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DEPARTMENT OF COUNSELOR EDUCATION

Student Handbook

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TABLE OF CONTENTS

PREFACE 4 MISSION 4 PURPOSE & PHILOSOPHY 4 MASTERS PROGRAM OBJECTIVES 4 MASTERS PROGRAMS 8

• MSED IN COUNSELING – SCHOOL COUNSELOR 8 • MSED IN COUNSELING – COLLEGE COUNSELOR 8 • MS IN COUNSELING – MENTAL HEALTH COUNSELOR 9

CHILD ABUSE REPORTING, DASA TRAINING & SAVE TRAINING 10 CASAC-T 10 CAREER PLACEMENT 10 FINANCIAL ASSISTANCE & SCHOLARSHIPS 10 GENERAL DEPARTMENT INFORMATION, REQUIREMENTS & POLICIES 13

• PLAN OF STUDY AND ADVISEMENTS 13 • UNDERGRADUATE STATISTICS COURSE 13 • COUNSELING 13 • NEW STUDENT ORIENTATION 13 • APPROVAL FOR CLINICAL COURSEWORK 13 • COMPETENCY 14 • PROGRESS TOWARDS DEGREE 15 • CURRICULUM 15 • PROFESSIONAL DISPOSITIONS 15 • CACREP STANDARDS 16 • RETENTION POLICY 26 • RETENTION STATEMENT 26 • RETENTION REVIEW 26 • POLICY ON GRADE APPEALS 27 • EXPERIENTIAL LEARNING 32 • ENDORSEMENT POLICY 32 • LIABILITY INSURANCE 32 • PROFESSIONAL ORGANIZATIONS 32 • COUNSELOR EDUCATION LABS 33

GRADUATE ACADEMIC SUPPORT SERVICES 35 • DRAKE MEMORIAL LIBRARY 35 • OTHER LIBRARY SERVICES 35 • METROCENTER LIBRARY 35 • RRLC ACCESS CARD 35 • INFORMATION TECHNOLOGY SERVICES 35 • COUNSELING CENTER 36 • GRADUATE INFORMATION VIA THE INTERNET 36

QUICK ACCESS FOR OTHER GRADUATE STUDENT SERVICES 36 POST-MASTERS LEVEL STUDY 37 CERTIFICATES OF ADVANCED STUDY FOR SCHOOL COUNSELORS 37

• CAS IN SCHOOL COUNSELOR SUPERVISION 37 • CAS IN SCHOOL COUNSELING, ONLINE/HYBRID 37

ADVANCED CERTIFICATE BRIDGE PROGRAMS 39

• COLLEGE COUNSELING BRIDGE 39 • SCHOOL COUNSELING BRIDGE 39 • MENTAL HEALTH COUNSELING BRIDGE 39 • APPLICATION PROCESS 40

APPENDIX A: COUNSELOR EDUCATION COURSES 41

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APPENDIX B: COUNSELOR EDUCATION FACULTY & STAFF 45 APPENDIX C: APPROVAL FOR CLINICAL COURSEWORK APPLICATION 46

UPDATED: November 2015

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DEPARTMENT OF COUNSELOR EDUCATION

PREFACE

The Department of Counselor Education seeks students who are passionate about becoming a professional counselor and are willing to engage in challenging, graduate academic coursework. In addition, the department faculty seek students who are open to self-examination, to gaining and increasing self-awareness and to receiving feedback about themselves. In order to be a successful student in the department and to be a competent professional counselor, the department believes that students must be willing to engage all of themselves in a learning process that entails traditional graduate academic work and self-work – learning about oneself. This means not only will students be expected to perform academically at the graduate level, but also demonstrate professional dispositions.

The department’s programs are designed to meet the needs of students who are able to continue their education on a part-

time basis. Although the program is designed for part-time students, some students continue their education on a full-time basis. Most part-time students are professionally employed. Consequently, our student body comprises a quite diverse and interesting group. The faculty draws from this rich background in helping students to combine experiential knowledge with academic concepts

The Department of Counselor Education offers masters degrees (MSEd and MS) for those seeking to gain entry into the

counseling profession. It also offers Certificates of Advanced Study (CAS) for those seeking further specialization beyond the master’s degree.

MISSION

The mission of the Department of Counselor Education is to prepare and mentor scholar practitioners, with a deep level of self- understanding, in the art and science of professional counseling.

PURPOSES AND PHILOSOPHY

This department seeks to prepare excellent counselors, who choose an emphasis for special preparation in college, mental health or school settings. Such counselors possess knowledge of human behavior and social systems, counseling and communication skills, self-awareness, and respect for human dignity and diversity. As a result, they are able to integrate this knowledge, skill and attitude with their personhood. This combined emphasis on skill development, theory and utilization of self produces counselors who function effectively in a variety of helping settings and who have a positive impact on the individuals, agencies, institutions and/or communities in which they work.

The philosophy of the department emphasizes the personhood of the counselor and utilization of self as the most important

instruments in effecting therapeutic and systemic change. Thus, classroom instruction combines experiential (self) and didactic learning to create opportunities for students to acquire and demonstrate theoretical knowledge, practical skills, and understanding and utilization of self necessary to be effective counselors. Finally, students are expected to learn how to learn, by acquiring the skills necessary to continue personal growth and professional development while in the program and after the completion of their formal education.

MASTERS PROGRAM OBJECTIVES Students realize the above statement of purposes and philosophical beliefs through successful achievement of the following objectives. At the completion of the MSED in Counseling, school counselor and college counselor, and the MS in Mental Health Counseling programs, students will be able to:

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Objective I: To Develop Self Awareness and

Understanding

Objective II: To Develop a Scholar/Practitioner Identity

Objective III: To Become a Competent Professional

Counselor As defined by: As defined by: As defined by:

Understand and demonstrate the relationship between self-awareness and counselor effectiveness in the practice of professional counseling.

Understand and apply measurement and evaluation concepts within the counseling process.

Provide effective individual counseling.

Engage in an ongoing practice of self-care and life- balance skills

Conduct needs assessment, research, and program evaluation in the field of counseling.

Provide effective group counseling.

Recognize boundaries of competence. Understand the counseling community, the roles and functions of the professional counselor in a variety of settings, significant professional organizations, and the importance of professional standards and credentialing.

Demonstrate competence in professional counselor functions identified for appropriate employment settings.

Be non-judgmental and respectful of diversity. Contribute to the counseling profession (e. g., development of innovative programs and practices, deliver professional presentations, and represent the counseling perspective in collaborative environments).

Address effectively issues and concerns related to a diverse society that arise while functioning as a counselor.

Apply critical thinking skills as related to assumptions about self and others.

Develop a professional counselor identity. Apply legal and ethical principles in the practice of counseling.

As evidenced by: Develop an identity as a scholar practitioner. Consult effectively with appropriate personnel and clients.

II.G.1.d. self-care strategies appropriate to the counselor role

• EDC 501/502/503: Self Paper & Reflection Journal

• EDC 614: Ethics Case Study • EDC 720: Paper 2-Trauma/Crisis

Intervention • Imp I/II: Internship Experience

Develop competence in action research. Address issues of career development and work life issues in the practice of counseling.

Develop a sense of responsibility to solve real problems through research.

Apply an understanding of human growth and development from childhood through adulthood to the practice of counseling.

Apply critical thinking skills as related to the practice of counseling research.

Be an effective team member.

II.G.1.i. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients

• EDC 604: Exam • EDC 606: Action Research Project, Action

Research Presentation • EDC 614: Cultural Immersion Reaction

Paper, Ethics Case Study, Group Project

Develop the ability to articulate what it means to be a counselor.

Demonstrate advocacy as a skill for clients and the profession.

As evidenced by: Exhibit knowledge of and appropriate application of ACA Code of Ethics and appropriate federal and state laws.

II.G.1.d. self-care strategies appropriate to the counselor role


• EDC 614: Ethics Case Study • EDC 720: Paper 2-Trauma/Crisis Intervention • Imp I/II: Internship Experience

Demonstrate Culturally Competent Individual Counseling

II.G.2.j. ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling

• EDC 501/502/503: Professional Counseling Exam

• EDC 603: Final Paper • EDC 604: Exam • EDC 606: Midterm Exam • EDC 685: Case Reports 2 & 3, Student

Presentation • EDC 720: Paper 2-Trauma/Crisis

Intervention • Imp I/II: Internship Experience • EDC 735: Review of Recorded Sessions



Research Presentation • EDC 614: Cultural Immersion Reaction Paper,

Ethics Case Study, Group Project

Demonstrate Culturally competent group counseling Demonstrate non-verbal, oral, written communication skills. Demonstrate assessment, evaluation, and treatment skills. Understand and apply diagnostic processes. Demonstrate an ability to develop effective relationships. Apply critical thinking skills in the practice of counseling. Apply consultation theory and practice. Develop knowledge of supervision practice. Balance systemic expectations with professional expectations.

II.G.2.b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students’ understanding of self and culturally diverse clients

• EDC 501/502/503: Self Paper, Small Group Participation

• EDC 603: Experiential Growth Group • EDC 612: Developmental Issues Group

Paper, Group Presentation, Lifespan Interview

• EDC 614: Personal Multicultural Narrative, Cultural Immersion Reaction Paper, Cultural Immersion Presentation,




Presentation • EDC 720: Paper 2-Trauma/Crisis Intervention • Imp I/II: Internship Experience • EDC 735: Review of Recorded Sessions

As evidenced by: II.G.1.d. self-care strategies appropriate to the counselor role


• EDC 614: Ethics Case Study • EDC 720: Paper 2-Trauma/Crisis Intervention • Imp I/II: Internship Experience

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Therapeutic Letter • EDC 720: Paper 1-Personal Crisis, Paper 2-

Trauma/Crisis, Online Discussion Group, Group Supervision

• EDC 735: Review of Recorded Sessions, Dispositions Post-Assessment

II.G.2.e. counselors’ roles in developing cultural self- awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body

• EDC 612: Developmental Issues Group Paper, Lifespan Interview

• EDC 614: Personal Multicultural Narrative, Cultural Immersion Reaction Paper, Cultural Immersion Presentation, Therapeutic Letter

• EDC 720: Online Discussion Group, Group Supervision

• Imp I/II: Internship Experience



• EDC 603: Experiential Growth Group • EDC 612: Developmental Issues Group Paper,

Group Presentation, Lifespan Interview • EDC 614: Personal Multicultural Narrative,

Cultural Immersion Reaction Paper, Cultural Immersion Presentation, Therapeutic Letter

• EDC 720: Paper 1-Personal Crisis, Paper 2- Trauma/Crisis, Online Discussion Group, Group Supervision




Research Presentation • EDC 614: Cultural Immersion Reaction Paper,

Ethics Case Study, Group Project

II.G.2.f. counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination

• EDC 501/502/503: Informational Interview Paper












Presentation • EDC 720: Paper 2-Trauma/Crisis Intervention • Imp I/II: Internship Experience • EDC 735: Review of Recorded Sessions

II.G.5.b. counselor characteristics and behaviors that influence helping processes

• EDC 501/502/503: Self Paper, Small Group Participation, Reflection Journal

• EDC 602: Reflection Journal, Clinical Role Plays, Transcript

• EDC 721: Review of Recorded Sessions • EDC 735: Review of Recorded Sessions


• EDC 501/502/503: Informational Interview Paper






• EDC 603: Experiential Growth Group • EDC 612: Developmental Issues Group

Paper, Group Presentation, Lifespan Interview


• EDC 720: Paper 1-Personal Crisis, Paper 2- Trauma/Crisis, Online Discussion Group, Group Supervision


II.G.5.c. essential interviewing and counseling skills • EDC 501/502/503: Small Group

Participation • EDC 602: Clinical Role Plays, Transcript • EDC 604: In-class Role Plays, Role Play

Postings • EDC 720: Tape Transcript 1 & 2, Group

Supervision • EDC 721: Review of Recorded Sessions

II.G.5.a an orientation to wellness and prevention as desired counseling goals

• EDC 501/502/503: Self Paper • EDC 604: Exam • EDC 612: Quizzes 1-4 • EDC 720: Tape Transcripts 1 & 2, Group

Supervision





• Imp I/II: Internship Experience SC.D.1. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms

• EDC 501/502/503: Self Paper, Small

II.G.8.a the importance of research in advancing the counseling profession

• EDC 606: Class Discussion, Action Research Project Report, Action Research Presentation


• EDC 501/502/503: Informational Interview

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Group Participation, Reflection Journal • EDC 614: EDC 614: Personal Multicultural

Narrative, Cultural Immersion Reaction Paper, Cultural Immersion Presentation, Therapeutic Letter, Group Project

• EDC 720: Paper 3-Case Conceptualization, Tape Transcript 1 & 2, Group Supervision

• Imp I: Personal Insight Journal, Internship Experience

• Imp II: Internship Experience, Group Supervision

• Review of Recorded Sessions

• Imp I: Case Conceptualization and Advocacy Plan, Literature Review

Paper • EDC 612: Developmental Issues Group

Paper, Lifespan Interview • EDC 614: Personal Multicultural Narrative,

Cultural Immersion Reaction Paper, Cultural Immersion Presentation, Therapeutic Letter


II.G.5.a an orientation to wellness and prevention as desired counseling goals

• EDC 501/502/503: Self Paper • EDC 604: Exam • EDC 612: Quizzes 1-4 • EDC 720: Tape Transcripts 1 & 2, Group

Supervision II.G.5.b. counselor characteristics and behaviors that influence helping processes


• EDC 602: Reflection Journal, Clinical Role Plays, Transcript

• EDC 721: Review of Recorded Sessions • EDC 735: Review of Recorded Sessions

II.G.5.c. essential interviewing and counseling skills • EDC 501/502/503: Small Group Participation • EDC 602: Clinical Role Plays, Transcript • EDC 604: In-class Role Plays, Role Play

Postings • EDC 720: Tape Transcript 1 & 2, Group

Supervision • EDC 721: Review of Recorded Sessions

SC.D.1. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms


• EDC 614: EDC 614: Personal Multicultural Narrative, Cultural Immersion Reaction Paper, Cultural Immersion Presentation, Therapeutic Letter, Group Project

• EDC 720: Paper 3-Case Conceptualization, Tape Transcript 1 & 2, Group Supervision

• Imp I: Personal Insight Journal, Internship Experience

• Imp II: Internship Experience, Group Supervision

• Review of Recorded Sessions

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MASTERS PROGRAMS

The Masters Program Objectives are achieved through the completion of the Master of Science (Clinical Mental Health) or the Master of Science in Education (School or College Counseling) degree programs, all of which are CACREP-accredited.

MSEd in Counseling (48 credits)

a. School Counselor Specialization

This program prepares graduates to work in a K-12 setting and leads to eligibility for New York State School Counselor Provisional Certification.

