The Student Handbook for the Counseling Programs is designed to assist graduate students in the successful completion of course work and program requirements for the Master of Arts degree in either Community Counseling or School Counseling. The Southeast Missouri State University Graduate Handbook takes precedence over the Student Handbook.  Highlighted throughout this handbook is key information found in the Graduate Handbook.  In addition, you will find information pertaining specifically to program procedures which are guided by the ethics of the counseling profession. 

Society today faces complex challenges, which require positive general adjustment and adequate coping skills, if personal growth and vocational functioning are to be realized.  For this reason, the Counseling Program has as its primary mission the preparation of a diverse group of learners from the Southeast Missouri region and the nation who can competently and ethically use psychological principles and counseling techniques to provide clients with the best opportunity to achieve a healthy adjustment in the areas of educational, personal, social, and career development.

Working within the human services and education fields demands well-rounded professionals.  For this reason, program offerings and extra-curricular activities challenge students to develop professionally, personally, and socially.  Graduates of the Counseling Program are prepared to deliver effective service in a variety of professional job placements (community counseling, school counseling, school psychological examiner) and are eligible to stand for licensure or certification in their respective area of specialty.

As a result of successfully completing the graduate program in counseling, students can expect to have gained didactic knowledge and supervised experience in skills, functions, beliefs and characteristics of effective counseling.  The following broad goals have been developed to assist students in gaining an overview of expected accomplishments:

1. Professional Orientation and Identity – Demonstrate an understanding of the counseling profession, develop an identity as a counselor and demonstrate a willingness to provide counseling services within the ethical guidelines of the counseling profession.

2. Counseling Theory – Gain significant knowledge of major counseling theories in the context of individual and group counseling, and to apply this knowledge to the actual counseling process.

3. Helping Relationships – Demonstrate effective individual and group counseling skills which facilitate client growth and to demonstrate the ability to evaluate progress toward treatment goals.

4. Social and Cultural Diversity – Develop an awareness of, and an appreciation for, social and cultural influences on human behavior and to recognize the impact of individual differences on the counseling process.

5. Human Growth and Development – Develop an understanding of developmental aspects of human growth and appreciation for the nature of human developmental behavior.

6. Career Development – Develop an understanding of career development and related life factors and the effects on an individual’s mental health and lifestyle.

7. Group Dynamics – Develop both theoretical and experiential understandings of group purpose, development, dynamics, counseling theories, group counseling methods and skills, and other group approaches.

8. Assessment – Gain knowledge and skills in assessment techniques and apply basic concepts to individual and group appraisal.

9. Research and Program Evaluation – Develop the ability to read, critique, evaluate, and contribute to professional research literature.

10. Specialization – Demonstrate sufficient knowledge and skills associated with the student’s chosen specialty (i.e., agency, school) in the areas of service, prevention, treatment, referral, and program management.

11. Experiential Learning – Develop, through supervised practicum and internship experiences, an integration of the knowledge and skills needed to be successful as counselors.

12. Personal Growth and Understanding – Develop, through self-reflection and insight, an understanding of oneself and the use of self in the counseling process. Develop a personal approach to counseling and client advocacy with a clear understanding of counselor functions.

The Community Counseling Program and School Counseling Program at Southeast Missouri State University is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The accreditation runs through October 31, 2013.

Students graduating from a CACREP program are assured a quality educational experience. Students are considered certified counselors once they have passed the National Counselor Examination for Licensure and Certification (NCE). As a result of the accreditation, the NCE is now administered on the Southeast campus.

The School Counseling Program at Southeast Missouri State University is accredited by the National Council for the Accreditation of Teacher Education (NCATE) and the Missouri Department of Elementary and Secondary Education (DESE). The accreditation runs through October of 2007.

The Counseling Program and its faculty support the highest level of professionalism as set forth by "best practices" in the field, as well as ethical standards of such organizations as the American Counseling Association (ACA), the National Board for Certified Counselors (NBCC), and Southeast Missouri State University’s Committee for Research Involving Human Subjects. The Program expects each student to be knowledgeable of and to act in accordance with these standards. 

Beyond written standards set forth by related professional organizations, professionalism embraces a high standard for interpersonal interaction, including respect for people, processes, and property.  The faculty expects prospective counselors to engage in behavior that reflects a high level of health and integrity.  Students should be stable and psychologically well adjusted. They should possess effective interpersonal skills, a genuine concern for others, and an active commitment to personal growth and professional development.

