PSCO/MFCC 6395 Practicum? (check the appropriate semester):

___ Fall ___ Spring ___ Summer

What is your program Track? (check the appropriate track):

___ Clinical Mental Health Counseling ___ Marriage and Family ___ School Counseling

Name: ______________________________________

Phone: ______________________________

Email: ______________________________

Local Mailing Address:________________________________________________

___________________________________________________________________

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University of Mary Hardin-Baylor Application for Practicum Page 2 of 2

Check the course you have completed by the time practicum begins, and indicate when the course was or will be completed:Course Date CompletedPSCO/ MFCC 6308PSCO/ MFCC 6312PSCO/ MFCC 6315PSCO/ MFCC 6316PSCO/ MFCC 6320PSCO/ MFCC 6326

List a minimum of two sites you will contact for an interview. Before contacting these sites, you must obtain approval from your advisor and the clinical coordinator.

1. ______________________________________________________

2. ______________________________________________________

Permission is hereby given to this student to contact the sites listed above.

____________________________ ___________________Faculty Advisor Date

____________________________ ___________________Clinical Coordinator Date

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Application for Internship I (PSCO/MFCC 6397)



Please Note: The application dates for PSCO/MFCC 6397 are not negotiable. It is your responsibility to complete the internship application form prior to the February 1/ September 15 deadlines.


For which term do you plan to enroll in PSCO/MFCC 6397? (check the appropriate semester):




Name: ______________________________________

Phone: ______________________________

Email: ______________________________

Local Mailing Address: ________________________________________________

___________________________________________________________________

Date of Completion of PSCO/MFCC 6395: __________________________

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University of Mary Hardin-Baylor Application for Internship I Page 2 of 2

List a minimum of three sites you will contact for an interview. Before contacting these sites, you must obtain approval from your advisor and the clinical coordinator.

1. ______________________________________________________

2. ______________________________________________________

3. ______________________________________________________


____________________________ __________________Faculty Advisor Date

____________________________ __________________Clinical Coordinator Date

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Application for Internship II (PSCO/MFCC 6398)



Please Note: The application dates for PSCO/MFCC 6398 are not negotiable. It is your responsibility to complete the internship application form prior to the February 1/ September 15 deadlines.


For which term do you plan to enroll in PSCO/MFCC 6398? (check the appropriate semester):




Name: _____________________________________

Phone: ______________________________

Email: ______________________________ Local Mailing Address:________________________________________________

___________________________________________________________________

Date of Completion of PSCO/MFCC 6397: __________________________

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University of Mary Hardin-Baylor Application for Internship II Page 2 of 2

List a minimum of three sites you will contact for an interview. Before contacting these sites, you must obtain approval from your advisor and the clinical coordinator.

1. ______________________________________________________

2. ______________________________________________________

3. ______________________________________________________


____________________________ __________________Faculty Advisor Date

____________________________ __________________Clinical Coordinator Date

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ATTACHMENT IIIC. CANDIDACY APPLICATION

andCANDIDACY EVALUATION FORM

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Application for Candidacy

I have completed 12 hours of graduate work and hereby apply for candidacy in the: (check one)

_______________ Community Counseling Program (LPC, LPA, NBCC)Check this if you entered the program before August 2008

_______________ Clinical Mental Health Counseling Program (LPC, LPA, NBCC)Check this if you entered the program after August 2008

_______________ Public School Counseling Program (PSC)

_______________ Marriage and Family Christian Counselor Program (MFCC)

_______________ Academic Specialization Program

Print Name: ___________________________________________________________________

Signed: ___________________________________________ Date: _______________________

Upon receipt, the graduate faculty will consider your candidacy and determine whether to: a. accept you with qualificationb. deny your candidacyc. postpone review of your request for candidacy

Once the graduate faculty committee has made its decision, you will be notified in writing. If you have questions concerning the letter you receive, please make an appointment with any of the graduate faculty to discuss your questions and concerns.

You will need to submit a second candidacy request form following your completion of PSCO/MFCC6395, Practicum. At that time, the graduate faculty committee will again meet and finalize your candidacy status.

The graduate faculty’s decision will include discussion and evaluation on the Candidacy Evaluation Form (attached).

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Name: ________________________________ ID: _______________________Address:___________________________________________________________________Program of Study: ____________________________________________________________

GRADE AVERAGEGRE: V ____________ M ____________ T ______________ A ______________

Graduate Hours Complete: __________________ Graduate GPA: ___________

Evaluation (1: poor, 2: insufficient, 3: fair, 4: good, 5: excellent)Academic Communication Skills

_________ 1. Speaking

_________ 2. Writing

Professional Orientation

__________ 1. Demonstrates positive work attitude and enthusiasm for task at hand

__________ 2. Desires to learn material beyond class expectation

__________

__________

3. Work reflects quality effort

4. Internalizes importance of professional work behaviors

Interpersonal Competence

__________ 1. Demonstrates ability to work as an effective team member

__________ 2. Interacts with others in a positive, professional manner

__________ 3. Demonstrates active involvement in teamwork

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Master of Arts Degree in Counseling & Psychology

Candidacy Evaluation Form

Personal responsibility

__________ 1. Takes ownership of successes and failures

__________ 2. Demonstrates an internal Locus-of-control

__________ 3. Demonstrates active involvement in teamwork

__________ 4. Accepts feedback from others in a nondefensive manner

Personal Integrity

__________ 1. Demonstrates honesty, fairness, and respect for others

__________ 2. Understands own personal values and beliefs and how these affect interpersonal relationships

Respect others and diversity

__________ 1. Presents opinions and comments in a non-threatening and non-antagonistic manner

__________ 2. Demonstrates tactfulness in conversations

__________ 3. Demonstrates an appreciation for diversity

__________ 4. Understands and respects diverse backgrounds

5. Seeks feedbacks about multicultural knowledge and skills

Self-Reflection and Self care

__________ 1. Able to identity personal strength and weakness

__________ 2. Demonstrates a desire to improve and grow as a counselor

__________ 3. Demonstrates ability to think about and change behavior

__________ 4. Addresses personal issues that may affect professional life

5. Demonstrates desire for wellness and balance

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GRADUATE PSYCHOLOGY AND COUNSELING PROGRAMgraduate.umhb.edu/sites/all/files/graduate_counseling/... · Web viewGRADUATE STUDENT HANDBOOK 2009-2011 UMHB Box 8006a Belton, TX 76513

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