Core Courses EDC 501 Self in Society - School Counselor

Credits 6

EDC 602 Counseling Concepts 3 EDC 603 Group Counseling Concepts 3 EDC 604 Career Development Concepts 3 EDC 606 Research and Program Evaluation 3 EDC 612 The Human Experience 3 EDC 614 Contemporary Issues 3 EDC 685 Measurement and Evaluation 3 EDC 720 Integration and Application of Basic Concepts **, *** 3 EDC 721 Clinical Experience for Integration 3 Workshop: Child Abuse Reporting Workshop: SAVE Training Workshop: Dignity for All Students Act Training/ Harassment and Bullying Prevention Certification Training

Environmental Emphasis EDC 619 Counseling in School Settings 3 EDC 722 Implementation I-School Counselor 3 EDC 735 Clinical Experience for Implementation I-School Counselor 3 EDC 728 Implementation II-School Counselor 3 Elective (by Advisement) 3

Total: 48

Prerequisite: EDC 501 or instructor’s permission Prerequisite: EDC 619

*** Students must apply for Approval for Clinical Coursework in order to proceed to practicum and internship

NOTE: Completion of three workshops are required for New York State Education Certification (Child Abuse Reporting, SAVE Training, and Dignity for All Students Act Training/ Harassment and Bullying Prevention Certification Training) is required. These are prerequisites for EDC 720.

b. College Counselor Specialization

This 48 credit program prepares graduates to work in two- and four- year post-secondary settings.

Core Courses EDC 502 Self in Society-College Counselor

Credits 6

EDC 602 Counseling Concepts 3 EDC 603 Group Counseling Concepts 3 EDC 604 Career Development Concepts 3 EDC 606 Research and Program Evaluation 3 EDC 612 The Human Experience 3 EDC 614 Contemporary Issues 3

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EDC 685 Measurement and Evaluation 3 EDC 720 Integration and Application of Basic Concepts *** 3 EDC 721 Clinical Experience for Integration 3 Workshop: Child Abuse Reporting Environmental Emphasis EDC 626 Counseling in College Settings 3 EDC 723 Implementation I-College 3 EDC 735 Clinical Experience for Implementation I-College Counselor 3 EDC 729 Implementation II-College Counselor 3 Elective (by Advisement) 3

Total: 48 Prerequisite: EDC 502 or instructor’s permission

Prerequisite: EDC 626 *** Students must apply for Approval for Clinical Coursework in order to proceed to practicum and internship

NOTE: Completion of a workshop on child abuse reporting is required. This is a prerequisite for EDC 720.

MS in Mental Health Counseling (60 credits) This program prepares graduates to work in community/mental health agencies or institutions. This “license eligible” program meets the New York State Department of Education’s educational requirements leading toward professional licensure as a Mental Health Counselor providing the candidate meets the experience requirement. Graduates are eligible to take the New York State exam for licensure as a Mental Health Counselor in New York State.

Core Courses EDC 503 Self in Society - Mental Health Counselor

Credits 6

EDC 602 Counseling Concepts 3 EDC 603 Group Counseling Concepts 3 EDC 604 Career Development Concepts 3 EDC 606 Research and Program Evaluation 3 EDC 612 The Human Experience 3 EDC 614 Contemporary Issues 3 EDC 685 Measurement and Evaluation 3 EDC 720 Integration and Application of Basic Concepts *** 3 EDC 721 Clinical Experience for Integration 3 Workshop: Child Abuse Reporting

Environmental Emphasis EDC 613 Diagnostic and Treatment Planning 3 EDC 615 Counseling in Mental Health Settings EDC 617: Leadership and Advocacy 3 EDC 724 Implementation I-Mental Health 3 EDC 735 Clinical Experience for Implementation I – 3

Mental Health Counselor EDC 730 Implementation II - Mental Health Counselor 3 HLS 509 Introduction to Alcohol & other drugs 3 Elective (by Advisement) 3 Elective (by Advisement) 3 Total: 60

Prerequisite: EDC 503 or instructor’s permission Prerequisites: EDC 613 and 615

*** Students must apply for Approval for Clinical Coursework in order to proceed to practicum and internship

NOTE: Completion of a workshop in Child Abuse Reporting for New York State Education licensure as a mental health counselor is required. This is a prerequisite for EDC 720.

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Child Abuse Reporting, SAVE Training, and Dignity for All Students Act Training/ Harassment and Bullying Prevention Certification Training

The Workshop in Child Abuse Reporting is available online 24/7 and free at www.nysmandatedreporter.org/default2.html. SAVE Training will be provided in EDC 619 and is available as an online training course for $25: https://ideas.gstboces.org/training/online/save/. The College at Brockport has partnered with the Student Support Services Center of the Genesee Valley Educational Partnership to offer the Harassment and Bullying Prevention Certification Training (DASA workshop) on campus exclusively to Brockport students. Please use the following link for information and registration for the DASA Workshop Harassment and Bullying Prevention Certification Training: http://www.brockport.edu/certification/docs/BrockportDASACert.pdf. It is the student’s responsibility to complete these three workshops before EDC 720.

CASAC –T: New York State Credentialed Alcohol and Substance Abuse Counselor-Trainee Students matriculated in the Department of Counselor Education have the option to pursue the New York State Office of Alcoholism and Substance Abuse (OASAS) CASAC-T credential. Upon earning the CASAC-T, completing the required chemical dependency work experience hours, and passing the International Certification & Reciprocity Consortium (IC&RC) examination for Alcohol and Drug Counselors, the individual becomes a Credentialed Alcoholism and Substance Abuse Counselor (CASAC). The CASAC credential often provides a professional counselor the edge on being the candidate of choice in mental health, school, or college counseling settings due to the high prevalence of substance use problems. The Department of Counselor Education is both an OASAS and a NAADAC approved education provider.

MSEd degree in Counseling, school or college counselor, provides all of the CASAC-T 350 required training hours with the exception of two required courses that can be taken as electives, HLS 509: Introduction to Alcohol and Drugs and HLS 545: Psychopharmacology. MS in Mental Health Counseling provides the 350 required training hours with only one additional course requirement: HLS 545: Psychopharmacology.

CAREER PLACEMENT The professional master’s degrees in counseling and in mental health counseling are credentials applicable in a variety of occupational settings. These occupational settings include positions in schools, community/mental health agencies, youth agencies, college counseling centers, career counseling centers and government-sponsored programs. All students find the preparation for these degrees personally enhancing and growth-producing, regardless of its use in their ultimate career achievement. We are proud of our graduates and of the high percentage who find positions. Career placement advisement is available from the faculty of the Department of Counselor Education and from the College’s Office of Career Services at (585) 395-2159.

FINANCIAL ASSISTANCE & SCHOLARSHIPS A number of financial assistance awards and programs are available from The College at Brockport. For information on these awards and programs, please note information in the Graduate Studies Catalog, or by calling the Financial Aid Office at (585) 395-2501.

College-wide Scholarships Bernice “Bunny” Skirboll (’79) Scholarships in Mental Health Professions. This scholarship was established by Bernice Skirboll to recognize and outstanding non-traditional undergraduate or graduate student who is pursuing a career in mental health professions who demonstrates a commitment and potential for excellence. Application Process • College application through the Brockport Foundation Scholarship Office

(http://www.brockport.edu/scholarships/foundation.html) • Locate the application through the Office’s scholarship search website (http://brockport.academicworks.com/)

Department of Counselor Education Scholarships Joseph R. Kandor Nu Chapter Chi Sigma Iota Award of Excellence. Nu Chapter of Chi Sigma Iota is an honor

http://www.nysmandatedreporter.org/default2.html

https://ideas.gstboces.org/training/online/save/

http://www.brockport.edu/certification/docs/BrockportDASACert.pdf

http://www.brockport.edu/catalogs/2011/pdf/2011_gr_catalog.pdf

http://www.brockport.edu/scholarships/foundation.html

http://brockport.academicworks.com/

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society in the department. This fund was established by Nu Chapter of Chi Sigma Iota to recognize an outstanding graduate student in the department who has demonstrated commitment and potential for excellence in the career of professional counseling. Award Amount - $500.00 Eligibility and Criteria Students must:

o Be accepted into the Counseling program in the Department of Counselor Education at the graduate level. o Demonstrate academic excellence as judged by the Nu Chapter Award of Excellence Selection Committee. o Have completed a minimum of 18 but no more than 42 graduate hours as a matriculated student in the SUNY

Brockport Counselor Education Program. School and college counseling students must have completed at least l8, but no more than 36 graduate credit hours and mental health counseling students must have completed at least l8, but no more than 45 graduate credit hours in the program by start of academic semester in which scholarship awarded, and remain a matriculated student in the program during the entire next academic year.

o Continue to be a matriculated student in the Counselor Education Program during the entire upcoming academic year.

o Have at least a 3.5 cumulative GPA. o Have completed a Nu Chapter Award of Excellence application. o Have a personal interview with the members of the Nu Chapter Award of Excellence Selection Committee. o Demonstrate a commitment to the career of Professional Counselor as judged by the Nu Chapter Award of

Excellence Selection Committee. o Demonstrate the potential for excellence in the career of Professional Counselor as judged by the Nu Chapter Award

of Excellence Selection Committee.

Application Process 1. College Steps

b. College application through the Brockport Foundation Scholarship Office (http://www.brockport.edu/scholarships/foundation.html)

2. Nu Chapter steps a. Nu Chapter Kandor Award Committee Chair will invite eligible applicants by email. b. Submit Application form according to instructions provided to eligible applicants. c. Kandor Award Committee interviews applicants and selects a recipient.

Kathleen Krebs Award. Kathleen “Kathy” Krebs earned an MSEd in Counselor Education with a specialization in School Counseling and a CAS in School Counseling from the Department of Counselor Education. She practiced as a school counselor at East Avon Jr./Sr. High School until her retirement. Kathy embodied proactive, collaborative, and creative problem solving, such as helping to organize, train, and implement a crisis counseling response team to mobilize as needed to assist schools in crisis. Her efforts were instrumental in helping school districts across the region to design their own crisis response teams. A founding member of Nu Chapter, Chi Sigma Iota, she served in virtually all leadership roles, including Treasurer and the Joseph R. Kandor Award Committee Co-Chair until her death in 2011. In 2011, Nu Chapter Created the Kathleen Krebs Outstanding Service to Nu Chapter Chi Sigma Iota Award in honor of her inspirational modeling of selflessness, dedication, and loyal service to Nu Chapter for 26 years. Kathy was a dedicated mentor to school counselors and supporter of student success and professional development. She was committed to the Department of Counselor Education and to Nu Chapter. Along with her spouse, Mary Santoro, also a Counselor Education graduate and school counselor, Kathy modeled a pay-it-forward philosophy, always seeking to help mentor students’ development as professional counselors. To honor Kathy’s extraordinary life and dedication to the profession of counseling, her spouse Mary created the Kathleen Krebs Award to help support counselor education students. Award Amount - $1000.00

Eligibility and Criteria. Students must: • Have applied to and been accepted into the Department of Counselor Education graduate program at the time of

application. • Preference will be give to a female student of non-traditional age (25+ years) who is beginning graduate education for

the first time or a student who is returning to school after taking time off to raise a family or pursue other interests. • Second preference will be given to any accepted students who is of non-traditional age as noted above. • The applicant must demonstrate a passion for the counseling profession as judged by the required application essay.

Application Process 1. College Steps


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a. College application through the Brockport Foundation Scholarship Office (http://www.brockport.edu/scholarships/foundation.html)

2. The Department of Counselor Education Steps a. The department will distribute the scholarship announcement during the spring semester. b. Submit a 1-2 page essay describing your passion for the counseling profession. c. The recipient will be selected by department faculty and/or Kathy Kreb’s widow.

The Irene Rivera de Royston Award. This scholarship was established by Mr. and Mrs. de Royston to recognize an outstanding student in the Department of Counselor Education program who has demonstrated commitment to and potential for excellence in the field. Irene Rivera de Royston is a graduate of the Department of Counselor Education. Award amount varies.

Application Process. 1. College Steps

a. College application through the Brockport Foundation Scholarship Office (http://www.brockport.edu/scholarships/foundation.html)

b. Locate the application through the Office’s scholarship search website (http://brockport.academicworks.com/) 2. Department of Counselor Education Steps

a. The department will distribute the scholarship announcement during the spring semester. b. The department faculty selects the recipient.

Graduate Assistantship. The department also has a graduate assistantship. The graduate assistant helps with faculty research, department assessment and research, among other duties. Computer skills and knowledge of word processing and statistical packages are required. The individual must be a matriculated student in order to be eligible for the assistantship. The assistantship is 15 hours a week for both fall and spring semesters. It includes tuition for up to 9 credits per semester and a stipend for both the fall and spring semesters. To apply, fill out an application and provide a resume and a cover letter stating the reasons for your interest in the assistantship. The department secretary has application forms and job descriptions.



http://brockport.academicworks.com/

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GENERAL DEPARTMENT INFORMATION, REQUIREMENTS AND POLICIES

PLAN OF STUDY AND ADVISEMENT: Upon matriculation into the department, students will be assigned an advisor. Students must meet with their advisor within the

first semester of matriculation. The purpose of this initial meeting is twofold. In this initial meeting, students will develop a plan of study with their advisor. This is the time to look at the requirements of your program and to decide with your advisor how best to proceed through the program. You will also be made aware of both college and department policies and requirements. A few are included in here but it is your responsibility to familiarize yourself with The Graduate School policies which may be found in the Graduate Studies Catalog (link).

• It is a College-wide policy that you have five years from the date of matriculation to finish your program of study and achieve the MSEd degree. You have seven years from date of matriculation to finish your program of study and achieve the MS degree.

• A maximum of 12 credits from another accredited college or university will be permitted for transfer to the MSed and MS degree programs, and only three credits to the CAS programs. These credits may not be more than five years old.

• Credit for courses taken before matriculation may be given if a grade of ‘B’ or higher has been earned, and, if the courses have been taken during the preceding five years. Such retroactive credit should not exceed six credits.

The second purpose of advisement is for you and your advisor to get to know each other. Your advisor can act as a resource for you as you move through the program. Advisors are there to provide support and guidance. Please make it a point to stay in touch with your advisor.

Please see Appendix A for descriptions of courses and Appendix B for description of faculty experience and scholarship.

UNDERGRADUATE STATISTICS COURSE. Please note that if you have not taken an undergraduate statistics course, or did not pass that course with a grade of C or higher, you will be required to take an undergraduate statistics course. The decision regarding what undergraduate statistics course to take must be made in conjunction with your advisor and you must have your advisor's permission. The undergraduate statistics course must be passed with a grade of C or higher. This course must be taken before you take EDC 606 and 685. Please note that credit attached to the undergraduate statistics course will not count towards the credits needed for your master's degree.