Graduate Assistantships are available at Southeast Missouri State University for qualified students interested in pursuing graduate course work in all areas in which degrees are offered, including counseling.  Areas of emphasis concerning the assistantships include teaching, research, and administration.  The assistantship itself consists of a stipend plus a waiver of certain fees.  Graduate Assistants, however, will be responsible for additional expenses.  Graduate Assistants work 20 hours per week and must take a minimum of 6 graduate credit hours.

For information concerning currently available Graduate Assistantships, contact the Dean of Graduate Studies. Interested students should apply to the Dean of Graduate Studies or to the department chair of Educational Leadership and Counseling.

Program Options

Southeast Missouri State University offers two program options for those seeking master’s degrees in the field of counseling:

All students admitted to either of the master’s programs must hold a bachelor’s degree from a regionally accredited institution.

Those students seeking a Master of Arts in Community Counseling must have 24 total credits in psychology, counseling, and/or sociology or psychology, counseling or sociology focused university studies courses including a 3 credit course in statistics (e.g. PY-571) and a 3 credit course psychological testing (e.g. PY-531).

Those students seeking a Master of Arts in School Counseling must hold a current teaching certificate OR in addition to the school-counseling curriculum complete the following 3 classes:

EX 390 - Psychology & Education of the Exceptional Child
  OR
EX 635 - Psychology and Education of Students with Special Needs
  AND
SE 273 - Fundamentals of Secondary School Education and SE 271 - Theories of Learning and Management - Middle & Secondary
  OR
SE 635 - Theory of Learning and Instructional Strategies
  (SE 635 Takes the place of both SE 271 and SE 273)

The process of admission to the Counseling Program does not begin until a student has made application and been accepted into the School of University and Graduate Studies. See "Admission Requirements for Graduate Programs" and "Procedures for Admission."

For regular admission leading to a Master of Arts Degree in School Counseling or Community Counseling, applicants must successfully complete a three-stage process:

Note: Do not submit application material to the department. All material must be submitted to the Graduate School.

Stage One:

All candidates must hold a Baccalaureate Degree with a cumulative undergraduate GPA of no less than 3.0* and be admitted into the School of University and Graduate Studies. This is done by:

1. Completing the Application for Admissions and returning it to the Graduate School.
2. Submitting the appropriate application fees to the Graduate School.
3. Submitting undergraduate transcripts to the Graduate School.
4. Completing the GRE or MAT and forwarding scores to the Graduate School.
5. Submitting three (3) letters of recommendation (one is required to begin the process, an additional two are required before full admission to the program can be completed.)

* Students that have a GPA of 2.75-3.0 may be admitted provisionally with the approval of the admissions committee. Students who have a low undergraduate GPA, yet hold a Master’s Degree with a 3.5 GPA will have satisfied the admissions GPA requirement.

Candidates for the Community Counseling Program must have an undergraduate preparation of either twenty-four (24) credit hours in psychology, counseling, and/or sociology; or psychology, counseling and/or sociology-focused university studies courses including a three (3) credit hour course in statistics and a three (3) credit hour course in psychological testing.

Candidates for School Counseling must possess a 3.0 GPA and submit one letter of recommendation for the stage one process. In addition, school counseling candidates must possess either:

Note: Candidates who meet these standards are allowed to enroll in and complete a maximum of six (6) credit hours prior to completion of the second stage.

For all candidates, admission requires (in addition to the requisite GPA) scores on the Verbal and Analytic or Analytical Writing components of the Graduate Record Exam (GRE) or the MAT at the 50^th percentile and a total of three (3) letters of recommendation (including the one previously submitted to the graduate school) from university faculty, school administrators, or primary employers attesting to the candidates competence.

When all required documents are received, the Office of University and Graduate Studies will forward the candidate’s file to the appropriate program admissions committee.

Further, the candidate must satisfactorily complete CP 610 Counseling Orientation and Ethics and the screening procedure. During the screening procedure, the candidate will complete a battery of assessments and undergo an interview with members of the counseling faculty. The screening will be scheduled after the candidate has presented GRE scores and letters of recommendation as stated above and enrolled in CP 610. After these criteria have been completed, the program admission committee will review the candidate’s credentials and 1) admit the student, 2) not admit the student, or 3) admit the student with restrictions and/or conditions.

Note: Students that are allowed to enroll in CP 610 are NOT admitted into the program. It is only AFTER the screening and admissions decisions are made and official acceptance letters are received that potential students are admitted to the counseling programs.

Probationary admission will be considered by the program admissions committee if:

Students admitted to the counseling program on probation must attain a 3.5 GPA for the first nine (9) hours of graduate coursework at Southeast Missouri State University. Unless authorized by the advisor, probationary students must include the following courses in the first nine (9) hours of coursework: CP 610 Counseling Orientation and Ethics and GR 691 Methods of Research. A student earning any grade less than a "B" in any of the first nine hours, but still maintaining a 3.0 GPA, will be allowed to repeat the course one time and must earn a grade of "B" or better.