COUNSELING. Please be advised that if you are admitted to the master’s programs in Counselor Education, as part of your training/education, you will be required to seek the services of a professional counselor. We believe you need to experience being a client in order to be more compassionate and fully grasp the role of the counselor. This obligation consists of a minimum of six individual visits that must be accomplished prior to your enrollment in EDC 720: Integration and Application of Basic Concepts. You may go to the Counseling Center on campus, where you are entitled to free counseling services, or you may choose a private counselor, subject to approval from your advisor. In addition, you must provide documentation of completion of this requirement to your advisor.

NEW STUDENT ORIENTATION. Students are required to participate in a day long orientation held during the first week of classes in the semester in which the student was matriculated. The purpose of this orientation is to provide students and faculty an opportunity to get to know each other and to expose students to the culture of the department. Additionally, program and department requirements, and faculty expectations are covered. New students have an opportunity to meet with current students and alumni of the department. Students will also be required to read a book before the orientation and to be prepared to discuss it during the orientation. Students will be informed of the date and time of the orientation early enough to plan accordingly.

APPLICATION FOR CLINICAL COURSEWORK & TIMELINE. The philosophy of the Department of Counselor Education emphasizes the personhood of the counselor and the utilization of self as the most important instrument in effective therapeutic and systemic change. In addition to requiring students to demonstrate academic knowledge and counseling skills, students are also expected to express professional dispositions.

Additionally, the ACA Code of Ethics, CACREP, and NCATE/CAEP require the department to evaluate candidates on academic readiness, as well as, professional dispositions as they progress through the program. In response to our obligations, we have a departmental approval process that allows a student to enroll in the Practicum Phase of the program, and allows the student to proceed to the Internship Phase of the program. The Department of Counselor Education requires that each student seek approval for clinical coursework after the required program-specific credits (24 for MSEd students, 27 for MS students) have been completed and before each clinical Phase (Practicum and Internship). A student must have Counselor Education program faculty approval to enroll in any clinical course work (Integration, Implementation I, II, etc.). The faculty, in making their decision, will consider the

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student’s: demonstrated counseling skills, communication skills, appropriate professional dispositions, ability to establish counseling relationships, and professionalism.

Initiating Approval for Clinical Coursework & Applying for Practicum Phase

Approval for Clinical Coursework Step Submit

documents to:

Deadline dates

1. You must first check with your advisor to ensure that you are eligible to be admitted to clinical coursework. Remember that this entire process takes place in the semester prior to Integration.

The Semester Prior to Integration

2. Submit your Approval for Clinical Coursework and your Application for Practicum Phase. You must attach an unofficial copy of your transcript to your application.

Department Secretary

3rd Week of Classes

3. Your application will be considered by the entire faculty. 6th Week of Classes

4. After the faculty review your application, you will be notified of a mandatory review meeting. The decision of the faculty will be conveyed to you, verbally and in writing, during the review meeting. It is likely that these review meetings will be on a Friday.

7th Week of Classes

5. Next Steps: A. If you have been approved for the practicum phase of the program,

you will be provided, at the review meeting, course registration permission key numbers for EDC 720: Integration and EDC 721: Clinical Experience for Integration .

B. If you have not been approved for the clinical internship portion of the

program, the department will provide you with feedback and a retention plan, during the meeting, to assist you in achieving your goal of admittance of Practicum Phase.

7th Week of Classes

Applying for Internship Phase

1. Submit your Application for Internship Phase before the end of the 8th

week of classes in which you are taking Integration. Remember that this entire process takes place in the semester prior to Implementation I.


The Semester Prior to Implementation I

8th Week of Classes


3. After the faculty review your application, you will be notified in writing (via e-mail) of the decision of the faculty.

10th Week of Classes

4. Next Steps (Requires successful completion of EDC 720 & EDC 721): A. If you have been approved to continue to the internship phase of

the program, you will be sent registration permission key numbers for EDC 722/723/724: Implementation I and EDC 735: Clinical Experience in the Department decision e-mail.

B. If you have not been approved to continue the clinical internship

portion of the program, the department will schedule a meeting with you. During the meeting the faculty will provide give you feedback and a retention plan to assist you in achieving your goal of admittance to Internship Phase.


Please see Appendix C for the Approval for Clinical Experience Application Form.

COMPETENCY. The department considers a grade of B or higher to indicate that a student has met competency in the specific

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course. All required courses must be passed at a level of ‘B’ or higher.

PROGRESS TOWARDS DEGREE. Students, who are deemed as not making reasonable progress toward their degree, may be dismissed from the program. Any matriculated student who fails to maintain a 3.0 GPA in his/her program will be assigned probationary status by The Graduate School. More details concerning probationary status are published in the Graduate Studies Catalog.

CURRICULUM. Some courses in the Department of Counselor Education are held in Brockport (350 New Campus Drive) and some of the courses are offered at the MetroCenter (55 St. Paul Street, Rochester, NY). Students will be taking courses in both locations.

PROFESSIONAL DISPOSITIONS. The Department of Counselor Education holds high standards for student behavior and the development of professional dispositions. Student professional dispositions are assessed in each class and throughout the program in an effort to provide feedback on your development as a professional counselor. Also students are evaluated on their professional dispositions as part of their application for Approval for Clinical Work.

The dispositions and the rating scale are as follows:

Counselor Education Dispositions Exemplary Proficient Developing Professionally Unacceptable

Counseling Orientation

Candidate demonstrates the traits that embody a professional counselor, such as: an orientation to wellness; the belief that all people can grow and change; the ability to be perceptive, think critically, and to be self directed; the ability and willingness to establish interpersonal connections, develop meaningful relationships, and to work collaboratively.

Consistently demonstrates behaviors that exceed the professional dispositions and serves as a professional role model.

Consistently demonstrates behaviors that reflect the professional dispositions.

Inconsistently demonstrates behaviors that reflect the professional dispositions and there is considerable room for improvement with additional experience or training.

Inconsistently demonstrates behaviors that reflect the professional dispositions and has failed to improve despite remediation attempts and/or behavior is not consistent with good professional practice or is deemed inappropriate.

Integrity Candidate demonstrates the ability to foster trust in clients, colleagues, site supervisors, clinical supervisors, and professors by maintaining a high level of dependability and consistency. Demonstrates sound moral character; is truthful, honest, and sincere; exhibits ethical behavior, professional and intellectual integrity.

Respect for human dignity and diversity

Candidate is: Non-judgmental, empathic, compassionate, respectful to all clients, colleagues, classmates, site supervisors, clinical supervisors, staff and faculty; respectful in advocating for self and others. Candidate demonstrates an appreciation for differences among people; has a strong ability to interact, work and be with people who have characteristics different from self, and continually seeks opportunities to learn more about others’ perspectives; is open to considering the myriad of new attitudes, beliefs, ideas, and opinions that are encountered in the counseling milieu. Candidate applies multicultural competencies and an understanding of how power, oppression, and privilege impact the counseling process.

Self- Awareness

Candidate demonstrates congruence, genuineness, self- care, and an awareness of one’s own strengths and limitations, assumptions and biases, and the impact these have on professional and counseling relationships. Candidate demonstrates openness to receiving, and a willingness to incorporate, feedback. Candidate seeks supervision or other professional assistance.

Professional Commitment

Candidate exhibits a commitment to their professional development, clients, and the counseling profession. Candidate utilizes a wide range of personal and professional resources to develop as a scholar/practitioner in order to address clinical and other professional issues and facilitate change.

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CACREP STANDARDS. The Council for Accreditation for Counseling and Related Educational Programs (CACREP) is the accreditation body for the profession of counseling. CACREP determines what are the knowledge and skills that professional counselors must have to practice ethically and competently. Holding CACREP accreditation demonstrates that the department is committed to meeting the highest academic standards. Additionally, such accreditation stimulates department self-review and self- directed improvement in curriculum and student experience. The department is proud of its history of accreditation. Our programs have been accredited since 1986 and were the first counselor education programs to receive such distinction in the state of New York.

The Standards are divided into two areas: First, the Core Standards apply to all areas of specialization (school, college, and mental health counseling). Second, the Specialization Standards are specific to each of the specialization areas. The Core Standards that all students will be expected to exhibit in order to meet competency in our programs are as follows:

Core Standards

1. Professional Orientation and Ethical Practice—studies that provide an understanding of all the following aspects of professional functioning:

a. history and philosophy of the counseling profession; b. professional roles, functions, and relationships with other human service providers, including strategies for interagency/inter-

organization collaboration and communications;

c. counselors’ roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster or other trauma-causing event;

d. self-care strategies appropriate to the counselor role; e. counseling supervision models, practices, and processes; f. professional organizations, including membership benefits, activities, services to members, and current issues; g. professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public

policy on these issues;

h. the role and process of the professional counselor advocating on behalf of the profession;

i. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and

j. ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

2. Social & Cultural Diversity—studies that provide an understanding of the cultural context of relationships, issues, and trends in a multicultural society, including all of the following:

a. multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally;

b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students’ understanding of self and culturally diverse clients;

c. theories of multicultural counseling, identity development, and social justice;

d. individual, couple, family, group, and community strategies for working with and advocating for diverse populations, including multicultural competencies;

e. counselors’ roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body; and

f. counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination.

3. Human Growth and Development—studies that provide an understanding of the nature and needs of persons at all developmental levels and in multicultural contexts, including all of the following:

a. theories of individual and family development and transitions across the life span; b. theories of learning and personality development, including current understandings about neurobiological behavior;

c. effects of crises, disasters, and other trauma-causing events on persons of all ages;

d. theories and models of individual, cultural, couple, family, and community resilience;

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e. a general framework for understanding exceptional abilities and strategies for differentiated interventions;

f. human behavior, including an understanding of developmental crises, disability, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior;

g. theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment; and

h. theories for facilitating optimal development and wellness over the life span.

4. Career Development—studies that provide an understanding of career development and related life factors, including all of the following:

a. career development theories and decision-making models;

b. career, avocational, educational, occupational and labor market information resources, and career information systems;

c. career development program planning, organization, implementation, administration, and evaluation;

d. interrelationships among and between work, family, and other life roles and factors including the role of multicultural issues in career development;

e. career and educational planning, placement, follow-up, and evaluation;

f. assessment instruments and techniques that are relevant to career planning and decision making; and

g. career counseling processes, techniques, and resources, including those applicable to specific populations in a global economy.

5. Helping Relationships—studies that provide an understanding of the counseling process in a multicultural society, including all of the following:

a. an orientation to wellness and prevention as desired counseling goals; b. counselor characteristics and behaviors that influence helping processes;

c. essential interviewing and counseling skills;

d. counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling;

e. a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions;

f. a general framework for understanding and practicing consultation; and g. crisis intervention and suicide prevention models, including the use of psychological first aid strategies.

6. Group Work—studies that provide both theoretical and experiential understandings of group purpose, development, dynamics, theories, methods, skills, and other group approaches in a multicultural society, including all of the following:

a. principles of group dynamics, including group process components, developmental stage theories, group members’ roles and behaviors, and therapeutic factors of group work;

b. group leadership or facilitation styles and approaches, including characteristics of various types of group leaders and leadership styles;

c. theories of group counseling, including commonalties, distinguishing characteristics, and pertinent research and literature;

d. group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness; and

e. direct experiences in which students participate as group members in a small group activity, approved by the program, for a minimum of 10 clock hours over the course of one academic term.

7. Assessment—studies that provide an understanding of individual and group approaches to assessment and evaluation in a multicultural society, including all of the following:

a. historical perspectives concerning the nature and meaning of assessment; b. basic concepts of standardized and nonstandardized testing and other assessment techniques, including norm-referenced and

criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, psychological testing, and behavioral observations;

c. statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations;

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d. reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information);

e. validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity); f. social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations; and

g. ethical strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling.

8. Research & Program Evaluation—studies that provide and understanding of research methods, statistical analysis, needs assessment, and program evaluation, including all of the following:

a. the importance of research in advancing the counseling profession;

b. research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research;

c. statistical methods used in conducting research and program evaluation;

d. principles, models, and applications of needs assessment, program evaluation, and the use of findings to effect program modifications;

e. the use of research to inform evidence-based practice; and

f. ethical and culturally relevant strategies for interpreting and reporting the results of research and/or program evaluation studies.

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The Specialization standards are as follows. You are responsible for those standards in your area of specialization:

Student Affairs & College Counseling

Foundations A. Knowledge

1. Understands the history, philosophy, and trends in student affairs and college counseling.

2. Understands ethical and legal considerations specifically related to the practice of student affairs and college counseling.

3. Understands the interrelationships among the educational, personal/social, and career roles and responsibilities of students and others in the learning community.

4. Knows the diversity of roles, functions, and settings of student affairs professionals and counselors working in postsecondary education. 5. Knows professional organizations, preparation standards, and credentials relevant to the practice of student affairs and college

counseling.

6. Understands student development theories, including holistic wellness and research relevant to student learning and personal development.

7. Recognizes current trends in higher education and the diverse character of postsecondary education environments. 8. Understands organizational, management, and leadership theory and practice. 9. Understands strategies and leadership required for services encompassed by college student development in postsecondary education,

such as admissions, financial aid, academic advising, judicial services, recreational sports, disability services, international student affairs, and health services.

10. Is familiar with the concepts of organizational culture, budgeting and fiancés, and personnel practices in postsecondary education. 11. Understands the impact of crises, disasters, and other trauma-causing events on people in the postsecondary education community.

12. Understands the operation of the institution’s emergency management plan and the roles of student affairs professionals and counselors

in postsecondary education during crises, disasters, and other trauma-causing events.

B. Skills and Practices

1. Demonstrates the ability to apply and adhere to ethical and legal standards in student affairs and college counseling. 2. Demonstrates an understanding of the interrelationships among the educational, personal/social, and career roles and responsibilities of

students and others in the learning community. 3. Demonstrates the ability to understand, support, and advocate for postsecondary student learning and development. 4. Applies knowledge of issues that affect student affairs practice (e.g., public policy, finance, governance, cultural contexts, international

education, global understanding). 5. Demonstrates an understanding of leadership, organization, and management practices that help institutions accomplish their missions.

6. Participates in the design, implementation, management, and evaluation of student affairs programs, and is aware of various systems and environmental contexts that affect participants.

7. Demonstrates an understanding of the psychological impact of crises, disasters, and other trauma-causing events on students, faculty, and institutions.

Counseling, Prevention, and Intervention

C. Knowledge 1. Identifies the specific factors related to personal, social, educational, and career planning and development appropriate for students in

postsecondary education. 2. Understands the individual and group dynamics related to advising, counseling, instructing, mediating, and facilitating student

opportunities in postsecondary education. 3. Knows principles of addiction intervention, consultation, education, and outreach for students in postsecondary education. 4. Understands the principles of intervention for people in the learning community during times of crises and disasters in postsecondary

education. 5. Demonstrates the ability to recognize his or her own limitations as a college counselor and/or student affairs professional and to seek

supervision or refer clients when appropriate.

D. Skills and Practices

1. Applies multicultural competencies to the practice of student affairs and college counseling.

2. Demonstrates the skills necessary to facilitate the academic, social, and career success of postsecondary students. 3. Demonstrates skills in helping postsecondary students cope with personal and interpersonal problems, as well as skills in crisis

intervention in response to personal, educational, and community crises. 4. Demonstrates the ability to use procedures for assessing and managing suicide risk. 5. Demonstrates a general under-standing of principles and models of biopsychosocial assessment and case conceptualization that lead to

appropriate counseling for students in postsecondary education.

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6. Participates in the design, implementation, and evaluation of programs that promote wellness, as well as prevention and intervention services for students in post-secondary education.

Diversity and Advocacy E. Knowledge

1. Understands postsecondary student development in a multicultural society, including characteristics such as immigrant status, disability, extreme ability or talent, cultural background, spirituality, and family situation.

2. Understands learning styles as well as institutional, systemic, interpersonal, and intrapersonal barriers to learning in postsecondary education.

3. Knows the sociopolitical and socioeconomic forces that affect all students. 4. Understands the effect of discrimination and oppression in postsecondary education. 5. Recognizes the special needs of students in postsecondary education, including residents, commuters, distance learners, students with

disabilities, adult learners, and student athletes, as well as nontraditional, international, and first-generation students. 6. Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and efficacy in the postsecondary

environment. F. Skills and Practices

1. Demonstrates how student learning and learning opportunities are influenced by the characteristics of both the student and the postsecondary environment.

2. Analyzes postsecondary student needs for appropriate learning and developmental opportunities. 3. Collaborates with the postsecondary community to assist students, and uses postsecondary community resources to improve student

learning and development. 4. Applies multicultural competencies to serve diverse postsecondary student populations. 5. Addresses multicultural counseling issues as they relate to student development and progress in post-secondary education (e.g.,

discrimination, power, privilege, oppression, values). 6. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of postsecondary students.

Assessment G. Knowledge

1. Knows principles and models of assessment for postsecondary student development, case conceptualization, theories of human development, and concepts of normalcy and psychopathology leading to referral or to the development of appropriate counseling treatment plans.

2. Knows current theories and methods of using assessment data, especially program evaluation and environmental assessment models, to support data-based decision making.

H. Skills and Practices 1. Assesses and interprets postsecondary student needs, recognizing uniqueness in culture, languages, values, backgrounds, and abilities.

2. Analyzes and used multiple data sources, including institutional data, to make decisions about improving differentiated student programs.

Research and Evaluation I. Knowledge

1. Understands how to critically evaluate research relevant to the practice of student affairs and college counseling. 2. Knows models of program evaluation for student affairs and college counseling that include measures for learning processes and

outcomes and assessment of postsecondary environments and organizations. 3. Knows basic strategies for evaluating counseling outcomes and/or programmatic outcomes in student affairs and college counseling.

J. Skills and Practices 1. Applies relevant research findings to inform the practice of student affairs and college counseling. 2. Develops measurable outcomes for college counseling and student development activities. 3. Analyzes and uses data to enhance student affairs and college counseling programs. 4. Demonstrates the ability to prepare a research proposal for a human subjects/institutional review board review.

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School Counseling Standards Foundations A. Knowledge

1. Knows history, philosophy, and trends in school counseling and educational systems. 2. Understands ethical and legal considerations specifically related to the practice of school counseling. 3. Knows roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and

support personnel in the school. 4. Knows professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling. 5. Understands current models of school counseling programs (e.g., American School Counselor Association [ASCA] National Model) and

their integral relationship to the total educational program. 6. Understands the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural

issues, and (f) factors of resiliency on student learning and development. 7. Understands the operation of the school emergency management plan and the roles and responsibilities of the school counselor during

crises, disasters, and other trauma-causing events.

B. Skills and Practices 1. Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling. 2. Demonstrates the ability to articulate, model, and advocate for an appropriate school counselor identity program.

Counseling, Prevention, and Intervention

C. Knowledge 1. Knows the theories and processes of effective counseling and wellness programs for individual students and groups of students. 2. Knows how to design, implement, manage, and evaluate programs to enhance the academic, career, and personal/social development of

students. 3. Knows strategies for helping students identify strengths and cope with environmental and developmental problems. 4. Knows how to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary planning, and

college admissions counseling. 5. Understands group dynamics—including counseling, psycho-educational, task, and peer helping groups—and the facilitation of teams to

enable students to overcome barriers and impediments to learning. 6. Understands the potential impact of crises, emergencies, and disasters on students, educators, and schools, and knows the skills needed

for crisis intervention.

D. Skills and Practices 1. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. 2. Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of

students. 3. Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and

wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. 4. Demonstrates the ability to use procedures for assessing and managing suicide risk. 5. Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when

appropriate.

Diversity and Advocacy E. Knowledge

1. Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning.

2. Identifies community, environmental, and institutional opportunities that enhance—as well as barriers that impede—the academic, career, and personal/social development of students.

3. Understands the ways in which educational policies, programs, and practices can be developed, adapted, and modified to be culturally congruent with the needs of students and their families.

4. Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and sexual identity, and their effects on student achievement. F. Skills and Practices

1. Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. 2. Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of

students. 3. Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to

multicultural student populations. 4. Engages parents, guardians, and families to promote the academic, career, and personal/social development of students.

Assessment G. Knowledge

1. Understands the influence of multiple factors (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood

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depression) that may affect the personal, social, and academic functioning of students. 2. Knows the signs and symptoms of substance abuse in children and adolescents, as well as the signs and symptoms of living in a home

where substance abuse occurs.

3. Identifies various forms of needs assessments for academic, career, and personal/social development. H. Skills and Practices

1. Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. 2. Selects appropriate assessment strategies that can be used to evaluate a student’s academic, career, and personal/social development.

3. Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs.

4. Makes appropriate referrals to school and/or community resources. 5. Assesses barriers that impede students’ academic, career, and personal/social development.

Research and Evaluation I. Knowledge

1. Understands how to critically evaluate research relevant to the practice of school counseling. 2. Knows models of program evaluation for school counseling programs. 3. Knows basic strategies for evaluating counseling outcomes in school counseling (e.g., behavioral observation, program evaluation). 4. Knows current methods of using data to inform decision making and accountability (e.g., school improvement plan, school report card).

5. Understands the outcome research data and best practices identified in the school counseling research literature.

J. Skills and Practices 1. Applies relevant research findings to inform the practice of school counseling. 2. Develops measurable outcomes for school counseling programs, activities, interventions, and experiences. 3. Analyzes and uses data to enhance school counseling programs.

Academic Development K. Knowledge

1. Understands the relationship of the school counseling program to the academic mission of the school. 2. Understands the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student

academic success, and prevent students from dropping out of school. 3. Understands curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies

for teaching counseling- and guidance-related material. L. Skills and Practices

1. Conducts programs designed to enhance student academic development.

2. Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities. 3. Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote

student achievement.

Collaboration and Consultation

M. Knowledge 1. Understands the ways in which student development, well-being, and learning are enhanced by family-school-community collaboration.

2. Knows strategies to promote, develop, and enhance effective teamwork within the school and the larger community. 3. Knows how to build effective working teams of school staff, parents, and community members to promote the academic, career, and

personal/social development of students. 4. Understands systems theories, models, and processes of consultation in school system settings. 5. Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their

children. 6. Understands the various peer programming interventions (e.g., peer meditation, peer mentoring, peer tutoring) and how to coordinate

them. 7. Knows school and community collaboration models for crisis/disaster preparedness and response.

N. Skills and Practices 1. Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school.

2. Locates resources in the community that can be used in the school to improve student achievement and success. 3. Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social

development. 4. Uses peer helping strategies in the school counseling program. 5. Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure

assistance for students and their families.

Leadership O. Knowledge

1. Knows the qualities, principles, skills, and styles of effective leadership. 2. Knows strategies of leadership designed to enhance the learning environment of schools. 3. Knows how to design, implement, manage, and evaluate a comprehensive school counseling program.

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4. Understands the important role of the school counselor as a system change agent.

5. Understands the school counselor’s role in student assistance programs, school leadership, curriculum, and advisory meetings.

P. Skills and Practices 1. Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. 2. Plans and presents school-counseling–related educational programs for use with parents and teachers (e.g., parent education programs,

materials used in classroom guidance and advisor/advisee programs for teachers).

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Mental Health Counseling Standards

Foundations

A. Knowledge

1. Understands the history, philosophy, and trends in clinical mental health counseling. 2. Understands ethical and legal considerations specifically related to the practice of clinical mental health counseling. 3. Understands the roles and functions of clinical mental health counselors in various practice settings and the importance of

relationships between counselors and other professionals, including interdisciplinary treatment teams. 4. Knows the professional organizations, preparation standards, and credentials relevant to the practice of clinical mental health

counseling. 5. Understands a variety of models and theories related to clinical mental health counseling, including the methods, models, and

principles of clinical supervision. 6. Recognizes the potential for substance use disorders to mimic and coexist with a variety of medical and psychological

disorders. 7. Is aware of professional issues that affect clinical mental health counselors (e.g., core provider status, expert witness status,

access to and practice privileges within managed care systems). 8. Understands the management of mental health services and programs, including areas such as administration, finance, and

accountability. 9. Understands the impact of crisis, disasters, and other trauma-causing events on people. 10. Understands the operation of an emergency management system within clinical mental health agencies and in the

community. B. Skills and Practices

1. Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health counseling. 2. Applies knowledge of public mental health policy, financing, and regulatory processes to improve service delivery opportunities

in clinical mental health counseling. Counseling, Prevention, and Intervention C. Knowledge

1. Describes the principles of mental health, including prevention, intervention, consultation, education, and advocacy, as well as the operation of programs and networks that promote mental health in a multicultural society.

2. Knows the etiology, the diagnostic process and nomenclature, treatment, referral, and prevention of mental and emotional disorders.

3. Knows the models, methods, and principles of program development and service delivery (e.g., support groups, peer facilitation training, parent education, self-help).

4. Knows the disease concept and etiology of addiction and co-occuring disorders. 5. Understands the range of mental health service delivery—such as inpatient, outpatient, partial treatment and aftercare—and

the clinical mental health counseling services network. 6. Understands the principles of crisis intervention for people during crises, disasters, and other trauma-causing events. 7. Knows the principles, models, and documentation formats of bio-psychosocial case conceptualization and treatment planning. 8. Recognizes the importance of family, social networks, and community systems in the treatment of mental and emotional

disorders. 9. Understands professional issues relevant to the practice of clinical mental health counseling.

D. Skills and Practices 1. Uses the principles and practices of diagnosis, treatment, referral, and prevention of mental and emotional disorders to initiate,

maintain, and terminate counseling. 2. Applies multicultural competencies to clinical mental health counseling involving case conceptualization, diagnosis, treatment,

referral, and prevention of mental and emotional disorders. 3. Promotes optimal human development, wellness, and mental health through prevention, education, and advocacy activities. 4. Applies effective strategies to promote client understanding of and access to a variety of community resources. 5. Demonstrates appropriate use of culturally responsive individual, couple, family, group, and systems modalities for initiating,

maintaining, and terminating counseling. 6. Demonstrates the ability to use procedures for assessing and managing suicide risk. 7. Applies current record-keeping standards related to clinical mental health counseling. 8. Provides appropriate counseling strategies when working with clients with addiction and co-occurring disorders. 9. Demonstrates the ability to recognize his or her own limitations as a clinical mental health counselor and to seek supervision or

refer clients when appropriate. Diversity and Advocacy

E. Knowledge

1. Understands how living in a multicultural society affects clients who are seeking clinical mental health counseling services. 2. Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on one’s own life and career and

those of the client. 3. Understands current literature that outlines theories, approaches, strategies, and techniques shown to be effective when

working with specific populations of clients with mental and emotional disorders. 4. Understands effective strategies to support client advocacy and influence public policy and government relations on local,

state, and national levels to enhance equity, increase funding, and promote programs that affect the practice of clinical mental health counseling.

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5. Understands the implications of concepts such as internalized oppression and institutional racism, as well as the historical and current political climate regarding immigration, poverty, and welfare.

6. Knows public policies on the local, state, and national levels that affect the quality and accessibility of mental health services.

F. Skills and Practices 1. Maintains information regarding community resources to make appropriate referrals. 2. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of clients. 3. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally

appropriate for diverse populations. Assessment

G. Knowledge

1. Knows the principles and models of assessment, case conceptualization, theories of human development, and concepts of normalcy and psychopathology leading to diagnoses and appropriate counseling treatment plans.

2. Understands various models and approaches to clinical evaluation and their appropriate uses, including diagnostic interviews, mental status examinations, symptom inventories, and psychoeducational and personality assessments.

3. Understands basic classifications, indications, and contraindications of commonly prescribed psychopharmacological medications so that appropriate referrals can be made for medication evaluations and so that the side effects of such medications can be identified.

4. Identifies standard screening and assessment instruments for substance use disorders and process addictions.

H. Skills and Practices 1. Selects appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning, with an awareness

of cultural bias in the implementation and interpretation of assessment protocols. 2. Demonstrates skill in conducting an intake interview, a mental status evaluation, a biopsychosocial history, a mental health

history, and a psychological assessment for treatment planning and caseload management. 3. Screens for addiction, aggression, and danger to self and/or to others, as well as co-occurring mental disorders. 4. Applies the assessment of a client’s stage of dependence, change, or recovery to determine the appropriate treatment modality

and placement criteria within the continuum of care. Research and Evaluation

I. Knowledge

1. Understands how to critically evaluate research relevant to the practice of clinical mental health counseling. 2. Knows models of program evaluation for clinical mental health programs. 3. Knows evidence-based treatments and basic strategies for evaluating counseling outcomes n clinical mental health counseling.

J. Skills and Practices 1. Applies relevant research findings to inform the practice of clinical mental health counseling. 2. Develops measurable outcomes for clinical mental health counseling programs, interventions, and treatments. 3. Analyzes and uses data to increase the effectiveness of clinical mental health counseling interventions and programs.

Diagnosis

K. Knowledge

1. Knows the principles of the diagnostic process, including differential diagnosis, and the use of current diagnostic tools, such as the current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM).

2. Understands the established diagnostic criteria for mental and emotional disorders, and describes treatment modalities and placement criteria within the continuum of care.

3. Knows the impact of co-occurring substance use disorders on medical and psychological disorders. 4. Understands the relevance and potential biases of commonly used diagnostic tools with multicultural populations. 5. Understands appropriate use of diagnosis during a crisis, disaster, or other trauma-causing event.