Students who apply to the Counseling Program and complete all prerequisites for consideration for admission will receive a letter from the University notifying them of the Admission Committee's decision.  Should a student be denied admission, faculty will assist (if appropriate) in facilitating the student’s transition into a more appropriate field of study (other than counseling).  For students who wish to challenge the committee's decision, a procedural hierarchy has been established. Students are directed to do the follows:

1. Submit a written request to the Program Coordinator and the Department Chairperson asking to meet with the Admission Committee.  A meeting will be arranged during which explanation for the basis of denial will be shared.  The student will be given an opportunity to address committee concerns and may request reconsideration.
2. Following reconsideration, if the student continues to be denied admission and wishes to further challenge the committee's decision, the student should contact the Chairperson of the Department of Educational Leadership and Counseling.  If the chairperson believes grounds for reconsideration exist, the chairperson will request the faculty committee to reconsider the denial.
3. If resolution still has not been reached, the student may appeal to the College of Education Appeals Committee.  Once the College of Education Appeals Committee reaches a decision, the decision is final.

The counseling faculty reserves the right to review students at any stage of their program coursework. A review process will automatically be triggered by any grade less than a "B" or equivalent in any of the following courses: CP 610 Counseling Orientation and Ethics, CP614 Skills for the Helping Professions, and all Practica and Internships (CP 680, CP 681, CP 682, CP 683, CP 684, CP 686, and CP 687). This review has the potential to terminate the student's degree program. See Student Retention Policy below.

Section III -- Student Advisement, Candidacy, Curriculum, and Evaluation

Student Advisement

Upon admission to the Counseling Program, you will be assigned an academic advisor.  Your advisor will act as your primary source of contact and communication with the department.  Therefore, the department encourages the formation of effective professional relationships between students and their advisors.  Given the number of students in the department, a major portion of the responsibility for the development of such a relationship falls with individual students.  The department encourages students to show initiative in getting to know their individual advisors and suggests that they meet with their advisors at least one time per semester. Should one desire to change advisors, please contact the School of University and Graduate Studies.

A distinction must be made between advisement and counseling.  Advisement focuses on student professional goals and growth whereas counseling looks beyond professional development to assist people with personal concerns and psychological adjustment.  Although faculty members are fully qualified to fulfill both functions, ethics of the profession prohibit them from participating in dual relationships.  Given the evaluative role of faculty with regard to students enrolled in the Counseling Program, advisors are asked to refrain from providing students with counseling services.  Should you feel the need to seek personal counseling, you may obtain services from a variety of resources in the community or from the Center for Health and Counseling on campus.

Under the direction of your advisor, you will:

1. Receive pre-registration advisement and develop a Preliminary Study Plan (Appendix A).
2. Develop a cohesive study plan, which if followed, will lead to candidacy and the degree sought and subsequent professional endorsement for licensure and/or certification.
3. Review progress toward professional goals and degree, revising your study plan accordingly.
4. Receive information with regard to program procedures.

Students should seek advisement from their assigned advisor only.  Utilizing other sources (e.g., other students, departmental staff, faculty other than the assigned advisor) may result in misinformation.  The department does NOT assume responsibility for problems that result from advisement from unsanctioned sources. Only the students’ advisor can authorize registration and an advising hold to be lifted. Students should not ask others to remove this hold. If one registers for classes without the advisor’s permission, those courses may be dropped.

It is the responsibility of students to stay in close contact with their individual academic advisor, keeping the advisor apprised of any changes in student record information (i.e., address, phone number) and updating alterations made to study plans.  This latter issue is especially important given that not all courses are taught each semester.  Altering study plans without assistance from the academic advisor may inadvertently result in scheduling difficulties, which, in turn, may affect the individual student’s proposed graduation date.

A preliminary study plan must be completed with an assigned advisor prior to the first semester of enrolling in any of the counseling programs.  This preliminary study plan must include courses for the first and subsequent semesters.  Upon completion of the preliminary study plan, enrollment for the first semester will then be allowed. (Appendix A)

Upon completing the screening process and receiving notification of acceptance status into the program, students will need to meet with their assigned advisors. Together, students and advisors may complete an initial study plan.  The initial study plan may follow closely the preliminary study plan or it might include some changes. It will consist of a comprehensive outline of courses required for completion of the degree program sought.  Once the initial study plan is completed, enrollment for the next semester of classes will be possible.