L. Skills and Practices 1. Demonstrates appropriate use of diagnostic tools, including the current edition of the DSM, to describe the symptoms and

clinical presentation of clients with mental and emotional impairments. 2. Is able to conceptualize an accurate multi-axial diagnosis of disorders presented by a client and discuss the differential

diagnosis with collaborating professionals. 3. Differentiates between diagnosis and developmentally appropriate reactions during crises, disasters, and other trauma-causing

events.

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RETENTION POLICY. The Counselor Education faculty takes a serious view of the professional obligation of mentoring students once admitted, providing assistance and support to facilitate their professional development and ultimate graduation. It is not uncommon that in our concern for the quality of the counselor trainees enrolled in our graduate program, the ability of specific students to function at the standard level expected is called into question. The Ethical Standards of the American Counseling Association (ACA, 2014) in Section F: Supervision, Training, and Teaching state:

F.9.b. Limitations; Counselor educators, throughout ongoing evaluation, are aware of and address the inabilities of some students to achieve counseling competencies. Counselor educators do the following: (1) assist students in securing remedial assistance when needed, (2) seek professional consultation and document their decision to dismiss or refer students for assistance, and (3) assure that students have recourse in a timely manner to address decisions to require them to seek assistance or to dismiss them with due process according to institutional policies and procedures.

In addition to such performance competencies, students must have knowledge of the Ethical Standards (ACA, 2014) and adhere to the high level of ethical conduct identified:

F.7.e. Teaching Ethics: Throughout the program, counselor educators ensure that students are aware of the ethical responsibilities and standards of the profession and the ethical responsibilities of students to the profession. Counselor educators infuse ethical considerations throughout the curriculum.

As noted by Stadler (October, 1984) in an editorial Why be Ethical? in the American Mental Health Counselors Association Journal:

“Unethical conduct reflects poorly on the counseling profession, its related associations, and on us as members of the profession. Obviously it is not conducive to the development of the profession to condone or overlook such problems” (p. 150).

RETENTION STATEMENT. Counselor trainees are responsible for meeting all requirements of the Department of Counselor Education, The College at Brockport, State University of New York. More specifically:

1. Students must maintain satisfactory academic standing. 2. Students must adhere to the Academic Regulations & Procedures identified in Your Right to Know & Academic Policies

Handbook and in the Graduate Studies Catalog 3. Students must maintain the ethical standards of the American Counseling Association, (2014). 4. Students must demonstrate functional competence in fulfilling the professional tasks and duties of the discipline. The

Department of Counselor Education considers lack of functional competence to include, but not limited to the following: (a) an inability or unwillingness to acquire and integrate professional standards into one’s repertoire of professional behavior; (b) an inability to acquire professional skills and reach an accepted level of competency; and/or (c) an inability to control personal stress, psychological dysfunction, or emotional reactions that may affect professional functioning (Lamb, Cochran, and Jackson, 1991).

The 2nd, 3rd and 4th requirements empower the Counselor Education faculty to place on probation or dismiss a counselor trainee when ethical standards are violated and/or functional competence is seriously inadequate.

RETENTION REVIEW. In view of the seriousness of such situations, the Counselor Education faculty has established the following policies to serve as a working guide when questions regarding retention arise:

1. As a first level of action, a Counselor Education faculty member shall meet with the student(s) in question, express the specific concern(s) and seek to establish a plan to remedy the situation.

2. As a second level of action, Counselor Education faculty as a whole shall meet to discuss a student’s progress and/or competence in the program and attempt to remediate the situation in an informal approach.

3. If the informal approach developed at level two fails to accomplish the desired goal, the respective faculty member will present specific concerns in a formal Retention Review to the Department of Counselor Education. The purpose of the formal Retention Review is to determine if a more specific plan of remediation can be developed or if the student should be retained in the program. The student’s advisor, the department chair, and concerned faculty member will monitor progress of the remediation plan as long as appropriate or until it is decided to terminate the student’s tenure in the program.

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During this Retention Review, Counselor Education faculty as a whole and the student’s advisor will review the student’s status in the program. Second, the student will be provided the opportunity to present any appropriate information. Third, the concerned faculty member will have an opportunity to elaborate on the nature of the concern.

After the Counselor Education faculty member and student have been heard, discussion by the Counselor Education faculty shall proceed with the goal of making a decision, which may be one of the following:

a) The concerns do not warrant further action, for whatever reason, and the student will be allowed to continue in the program of study without restriction. b) The student may be placed on probation with specific requirements established by remediation. Procedures must be developed for progress to be monitored by the advisor and department chair. The Counselor Education faculty as a whole must be consulted and will decide if, and/or when, the student may be removed from probation. While on probation, the student would not usually be enrolled in a counseling practicum or internship. c) The student may be dismissed from the program and may not enroll in further course work in the Department of Counselor Education at The College at Brockport.

After determination of action by the Counselor Education faculty in the Retention Review process, their decision will be communicated in writing to the student. The student may appeal the Retention Review decision through the College grievance process by contacting the Dean of the School of Education and Human Services.

(Adopted from the South Dakota State University Counselor Education Department, with permission.) (Adopted by Department of Counselor Education faculty March 1994; revised October 1999; May 2004; April 2015) (A copy is included in application material for applicant’s signature and date.)

STUDENT GRADE APPEALS. Students should address any question or disagreement about grades as quickly as possible with the course instructor and/or department chair. An attempt to resolve the issue informally with the instructor and or department chair is required in all cases. After carrying out the informal process, however, the student may wish to initiate a further appeal.

Time limits for grade appeals: The student must file a written grade appeal with the department chairperson within thirty (30) calendar days from the date on which the registrar posts the grades for the semester in which the course was taken. During this 30-day period, the student must also engage in the informal attempt to resolve the disagreement.

I. Distinguishing Student Grade Appeals From Other Student Complaints

A. The grade appeal process is a formal procedure for settling disagreements between students and course

instructors about course grades. The grade appeal process is intended solely to discover and correct any problems related to the application of course grading standards to individual students.

B. The grade appeal process is not intended to deal with complaints about general conduct of courses,

complaints about quality of instruction, or discrimination/harassment complaints. These issues are to be handled separately by student complaints made to the department chairperson and/or school dean and, as appropriate, the Affirmative Action Office and the Office of Human Resources.

C. In cases where student grade appeals involve complaints related to general conduct and quality of

instruction, discrimination, unequal treatment or harassment, these complaints must be resolved before proceeding with an appeal of a specific course grade. The department chairperson and/or the school dean’s office will assist the student in determining the appropriate channels for such complaints. The student is required to file the grade appeal with the department chairperson within the required time limit, but the chairperson will defer the grade appeal until after the disposition of the other complaints.

D. If a grade appeal involves the dispute of a lowered grade assigned as a penalty from a determination

of academic dishonesty, the complaint will not be handled as a grade

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appeal under this policy. It must be handled through the appeals process described in The Policy on Student Academic Dishonesty.

II. Basis for Student Grade Appeals

A. General rules about grade appeals: The course instructor’s grading policy, as published in the course

syllabus, shall be the grading standard for the course. The student is responsible for knowing the grading policy, which may include class attendance requirements, and for meeting the requirements for grades as specified by the instructor’s policy. Any modifications the instructor makes in the original grading policy during the semester should be minor and must be announced and published in written form and distributed to all student participants in the course.

1. A student may not base a grade appeal on disagreement with the grading policy as established

and published by the course instructor.

2. The difficulty of the grading standards and/or expectations for student performance in the course shall not be an issue in the grade appeal.

3. The burden of proof in the grade appeal is always on the student.

4. Only the final course grade submitted by the course instructor at the conclusion of the course can be

appealed. Grades on individual course assignments cannot be appealed separately using this process although demonstration of instructor’s error on the grades for individual assignments may serve as the primary evidence for a successful appeal of the final course grade.

B. Appeals based on instructor’s failure to follow a published grading policy: If a published course

grading policy exists, a student appeal of the final course grade can be based only on evidence of one of the following situations:

1. The course instructor has not followed her/his published grading policy in calculating grades for the

course as a whole or in the specific case of the student complainant.

2. The course instructor has erroneously or unfairly applied the published grading policy or standards in the determination of the complainant’s grade in the course.

C. Appeals based on the instructor’s failure to publish a course grading policy: College policy stipulates that

all course syllabi should contain a “description of grading methodology (factors evaluated, weighting system, etc.).” Therefore, a student grade appeal is possible based on the course instructor’s failure to announce and publish a course grading policy in a timely manner. In this case, for a successful appeal, the student would be required to demonstrate that the absence of an announced course grading policy led to grades for the course that were unfair as a direct result of the student’s lack of correct information on how s/he was to be graded.

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D. The dates and deadlines given for various actions refer to procedures taking place within the fall and spring semesters. Appeals of summer and special sessions course grades must be scheduled in consultation with the student, the department chair and/or dean. When faculty and students are away from campus after the end of the spring semester or during the summer months, extensions of these deadlines by department chair or dean may be required, but in all cases, actions should take place in as timely a manner as possible.

III. An Informal Attempt to Resolve the Disagreement is Required

A. A student grade appeal can be filed only if the student has first made an informal attempt to resolve the

disagreement by a discussion of the matter with the course instructor.

B. The informal procedure should include the following actions:

1. Within the thirty (30) calendar-day period for filing a grade appeal (described previously), the student must discuss the course grade with the instructor who assigned the grade in question. If this instructor is not available, the student should contact the department chairperson, who will attempt to facilitate contact between the course instructor and the student. After the end of the spring semester and during the summer months, faculty members are often away from campus. A student would be well advised to contact the department chair immediately if the attempt to contact the course instructor fails and to copy the department chairperson on all correspondence during this period.

2. If the course instructor cannot be contacted and information is needed from her/him, the

chairperson will defer the grade appeal until the needed information can be obtained from the course instructor. If the attempts to contact the course instructor fail, the chairperson will consider the student’s complaint. The chairperson must review the course grading policy as published in the syllabus as part of her/his consideration of the complaint.

IV. Formal Attempt to Resolve the Disagreement

A. If the informal discussion with the instructor and/or the department chairperson fails to bring

agreement, the student may notify the department chairperson in writing of her/his wish to appeal the case to the dean’s level within two weeks of receiving the chairperson’s decision or before the expiration of the thirty-day limit, whichever date is later. The department chairperson will inform the student of any documentation that will be needed for the appeal. The chairperson will also (where possible) inform the course instructor that s/he should prepare a written statement about her/his position on the student’s grade appeal.

B. If the student wishes to pursue the matter beyond the department chairperson, s/he should file a letter

of appeal with the office of the school dean. The department chairperson will provide the student with a letter stating that the student has attempted unsuccessfully to resolve the disagreement by informal discussion with the instructor and/or the department

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chairperson and now wishes a dean’s level grade appeal. The department chairperson will forward to the dean, (1) the course instructor’s written statement, (2) a copy of the course syllabus, (3) any documentation related to the instructor’s position on the appeal, (4) the student’s original written statement and (5) any supporting documentation from the student. The chairperson will send these to the school dean’s office within one week after the student informs the chair of the request for a dean’s level appeal.

V. Dean’s Level Grade Appeal

A. Upon receiving the written appeal and accompanying documentation from the department chairperson,

the school dean or her/his designee (hereafter referred to as “the dean”) will examine all documentation and determine whether a hearing is needed. The dean will make this decision within one week of receiving the appeal. The first task in a dean’s level appeal is to determine from the written documentation received whether the student complaint includes valid grounds for a grade appeal. If the dean finds that there are no valid grounds for a grade appeal s/he may inform the student and the course instructor of that finding in writing and dismiss the appeal.

B. If the dean finds that the student’s written statement indicates that there are valid grounds for a grade

appeal, the dean may schedule a hearing on the appeal. The dean will notify the student in writing of her/his decision on whether to hold a hearing. The dean’s office will contact the student to schedule a meeting date and time. This will be done in as timely a manner as possible for the dean, student, instructor and any other participants.

C. The dean’s level grade investigation will include communication with the department chairperson, the

course instructor, the student complainant, and any witnesses that the student or the course instructor have called upon to support their positions. The dean will communicate a decision on the appeal to the student within one week of the hearing.

D. If the dean feels it is necessary to excuse her/himself from holding a hearing, s/he has the option of

appointing a designee.

E. If the student grade appeal has taken place after the disposition of complaints of instructor impropriety brought by the student (see Distinguishing Student Grade Appeals From Other Student Complaints) the dean and/or the dean’s designee may take the disposition of those charges into consideration in the student grade appeal.

F. If the dean finds that the student has not proven that the course grade should be changed, the

instructor’s original course grade will stand. The course instructor and the student will be informed of this action in writing within one week of the hearing.

G. If the dean finds that the student’s grade was improperly assigned as a result of the failure of the

instructor to properly implement the announced grading policy or that the grade was erroneously calculated for any other reason, the dean, in consultation with the course instructor, will determine what the correct grade should be and will inform the student in writing of this decision within two weeks of the hearing. The dean will require the course

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instructor to correct/change the grade by submitting a Change of Grade form through the dean’s office as appropriate. A record of this decision will be kept on file in the dean’s office.

H. The dean’s decision on the student grade appeal is final. There is no appeal of this decision

beyond the dean’s office.

I. Only new evidence on the student’s or the course instructor’s part can reopen an appeal. Any subsequent request to reactivate the appeal would be addressed to the school dean’s office.

J. If a student grade appeal submitted by a graduating senior in her/his last semester is successful after

the student has been graduated, the registrar is authorized to make any grade change authorized by the dean to the student’s final transcript.

VI. Students Rights

Students have the following rights in regard to student grade appeals and all appeal hearings:

A. The right to a written notice of the instructor’s position and to be informed of one’s rights prior to any

hearing or investigation of the appeal.

B. The right to receive, upon request and in advance, a list of the witnesses who will appear to give evidence in any hearing or investigation of the charges. The provision of such a list of witnesses shall not preclude the testimony of witnesses who were unknown at the time of such a request.

C. The right to dispute the instructor’s position and to request a hearing before the dean of the school in

which the course in question is offered.

D. The right to bring witnesses to give evidence on the part of the student and to examine any witnesses brought by the instructor. Only the student may present the student’s case and examine witnesses. Postponement of a scheduled examination or hearing may be allowed on the basis of unavailability of important witnesses but only if the cause for unavailability is reasonable.

E. The right to bring an observer to any hearing. Members of the College community or parents or

guardians may be selected to be present as the student’s observer. Observers are present for “moral support” and cannot actively participate in the hearing.

VII. General Policies Governing Grade Appeal Actions and Hearings

A. A student who leaves the Brockport area is responsible for transportation and other expenses

related to her/his right to be present at any hearing as scheduled.

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B. Failure to appear on the date fixed for a dean’s grade appeal hearing, unless there is a continuance for good cause approved by the dean prior to the hearing, will result in a ruling against the student’s appeal and the student forfeits any right to further appeal of this grade.

C. All hearings are closed to the public.

D. A grade appeal hearing shall not be bound by technical rules of evidence, but may include testimony or evidence that is

relevant and material to the issues and which will contribute to a full and fair disposition of the appeal.

E. Cameras or other types of recording equipment are not permitted in a hearing.

F. The term “business days” used in this code with reference to scheduling and notification means days on which the administrative offices of the College are officially open for business.

Time Schedule for Grade Appeal Event

A. Letter of appeal due to department chairperson — Within a 30-calendar day period from date of registrar’s posting of

semester grades.

B. Student’s informal attempt to discuss and resolve conflict with instructor/chairperson.

C. Instructor/chairperson responds to student.

D. Student may continue appeal by notifying department chairperson and filing a dean’s level appeal letter — Within two weeks of receiving departmental decision on appeal or by end of the 30-day limit whichever is later.

E. If the student wishes to engage in a dean’s level appeal, department chairperson sends appeal materials forward to

dean’s office — Within one week of being notified by the student that s/he wishes to pursue a dean’s level appeal.

F. Dean’s decision on whether a dean’s level hearing is justified by student appeal — Within one week of dean’s receiving the student’s letter of appeal and departmental materials.

G. Dean’s hearing date — Set in as timely a manner as possible.

H. Dean communicates a decision on appeal to the student — Within one week of the dean’s or designee’s hearing.

EXPERIENTIAL LEARNING. The Department of Counselor Education provides an experiential program that combines both didactic and experiential approaches to learning in order to help you become an effective counselor. While learning theory and knowledge about counseling is important, it is not sufficient to becoming an effective professional counselor. The greatest skill or strength that you bring to your role of counselor is your personhood. For that reason, all department classes entail experiential learning to help you explore your values, beliefs, behaviors and feelings that impact you in your role as a counselor. The Department of Counselor Education believes that this type of self-examination and awareness are necessary to becoming an effective counselor.

ENDORSEMENT POLICY. The department will endorse students for appropriate placement based upon the program and/or emphasis which they have completed.

LIABILITY INSURANCE. Due to the nature of counseling, counselors face the very real possibility of having a lawsuit brought against them as a result of the professional services they provide. The department requires that students purchase liability insurance prior to enrolling in any of the clinical experience courses (EDC 720, 722, 723, 724, 728, 729, 730, 731). Low cost liability insurance is available to student members of the American Counseling Association. For more information, contact ACA, 5999 Stevenson Avenue, Alexandria, VA, (800) 347-6647, or www.counseling.org.

PROFESSIONAL ORGANIZATIONS. The faculty strongly encourages students to become involved in counseling professional organizations. Involvement provides you with access to the most current scholarship and research in the field, opportunities for mentoring and networking and to become involved in leadership positions. It is a great way to learn about the counseling profession and strengthen your professional identity. There are many national, regional, state and local organizations in which students can be

http://www.counseling.org/

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involved. Involvement in professional organizations is discussed during the New Student Organization.

The department has a Professional Honor Society chapter (NU) of Chi Sigma Iota, Counseling Academic and Professional Honor Society International. The purpose of the honor society is to promote and recognize exemplary attainment in the study and practice of counseling. Chi Sigma Iota members are dedicated to excellence in scholarship, research and clinical practice. Those eligible for membership include students enrolled in graduate programs in counseling, faculty, alumni and practicing professional counselors who have given evidence of distinguished scholarship and professional service. For more information about membership, write to NU Chapter CSI at the Department of Counselor Education, The College at Brockport.

COUNSELOR EDUCATION LABS. The department has a Counselor Education laboratory located in the north wing of Hartwell Hall. The lab contains two group counseling rooms and five individual counseling rooms along with observation facilities. The five observation rooms contain taping capability. EDC 603: Group Counseling Concepts, EDC 720: Integration and Application of Basic Concepts, EDC 884: Group Theory and Supervised Practice, and EDC 885: Supervision of Counseling all use these rooms.

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GRADUATE ACADEMIC SUPPORT SERVICES

Drake Memorial Library - www.brockport.edu/library Drake Memorial Library offers a full range of information services, study areas, media viewing seminar and instructional spaces including the Learning Commons. The library houses a collection of more than 450,000 books, 800 print serial subscriptions, 101,000 bound periodicals, 25,000 online serial subscriptions, 10,000 AV/media materials, and 2 million microforms. An online library catalog provides easy access to the collections. The library’s open-stack policy provides direct access to most materials.

Drake Library subscribes to a large number of online information services, offering easy access to journal articles, newspapers,

databases, government documents and specialized reports. Subscriptions include collections such as Lexis/Nexis, JSTOR, Academic Search Premier, ScienceDirect, BioOne, PsycArticles and PsycInfo, Westlaw and many more. A full list of electronic resources can be found on the library’s Web page, www.brockport.edu/library. In addition, the library provides easy access to reserve collections through ANGEL. All of these resources are available to Brockport students both on and off campus.

Reference assistance is also available on and off campus. The library is open an average of 105 hours per week during the fall and spring semesters, and the reference desk is staffed most hours the library is open. Students doing research from home may call (585) 395-2760 for assistance, or may send an AOL Instant Message to drakeref. Students who don’t require an instant answer can send e-mail to [email protected], or schedule a personal research consultation with a reference librarian by completing the form on the library Web page. Response is usually provided within 24 hours.

Students may borrow materials from Drake Library for approximately four weeks. Materials may be renewed when not requested by others. A valid College ID serves as a library card.

Materials not available in the library may be obtained from other libraries through Inter-Library Loan (ILL). Materials may be requested electronically from the library’s ILL Web page. Delivery time for requested items usually ranges from two days to one week.

The library schedule varies. For current hours, please call the recorded information service, (585) 395-2288.

Other Library Services The library has more than 100 networked PCs available for use. Wireless network access is available throughout the facility. Photocopy machines and microfilm printers are available for public use. The Aerie café is open when school is in session.

SUNY Student Resource Center Located in the Bausch & Lomb Building of the Rochester Public Library in downtown Rochester, the SUNY Student Resource Center serves the library needs of SUNY students taking courses in Rochester. The center provides reserve facilities, interlibrary loan, and networked computers with access to the online catalogs of The College at Brockport and other area libraries, as well as access to online databases.

RRLC Access Card Matriculated graduate students may apply for a Rochester Regional Research Libraries Council (RRLC) Access card. Cardholders may borrow materials from more than 30 participating libraries, including those at the University of Rochester and Rochester Institute of Technology. Access card applications are available at the Drake Library circulation desk.

Information Technology Services Information Technology Services operates Dailey Hall Computing Center. Located at the west end of the mall, Dailey contains five computer classrooms and two large open-access areas. A wide variety of computing hardware is available, including more than 200 PCs, 5 Macs, 30 Linux workstations and multimedia access. A trained student staff provides one-on-one assistance for all ITS- supported software. Dailey Hall is open more than 100 hours each week, providing access to students both during the week and on weekends. For specific hours, call (585) 395-2390.

The College at Brockport’s e-mail system is accessible from Dailey, residence halls and offices through the campus fiber and

wireless networks, and from off campus through any Web browser. NetID accounts, automatically created for all students, allow access to e-mail and Drake Library’s online reference and resource materials. Of particular interest to students are the use of the Internet and online databases (many full text) as research tools, and the availability of current statistical software, including SPSS and Minitab. In addition, all students are provided with server space for the development of personal Web pages.

ANGEL is the campus course management system, allowing students Web-based access to class syllabi, threaded discussion boards, online quizzes and more. Brockport also hosts a number of SUNY Learning Network (SLN) courses, see: www.sln.suny.edu.

Twenty satellite labs, including the METROCENTER labs, provide more than 730 public assess workstations to students across campus, offering standard and specialized software as well as Internet access.

An IT Helpdesk provides support for a wide variety of technology-related questions for students, faculty and staff when classes

http://www.brockport.edu/library

http://www.brockport.edu/library

mailto:[email protected]

http://www.sln.suny.edu/

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are in session at (585) 395-5151 or [email protected].

Counseling Center The Counseling Center offers personal counseling to all enrolled students, graduate and undergraduate, full-time and part-time. Assistance is provided for the widest possible range of concerns, from routine adjustment problems to severe problems and personal crises. While most counseling is on an individual basis, group counseling is available for certain problems and concerns on an as-needed basis. The Center works closely with the Health Center, and with health and mental health care providers in the surrounding area.

The Counseling Center is open weekdays from 8am - 5pm throughout the academic year. Services are free and strictly

confidential. For an appointment, drop in at the Center in Hazen Hall, or call (585) 395-2207.

GRADUATE INFORMATION VIA THE INTERNET

For more information about graduate studies at The College at Brockport, visit the Brockport web site at www.brockport.edu/graduate or e-mail [email protected].

QUICK ACCESS FOR OTHER GRADUATE STUDENT SERVICES Brockport Student Government/Brockport Adult Student Organization .................. (585) 395-2550 Career Services........................................................................................................... (585) 395-2159 Counseling Center ...................................................................................................... (585) 395-2207 Cultural Center........................................................................................................... (585) 395-5245 Financial Aid Office .................................................................................................... (585) 395-2501 International Education ............................................................................................. (585) 395-2119 International Student Services................................................................................... (585) 395-5899 Office for Students with Disabilities (V/TTY).............................................................. (585) 395-5409 Office of Graduate Studies/Admissions ..................................................................... (585) 395-2525 Residential Life/Learning Communities ............................................................(585) 395-2122/2108 Student Health Services Center ................................................................................. (585) 395-2414 Student Learning Center ............................................................................................ (585) 395-2293 The College at Brockport METROCENTER...................................................................... (585) 395-8000 Veterans Affairs ......................................................................................................... (585) 395-2315


http://www.brockport.edu/graduate


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POST-MASTERS LEVEL STUDY: CERTIFICATES OF ADVANCED STUDY FOR SCHOOL COUNSELORS

Beyond the 48-credit program for School Counselors, the department offers a Certificate of Advanced Study (CAS) that leads to permanent New York State School Counselor Certification providing the candidate meets the experience requirement. Applicants to this program must possess a New York State School Counselor Provisional Certificate. Students admitted to the CAS program may be given up to 48 credits for courses completed as part of their master’s degree, leaving 12 credits to complete in fulfillment of the 60 credit CAS requirement. Students matriculated in a master’s degree or a CAS program in the department who desire provisional or permanent school certification must contact the Office of Certification at The College at Brockport, (585) 395-2344.

Graduates from The College at Brockport’s Master of Science in Education - Counseling, School Counselor Emphasis, who possess a Provisional Certificate for New York State School Counselor, are eligible for the CAS program. Additionally, we encourage applicants who have graduated from other institutions who have a valid New York State School Counselor Certificate to apply and have their credentials evaluated. Retroactive credit for degrees and/or courses may be given if the degrees and/or courses fit into the current program and if they are similar in content to those courses currently required. The department offers two CAS programs for school counselors.

1. CAS School Counselor Supervision The purpose of this program is to provide school counselors the skills and knowledge necessary to consult, deliver group counseling and psychoeducational programs and provide clinical supervision. Students in this program will co-lead groups of master level students enrolled in EDC 603: Group Counseling Concepts and provide individual clinical supervision to master level students enrolled in EDC 720: Integration and Application of Basic Concepts (praciticum).

CAS Program MSEd Program–Counseling, School Counselor emphasis

Credits 48

EDC 883 Counselor as Systems Consultant 3 EDC 884 Group Theory and Supervised Practice 3 EDC 885 Supervision of Counseling 3 Elective (by Advisement) 3

Total: 60

2. CAS School Counseling – Online/Hybrid Program The purpose of this program is to develop the practicing school counselor’s advanced skills in diagnosis, consultation and family systems counseling. Students applying for this program must have successfully completed a master’s degree in School Counseling in order to be eligible for this School Counselor advanced certificate. The core of this program develops the student’s skills in diagnosis and in systems approaches to counseling. Students then choose 2 additional elective courses. The elective courses include two online courses (allowing students to create a completely online program) and three classroom practicum courses (that allow students to develop additional hands on skills in the classroom if they so wish).

School Counselor Curriculum (online or hybrid option) Online Core Courses 3 EDC 616: Diagnostic Skills for Counselors 3 EDC 690: Couples and Family Counseling Choose any 2 of the following elective courses: Online elective courses: 3 EDC 692: Spirituality in the Counseling Process 3 EDC 883: Counselor as Systems Consultant Classroom elective courses: 3 EDC 693: Counseling in Secondary Schools 3 EDC 691: Use of Expressive Arts in Counseling 3 EDC 695: Child Centered Play Therapy Total Hrs: 12 hrs

To Apply to the CAS programs for School Counselors, applicants must submit the following:

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1. Official transcripts of all undergraduate and graduate college work completed. 2. Three letters of recommendation from individuals competent to comment on your academic and professionally

demonstrated ability. 3. College Application for Matriculation. 4. Copy of NYS School Counselor Provisional Certificate.

Graduates of the Department of Counselor Education, The College at Brockport, do not need to complete Step 2.

A maximum of three from another accredited college or university will be permitted for transfer to the CAS program. These credits may not be more than five years old.

Please visit the Office of Graduate Studies Web site at www.brockport.edu/graduate for information on application deadlines. An interview is required only for graduates from institutions other than The College at Brockport.

Upon completion of the CAS and two years of successful full-time school counselor experience, graduates will be eligible for New York State Permanent School Counselor Certification.


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POST-MASTERS LEVEL STUDY: ADVANCED CERTIFICATE BRIDGE PROGRAMS

CAS College Counseling Bridge College Counselors in the State of New York are not subject to certification or licensure, yet clearly have specific training needs in order to be effective on college campuses. Thus, school and mental health counselors not trained for work on a college campus may want the training and experience that a CAS in College Counseling provides if interested in working in the myriad of settings in which college counselors work across student affairs on a college campus.

The purpose of this program is to assist practicing counselors to accrue the knowledge and experience necessary to practice college and student affairs counseling. Students applying for this program must have successfully completed a master’s degree in Counseling in order to be eligible for the CAS in College Counseling.

College Counseling Curriculum 3 EDC 626: Counseling in College Settings 3 EDC 723: Implementation I: College Counselor 3 EDC 735: Clinical Experience for Implementation 3 EDC 729: Implementation II: College Counselor

Total Hrs: 12 hrs

CAS School Counseling Bridge The purpose of this program is to assist practicing counselors to accrue the knowledge and experience required to apply for provisional certification in school counseling in the State of New York. Students applying for this program must have successfully completed a master’s degree in Counseling in order to be eligible for the CAS in School Counseling.

School Counseling Curriculum 3 EDC 619: Counseling in School Settings 3 EDC 722: Implementation I: School Counselor 3 EDC 735: Clinical Experience for Implementation 3 EDC 728: Implementation II: School Counselor

Total Hrs: 12 hours

CAS Mental Health Counseling Bridge This advanced certificate program seeks to increase career opportunities for counselors and expand training for individuals across the State of New York. This “bridge” program is designed to provide the necessary course work and clinical experience for individuals with a masters in counseling, other than mental health counseling, to be eligible to apply for licensure as a mental health counselor.

The purpose of this program is to assist practicing counselors to accrue the knowledge and experience required to apply for licensure (as Licensed Mental Health Counselor) in the State of New York. Students applying for this program must have successfully completed an master’s degree in Counseling in order to be eligible for the advanced certificate program in Mental Health Counseling. This program does not include any elective courses, as the prerequisite Masters Program in counseling would have given the student the opportunity to engage in elective study.

Mental Health Counseling – Advanced Certificate

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Curriculum 3 EDC 724: Implementation I: Mental Health Counselor 3 EDC 735: Clinical Experience for Implementation 3 EDC 730: Implementation II: Mental Health Counselor 3 EDC 615: Counseling in Mental Health Settings 3 EDC 613: Diagnosis & Treatment Planning

Total Hrs: 15 hrs

APPLICATION PROCESS. To Apply to the bridge programs, applicants must submit the following:

1. Official transcripts of all undergraduate and graduate college work completed. Evidence of completion of a Master’s degree in counseling is required.

2. Three letters of recommendation from individuals competent to comment on your academic and professionally demonstrated ability.

3. College Application for Matriculation. Graduates of the Department of Counselor Education, The College at Brockport, do not need to complete Step 2.

A maximum of three credits from another accredited college or university will be permitted for transfer to the bridge programs. These credits may not be more than five years old.

Please visit the Office of Graduate Studies Web site at www.brockport.edu/graduate for information on application deadlines. An interview is required only for graduates from institutions other than The College at Brockport.


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APPENDIX A

COUNSELOR EDUCATION COURSES EDC 501 Self in Society: School Counselor (B). Examines the development of self-understanding and the influences of interpersonal relations in school counseling. Investigates the social, psychological and philosophical foundations of counseling. Introduces students to professional, ethical, theoretical and practical aspects of school counseling. Examines aspects of various academic disciplines pertinent to the development of the counselor, providing a broad base for individual speculations regarding issues in school counseling. 6 Cr.

EDC 502 Self in Society: College Counselor (B). Examines the development of self-understanding and influences of interpersonal relations in college personnel services, and investigates the social, psychological and philosophical foundations of counseling. Introduces students to professional, ethical, theoretical and practical aspects of college counseling. Examines various academic disciplines pertinent to the development of the college personnel worker, providing a broad base for individual speculations regarding issues in college personnel work. 6 Cr.

EDC 503 Self in Society: Mental Health Counselor (B). Examines the development of self-understanding and influences of interpersonal relations in counseling. Investigates the social, psychological and philosophical foundations of counseling. Introduces students to professional, ethical, theoretical and practical aspects of mental health counseling. Examines various academic disciplines pertinent to the development of the mental health counselor, providing a broad functional base for individual speculations regarding issues in mental health counseling. 6 Cr.

EDC 602 Counseling Concepts (B). Prerequisite: EDC 501or EDC 502 or EDC 503. Studies the general categories of counseling theories, including rational, learning, psychoanalytic, perceptual-phenomenological and existential approaches and basic counseling skills. Covers examples of specific theories, including rational-emotive, behavioral, psychoanalytic, person-centered, feminist, Adlerian, Gestalt, constructivist and systemic. Discusses theories in terms of background, development, concepts and research. Explores the dynamics and techniques of therapy. Evaluates each theory in terms of its appropriateness to societal groups (i.e., ethic, socioeconomic, drug, gender, age, disability, etc.). Allows students to examine the theories in terms of their own philosophical thinking and personal orientation so that they may formulate an effective personal counseling theory. Opportunities to role play counselor and client. (3 Credits).

EDC 603 Group Counseling Concepts (B). Prerequisites: EDC 501or EDC 502 or EDC 503. Studies the evolution, rationale, goals and basic dynamics of the individual in group interactions; facilitative and non-facilitative forces in groups; observation of and participation in the group process; initiation, maintenance and termination of groups; and supervision and analysis of small groups. Integrates self-understanding and the understanding of others into an effective style of group leadership. 3 Cr.

EDC 604 Career Development Concepts (B). Explores career development theories espoused by authorities such as Holland, Krumboltz, Ginzberg, Super, Tiedeman and others. Undertakes some philosophical issues related to career development as they apply to counseling on an individual or group basis. Helps students to develop their own theory of career development and to understand the dynamics of the information and decision-making processes and the counseling process. Prepares students to use their skills in a consultative capacity and to influence curriculum development. 3 Cr.

EDC 606 Research and Program Evaluation (B). Readings and experiences provide students with an understanding of quantitative and qualitative research methods, statistical analysis, including descriptive and inferential statistics and their uses, needs assessment, and program evaluation. An action research project and a literature review are required. Cultural, ethical, and legal aspects of research are addressed. Students conduct electronic statistical analysis of data. Studies on effectiveness of counseling are reviewed. 3 Cr.

EDC 612 The Human Experience (B). Provides a broad understanding of the nature and needs of individuals at all development levels, including: major theories of personality, physiological development, psychological adjustment, and sociological influences. Incorporates all significant aspects of growth that make up the human experience. 3 Cr.

EDC 613 Diagnosis and Treatment Planning (B). Provides students with theoretical understanding and practical applications of diagnosis and treatment planning in mental health from the counseling perspective. Theoretical considerations include: concept of mental health, etiology of psychopathology, and cultural understandings of mental health and illness. Practical applications include conducting assessments, case conceptualizations, diagnosis, treatment planning and caseload management. Also covered are working with managed care, using medical and biopsychosocial assessment methods, psychopharmacology, and treatment

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outcomes. 3 Cr. EDC 614 Contemporary Issues (B). Focuses on developing competencies in ethical decision making and working with clients representing diverse and multicultural contexts. Content knowledge integrates contemporary sociocultural contextual issues, current counseling ethical and professional practices, and student self-knowledge and awareness. Students demonstrate increased familiarity and competence when applying course principles with dynamic and social issues. 3 Cr.

EDC 615 Counseling in Mental Health Settings (B). Examines mental health counseling issues and trends such as managed care, licensure, HIPAA, cultural competence, and the funding and administrations of mental health service delivery systems. Explores the evolution of the profession and its current and future role in a multidisciplinary field. Introduces skills such as assessment and diagnosis, case conceptualization, proper documentation, professional and client advocacy, and program development, implementation and evaluation. 3 Cr.

EDC 616 Diagnostic Skills for Counselors (A). This survey course is designed to provide students with an understanding of the development of the diagnosis and treatment of clients with mental disorders and the socio-historical rise of the psychological interest in the field. The course will focus on the diagnostic skills and practical applications that counselors in school, college and mental health settings utilize in the daily practice of their work. 3 Cr.

EDC 617: Leadership and Advocacy (B). This course is designed to prepare counseling leaders and advocates. Course content prepares counselors to serve as supervisors, managers, administrators, and leaders. Students will learn about forms of leadership, including: managerial, administrative, organizational, scholarship, and political. Students will learn about ethics, policies and regulations, staff development and evaluation, service delivery, resources, and vision-making. Forms of power (i.e., referent, legitimate, expert, information, coercive, reward, connection) will be explored. Social justice and advocacy will also be addressed. Advocacy content will be client and profession centered. 3 Cr.

EDC 619 Counseling in School Settings (B). Introduces the role of the school counselor and comprehensive, developmental school counseling programs. Emphasizes planning, delivering, managing, and evaluating counseling services with the goal of promoting academic, career, and personal/social development of all students. Prepares students to serve as change agents to reduce barriers that impede student development. Provides students to work as effective school counselors based on current research and practical experiences. 3 Cr.

EDC 626 Counseling in College Settings (B). Examines the organization and administration of higher education, including the history, growth and functions of colleges and universities. Discusses the law as it relates to student affair professionals and the breadth and depth of counseling services on college and university campuses. 3 Cr.

EDC 685 Measurement and Evaluation (B). Covers elementary statistics and the concepts of of validity, reliability, norms and scores. Intelligence, achievement, aptitude, interest and personality tests and their purpose, administration, selection, evaluation and interpretation of Individual tests and testing programs along with cultural, ethical, and legal aspects of testing and evaluation are studied. Case conceptualization, functional behavioral assessment, overview of the Diagnostic and Statistical Manual, the mental status exam, and lethality assessment are examined. 3 Cr.

EDC 690 Couples and Family Counseling (B). Enhances the student’s knowledge and skills in couples and family counseling. Provides an opportunity for exposure to summary theories in couples and family therapy and for supervised experiences. 3 Cr.

EDC 692 Spirituality in the Counseling Process (B). Assists counselors and other helping professionals to understand one's own spirituality so as to recognize and intervene in issues of spirituality requested by the client. Wellness, meaning, hope, faith, forgiveness, and other dimensions of spirituality will be addressed through discussion, experiential activities, reading, guest speakers, and other learning modalities. 3 Cr.

EDC 693 Counseling in Secondary Schools (B). Provides knowledge and skills to perform secondary school counseling responsibilities with confidence. Includes ways to creatively resolve student issues through practical applications of the presented material. 3 Cr.

EDC 694: Research Methods in Counseling (B). Focuses on conducting counseling research on issues relevant to practitioners, with an emphasis on qualitative research. Topics Include philosophy of science, ethical issues in research with human subjects, introduction to basic qualitative methodologies, including grounded theory, phenomenology, narrative approaches, and other qualitative methodologies. Particular attention paid to the dual role of the interviewer/counselor in conducting qualitative clinical research from a feminist/constructionist perspective. 3 Cr.

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EDC 695 Child-centered Play Therapy in School and Agency Settings (B). Covers the history and theoretical background of play therapy, and focuses on the use of Child-Centered Play Therapy (CCPT) as an effective method for helping children overcome a wide range of behavioral and emotional problems. Employs lecture, discussion, videotapes, and participant role-plays of mock play sessions to help students gain skills necessary to build therapeutic relationships with children. 3 Cr.

EDC 720 Integration and Application of Basic Concepts (B). Prerequisites: EDC 602, EDC 603, 604, 606, 612, 614, 685, Workshops on child abuse reporting and SAVE Training. . This practicum experience emphasizes integrating the concepts learned in the preceding courses. Examines the extent to which students can assimilate and internalize individual counseling, measurement and evaluation, group counseling and career development, and apply them in counseling situations. Expects students to demonstrate competence in integrating both the cognitive and affective processes that have been acquired and developed thus far. Requires a minimum of 10 hours/week at the practicum site. 3 Cr.

EDC 721 Clinical Experience for Integration (B). Co-requisite: EDC 720. Provides students with individual clinical supervision of the counseling services they provide during their practicum (EDC 720). Supervision emphasizes the practice and evaluation of students’ personal counseling style, integration of concepts gained regarding the dynamics of individual counseling process, self- evaluation techniques and the dynamics of the group counseling process. 3 Cr.

EDC 722 Implementation I: School Counselor (B). Prerequisites: EDC 614, EDC 619, EDC 720, EDC 721; Co-requisite: EDC 735. Requires a minimum of a 20 hour per week approved school counseling Internship. Students implement fundamental counseling tasks and other counseling duties under the supervision of a field supervisor and a faculty member. Focus is on consultation, Internship experience, and the development of a thesis proposal and literature review. Also requires an on-campus seminar in which group supervision of internship experience occurs. 3 Cr.

EDC 723 Implementation I: College Counselor (B). Prerequisites: 604, 606, 612, 614, 626, 685, EDC 720, EDC 721; Co- requisite: EDC 735. Requires a minimum of a 20 hour per week approved college counseling internship. Students implement fundamental counseling tasks and other counseling tasks under the supervision of a field supervisor and a faculty member. Focus is on consultation, internship experience, and the development of a thesis proposal and literature review. Also requires an on-campus seminar in which group supervision of internship experience occurs. 3 Cr.

EDC 724 Implementation I: Mental Health Counselor (B). Prerequisites: EDC 604, 606, 612, 613, 614, 615, 685, 720, 721; Co- requisite: EDC 735. . Requires a minimum of 20 hours per week approved mental health counseling internship. Students implement fundamental counseling tasks and other counseling duties under the supervision of field supervisor and a faculty member. Focus is on consultation, internship experience, and the development of a thesis proposal and literature review. Also requires an on-campus seminar in which group supervision of internship experience occurs. 3 Cr.

EDC 728 Implementation II: School Counselor (B). Prerequisite: EDC 722, 735. Constitutes the second of the supervised internships required for the school counselor emphasis (a minimum of 20 hours per week) and is a continuation of EDC 722. Students work under the supervision of a field supervisor. Focuses on enhancement of skills and knowledge, role and functions related to school counseling and completion of the thesis requirement. Also requires an on-campus seminar in which group supervision of internship experience occurs. 3 Cr.

EDC 729 Implementation II: College Counselor (B). Prerequisite: EDC 72, 735.3. Constitutes the second of the supervised internships required for the college counselor emphasis (a minimum of 20 hours per week). and is a continuation of EDC 723Students work under the supervision of a field supervisor. Focuses on enhancement of skills and knowledge, role and functions related to college counseling and completion of thesis requirement. Also requires an on campus seminar in which group supervision of internship experience occurs. 3 Cr.

EDC 730 Implementation II: Mental Health Counselor (B). Prerequisite: EDC 724, 735. Constitutes the second of the supervised internships required for the mental health counselor internship (a minimum of 20 hours per week) and is a continuation of EDC 724. Students work under the supervision of a field supervisor. Focuses on enhancement of skills and knowledge, role and functions related to mental health counseling and completion of the thesis requirement. Also requires an on-campus seminar in which group supervision of internship experience occurs. 3 Cr.

EDC 735: Clinical Experience for Implementation (B). Co-requisite: EDC 722 or 723 or 724. Supervision emphasizes the practice and evaluation of a student's personal counseling style, implementation of concepts learned regarding the dynamics of Individual counseling process, self-evaluation techniques and, knowledge and skills gained in the program so far. Develops a students' ability to case conceptualize, develop client goals and focus client work in a therapeutic manner. 3 Cr.

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EDC 883 Counselor as Systems Consultant (B). Prerequisites: EDC 501 or EDC 502 or EDC 503; EDC 722, EDC 728; and permission of instructor. Focuses on developing students’ awareness of their role as consultants in school settings. Exposes students to consultation theory and models of consulting with teachers, students, and parents/families utilizing both individual and group methods. Case examples are examined. 3 Cr.

EDC 884 Group Theories and Supervised Practice (B). Prerequisites: EDC 501 EDC 502 or EDC 503; EDC 722, EDC 723, or EDC 724; EDC 728, 729 or EDC 730; and permission of instructor. Explores selected theories of personal and institutional change via small-group interaction, and simultaneous discussion of practical problems arising in groups. Expects students to form and lead their own groups, and to participate in intensive individual and group supervision. Provides for further development and explication of one’s personal style of group leadership. 3 Cr.

EDC 885 Supervision of Counseling (B). Prerequisites: EDC 501, EDC 502 or EDC 503; EDC 722, EDC 723, or EDC 724; EDC 728, EDC 729 or EDC 730; and permission of instructor. Focuses on the acquisition of knowledge and the practice of counseling supervision. Examines various models of supervision within a multicultural context. Students supervise students enrolled in EDC 720. Requires a final paper that demonstrates an understanding of the theory and practice of counseling supervision. 3 Cr.

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APPENDIX B COUNSELOR EDUCATION FACULTY AND STAFF

Thomas J. Hernández, EdD, LMHC, Professor, Chair Dr. Hernández has served as a counselor, administrator, advisor and career counselor, and counselor educator in colleges in Western New York for more than 25 years. His current areas of research interests include issues of gender, culture, and disability in career development, psychopathology and disruptive students in college settings.

Susan Rachael Seem, PhD, LMHC, NCC, ACS, Professor Has worked as a mental health/community and college/university counselor in New York and Pennsylvania for 15 years. Her current research interests are in the areas of diversity issues in counseling, such as gender race/ethnicity and sexual orientation. She has published on gender bias and stereotypes, gender issues, sexual orientation, feminist therapy and feminist family therapy. Dr. Seem has served in a number of leadership positions in professional organizations such as Council for Accreditation of Counseling and Related Educational Programs, Association for Lesbian, Gay, Bisexual and Transgendered Issues in Counseling, New York Counseling Association, New York Association for Counselor Education and Supervision, North Atlantic Region of the Association for Counselor Education and Supervision, and as the faculty advisor to the Chi Sigma Iota Nu Chapter. Dr. Seem Is a licensed mental health counselor in the state of New York, a National Certified Counselor and an approved Clinical Supervisor.

Patricia E. Goodspeed Grant, EdD, LMHC, NCC, Associate Professor Dr. Goodspeed has more than 12 years of combined experience working as an employee assistant counselor, as a counselor with adults in career transition, substance abuse counseling and as a college counselor. She has consulted for businesses, and has been an invited speaker for businesses and women’s groups on career-related issues. She has developed an interest in qualitative methods, specifically for the field of counseling, and is currently researching lived experiences of divorce.

Robert Dobmeier, PhD, LMHC, CRC, Associate Professor Dr. Dobmeier has practiced as a mental health therapist, supervisor and administrator in both public and private mental health agencies. He has had experience integrating the delivery of mental health services with alcohol and substance abuse treatment providers in jail settings, and with criminal and family courts. Areas of research interest include treatment of individuals diagnosed with a mental illness and a coexisting substance abuse disorder, treatment of mentally ill offenders, delivery of mental health services in school settings and time-efficient therapies. He is a New York state Licensed Mental Health Counselor, and is a Certified Rehabilitation Counselor.

Summer M. Reiner, PhD, LMHC, NCC, Associate Professor Dr. Reiner is a nationally certified counselor, a licensed mental health counselor, and a permanently certified school counselor in the state of New York. She has experience as a school counselor in both suburban and urban environments. Reiner’s current research interests are in the area of school counseling, adult development and aging, leisure development, substance abuse, and spirituality. She also leads teams of students who serve as consultants for local school districts on implementing comprehensive school counseling programs. Reiner is active leader in several counseling associations.

Rafael Outland, MS, Assistant Professor

Claudette Brown-Smythe, MS, Visiting Assistant Professor

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APPENDIX C: APPROVAL FOR CLINICAL COURSEWORK

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Department Of Counselor Education

Approval for Clinical Coursework The philosophy of the Department of Counselor Education emphasizes the personhood of the counselor and the utilization of self as the most important instrument in effective therapeutic and systemic change. In addition to requiring students to demonstrate academic knowledge and counseling skills, students are also expected to express professional dispositions.

Additionally, the ACA Code of Ethics, CACREP, and NCATE/CAEP require the department to evaluate candidates on academic readiness, as well as, professional dispositions as they progress through the program. In response to our obligations, we have a departmental approval process that allows a student to enroll in the Practicum Phase of the program, and allows the student to proceed to the Internship Phase of the program. The Department of Counselor Education requires that each student seek approval for clinical coursework after the required program-specific credits (24 for MSEd students, 27 for MS students) have been completed and before each clinical Phase (Practicum and Internship). To apply for approval for clinical coursework, the student must submit the following to the Department Office:

1. Completed Approval for Clinical Coursework Application Form 2. Copy of unofficial transcript 3. Verification that all internal departmental retention plans have been addressed, “I” grades have been completed,

and all registrar holds have been removed. Approval for Clinical Practice

A student must have Counselor Education program faculty approval to enroll in any clinical course work (Integration, Implementation I, II, etc.). The faculty, in making their decision, will consider the student’s: demonstrated counseling skills, communication skills, appropriate professional dispositions, ability to establish counseling relationships, and professionalism.

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Approval for Clinical Coursework Process & Timeline

Initiating Approval for Clinical Coursework & Applying for Practicum Phase Approval for Clinical Coursework Step Submit

documents to:

Deadline dates

6. You must first check with your advisor to ensure that you are eligible to be admitted to clinical coursework. Remember that this entire process takes place in the semester prior to Integration.

The Semester Prior to Integration

7. Submit your Approval for Clinical Coursework and your Application for Practicum Phase. You must attach an unofficial copy of your transcript to your application.


3rd Week of Classes


9. After the faculty review your application, you will be notified of a mandatory review meeting. The decision of the faculty will be conveyed to you, verbally and in writing, during the review meeting. It is likely that these review meetings will be on a Friday.

7th Week of Classes

10. Next Steps: C. If you have been approved for the practicum phase of the program,

you will be provided, at the review meeting, course registration permission key numbers for EDC 720: Integration and EDC 721: Clinical Experience for Integration .

D. If you have not been approved for the clinical internship portion of the

program, the department will provide you with feedback and a retention plan, during the meeting, to assist you in achieving your goal of admittance of Practicum Phase.

7th Week of Classes

Applying for Internship Phase

5. Submit your Application for Internship Phase before the end of the 8th

week of classes in which you are taking Integration. Remember that this entire process takes place in the semester prior to Implementation I.


The Semester Prior to Implementation I

8th Week of Classes


7. After the faculty review your application, you will be notified in writing (via e-mail) of the decision of the faculty.


8. Next Steps (Requires successful completion of EDC 720 & EDC 721): C. If you have been approved to continue to the internship phase of

the program, you will be sent registration permission key numbers for EDC 722/723/724: Implementation I and EDC 735: Clinical Experience in the Department decision e-mail.

D. If you have not been approved to continue the clinical internship

portion of the program, the department will schedule a meeting with you. During the meeting the faculty will provide give you feedback and a retention plan to assist you in achieving your goal of admittance to Internship Phase.


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You must complete any required coursework with a minimum overall grade point average of 3.0 in order to be eligible for clinical coursework. In consultation with your advisor, you must then submit a copy of an Application for Clinical Coursework to the Department of Counselor Education. If you have any questions, contact your advisor or contact the Department of Counselor Education at (585) 395-2258. The application must include a detailed proposed program of coursework including elective(s), and must be approved by the advisor, and the chairperson of department. Transcripts of transfer credits must be on file in the Office of the Registrar, all undergraduate requirements must be met, and all deficiencies (retention plans, registration holds, etc.) removed before applying for Approval for Clinical Coursework. Last Name (Family)

First Name Middle Initial

Day Phone Banner

ID Email Address

Home Phone #

Home Address

This Application is due during the 3rd week of classes of the semester PRIOR to entering the Practicum Phase. No late applications will be accepted.

Department Counselor Education Program MSEd Counselor Education,

Emphasis in School Counseling

MSEd Counselor Education, Emphasis in College Counseling

MS in Mental Health Counseling

Department of Counselor Education The College at Brockport

Approval for Clinical Coursework Cover Sheet

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Application for Practicum Phase Practicum Phase

This Application is due during the 3rd week of classes of the semester PRIOR to entering the Practicum Phase. No late applications will be accepted.

Application Checklist Complete this form Assess yourself using the Dispositional Assessment Attach unofficial transcript Sign form Submit Application cover sheet and Application for Practicum Phase by the end of the 3rd Week of Classes.

Last Name (Family)

First Name Middle Init.

Banner ID

Required Courses Course & Title Semester Cr. Grade

EDC 501/502/503: Self in Society 6 EDC 602: Counseling Concepts 3 EDC 603: Group Counseling Concepts 3 EDC 612: Human Experience (may be scheduled concurrently) 3 EDC 614: Contemporary Issues (may be scheduled concurrently) 3 EDC 606: Research and Program Evaluation (may be scheduled concurrently) 3 EDC 604: Career Development Concepts (may be scheduled concurrently) 3 EDC 685: Measurement & Evaluation Concepts (may be scheduled concurrently) 3 Emphasis Courses: EDC 619: Counseling in School Settings EDC 615: Counseling in Mental Health Settings EDC 613: Diagnosis and Treatment Planning EDC 626: Counseling in College Settings

3 3 3 3

Six Sessions of Counseling 0 Undergraduate Statistics Course 0 SAVE Training 0 DASA Training 0 Child Abuse Identification & Reporting Training 0 *You must pass all classes with a “B” or better (including those in which you are enrolled at the time of this application) in order to be approved for Internship Phase. Any failing grade will, by definition, constitute a denial of this application.

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Dispositional Assessment of Practicum Readiness Student: Please assess yourself against these 5 Dispositions by placing a check mark in the appropriate box for each one. The faculty will then assess you against these 5 Dispositions prior to your Review Meeting.

Disposition Rating Rubric Key Exemplary: Consistently demonstrates attitudes, characteristics, and behaviors that exceed the professional dispositions and serves as a professional role model. Proficient: Consistently demonstrates attitudes, characteristics, and behaviors that reflect the professional dispositions. Developing: Inconsistently demonstrates attitudes, characteristics, and behaviors that reflect the professional dispositions and there is considerable room for improvement with additional experience or training. Professionally Unacceptable: Inconsistently demonstrates attitudes, characteristics, and behaviors that reflect the professional dispositions and has failed to improve despite remediation attempts and/or behavior is not consistent with good professional practice or is deemed inappropriate.

Student Self-Assessment Department Faculty

Assessment Disposition Description 1

Professionally Unacceptable

2 Developing

3 Proficient

4 Exemplary




Respect for Human Dignity and Diversity


Self-awareness Candidate demonstrates congruence, genuineness, self-care, and an awareness of one’s own strengths and limitations, assumptions and biases, and the impact these have on professional and counseling relationships. Candidate demonstrates openness to receiving, and a willingness to incorporate, feedback. Candidate seeks supervision or other professional assistance.



Upon Submission:

I certify that the above information is correct to the best of my knowledge, that all transfer courses have been identified, and that I have read and understand the information on the second page of this form. I understand that the Department is ethically obligated by the ACA Code of Ethics and CACREP Standards to evaluate candidates on academic readiness as well as professional dispositions.

Student’s Signature Date

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FOR EDC DEPARTMENT USE ONLY After Department Review for Practicum Phase:

Approved – Signature Denied - Signature Date Department Chair Advisor

Student Signature upon receipt of decision

Retention Plan Necessary? Yes No Retention Plan

Response to Retention Plan Faculty Feedback:

Was the Retention Plan addressed satisfactorily?

Yes No

Signed (Dept. Chair): Date:

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Application for Internship Phase Internship Phase

This Application is due by the end of the 8th week of classes of the semester PRIOR to entering the Internship Phase. No late applications will be accepted.

Application Checklist Complete above form Assess yourself using the Dispositional Assessment Attach unofficial transcript Sign form Submit Application for Internship Phase by the end of the 8th Week of Classes.

Last Name (Family)

First Name

Middle Initial

Banner ID

Required Courses Course & Title Semester Cr. Grade

EDC 720: Integration* 3 EDC 721: Clinical Experience for Integration* 3 EDC 604: Career Development Concepts* 3 EDC 606: Research & Program Evaluation* 3 EDC 612: Human Experience* 3 EDC 614: Contemporary Issues* 3 EDC 685: Measurement & Evaluation Concepts* 3 *You must pass all classes with a “B” or better (including those in which you are enrolled at the time of this application) in order to be approved for Internship Phase. Any failing grade will, by definition, constitute a denial of this application.

Internship Sites List each internship site you visited and identify 3 strengths and 3 weaknesses of each.

Internship Site/Supervisor Strengths Weaknesses 1 •

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Dispositional Assessment of Internship Readiness Student: Please assess yourself against these 5 Dispositions by placing a check mark in the appropriate box for each one. The faculty will then assess you against these 5 Dispositions prior to reviewing your application for Internship Phase.

Disposition Rating Rubric Key Exemplary: Consistently demonstrates attitudes, characteristics, and behaviors that exceed the professional dispositions and serves as a professional role model. Proficient: Consistently demonstrates attitudes, characteristics, and behaviors that reflect the professional dispositions. Developing: Inconsistently demonstrates attitudes, characteristics, and behaviors that reflect the professional dispositions and there is considerable room for improvement with additional experience or training. Professionally Unacceptable: Inconsistently demonstrates attitudes, characteristics, and behaviors that reflect the professional dispositions and has failed to improve despite remediation attempts and/or behavior is not consistent with good professional practice or is deemed inappropriate.

Student Self-Assessment Department Faculty

Assessment

Disposition Description 1 Professionally Unacceptable

2 Developing

3 Proficient

4 Exemplary




Respect for Human Dignity and Diversity


Self- awareness

Candidate demonstrates congruence, genuineness, self-care, and an awareness of one’s own strengths and limitations, assumptions and biases, and the impact these have on professional and counseling relationships. Candidate demonstrates openness to receiving, and a willingness to incorporate, feedback. Candidate seeks supervision or other professional assistance.



Upon Submission: I certify that the above information is correct to the best of my knowledge, that all transfer courses have been identified, and that I have read and understand the information on the second page of this form. I understand that the Department is ethically obligated by the ACA Code of Ethics and CACREP Standards to evaluate candidates on academic readiness as well as professional dispositions.

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Student’s Signature Date

FOR EDC DEPARTMENT USE ONLY After Department Review for Internship Phase:

Approved – Signature Denied - Signature Date Department Chair

Advisor

Student Signature upon receipt of decision

Retention Plan Necessary? Yes No Retention Plan

Response to Retention Plan Faculty Feedback:

Was the Retention Plan addressed satisfactorily?

Yes No

Signed (Dept. Chair): Date:

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