Some limitations to the initial study plan must be noted.  Changes in the degree program sought will make it necessary to alter the initial study plan.  Only when candidacy has been filed with and approved by the Graduate School will changes that occur in the degree program sought not affect courses and/or other requirements in each particular program. For example, CP6XX is added to the curriculum as being required by all counseling students. Any student that has completed and had approved the candidacy form would not have to take this course while those who only had completed the study plan would be required to enroll and complete the course.

Course offerings sometimes conflict (such as two required courses offered on the same night) and require alterations in the initial study plan.  Life events, along with other occurrences, may also necessitate students to alter initial study plans. Any alterations in the initial study plan due to changes in degree program sought; course conflicts, life events, or other occurrences must be discussed with the student’s advisor.  The initial study plan can then be updated to include the alterations required or needed.  Any complications resulting from the student straying from the course sequence outlined in their initial study plan will be the sole responsibility of the student.

Students will need to be aware of special sign-up procedures and fees attached to several courses needed for degree completion or certification.  Please note the following:

You must sign up in Scully Building, room 411 with the department secretary (instead of registering computer registration) for the following courses:

CP 616 Group Counseling
CP 680 Counseling Practicum
CP 682 Internship – Elementary
CP 683 Internship – Secondary
CP 684 Internship – School Counseling
CP 686 Internship – Community
CP 687 Internship – Community     
CP 735 Intelligence Testing
CP 739 Testing Practicum

Given that there is limited enrollment in each of the above courses and that the department must plan ahead to meet student needs, students are required to sign up the semester PRIOR to the semester in which the course is to be taken. That is if the class is offered in the spring the student must sign up for it in the fall.  The student signs up for the class by verifying that all prerequisites are complete and then contacting the department secretary and have his or her name placed on the class signup list. This list will be started the first week of the semester before the semester that the class will be offered. All students will be added to the list on a first come first serve basis. When all the seats in the class are full then students will be added to a waiting list. This waiting list is for the current semester class offering and any open seats will be given to these students. The waiting list is NOT a signup list for the next time the class will be offered. If students do not get in to a course during that semester they must again sign up for the course the semester before it is offered by the above procedure. Therefore students must plan ahead for these courses.

There are a number of costs associated with the counseling program. These include: 1) application fee; 2) tuition and student fees; 3) textbooks; 4) course fees; 5) testing fees; 6) professional membership dues; and 7) malpractice insurance premiums. The list below was created to help students in the counseling programs to prepare for additional costs related to the counseling field – it is not intended to be exhaustive.

Certain courses in the counseling curriculum require the rental or purchase of materials.
 
Course                                                          Material Fee*
CP 615 Career Development                       $25.00
CP 617 Assessment in Counseling                  25.00
CP 735 Intelligence Testing                          100.00
CP 739 Testing Practicum                             25.00

In addition to material costs for certain courses in the counseling curriculum other costs exist as students approach the practicum/internship level of their course curriculum.

Other Costs                                                                Fee*
Professional Licensure and Certification (Exams, etc.)  $100-250
Organizational Memberships (e.g. ACA, ASCA) 60-90
Professional Liability Insurance (Student rate) 17-35

*Approximate costs. Prices are subject to change without notice. 

The Counseling Program policy stipulates that students enrolled in the program must have a 3.50 grade point average to receive candidacy status.  Candidacy is an agreement between you and the university that states the courses that you agree to take to get a degree.  We expect that students complete this after discussing it with their advisors.  Students should apply for candidacy prior to completing the last 16 credit hours of course work needed for graduation. Students also must have obtained candidacy before beginning their practicum and internship experiences. All incompletes, remediation plans, adverse grades, etc. need to be rectified before candidacy is granted and before the practicum experience. Students should refer to the Graduate Bulletin for further information. A form can be obtained from the Graduate Schools website.  Students should use the Candidacy form listed for "Master of Arts, Master of Music Education, Master of Science in Nursing, and Master of Business Administration" Click Here

Students must become proficient in each of the following nine core areas:

1. Professional Orientation and Identity
2. Counseling Theory
3. Helping Relationships
4. Social and Cultural Diversity
5. Human Growth and Development
6. Career Development
7. Group Dynamics
8. Assessment
9. Research and Program Evaluation

Student will do this through 1) course work, 2) practicum and internship experiences, and 3) additional program requirements.

Students will complete a Comprehensive Professional Counseling Portfolio (CPCP). This will include artifacts verifying learning in each of the above nine core areas. (Appendix B). Students will also have additional requirements that enhance their learning of the nine core areas. These are:

Requirement 1

Develop a Personal Counseling Position Paper. This paper should be comprehensive and address the student’s 1) philosophy of humanity and how individuals and/or systems change, 2) theory (ies) of counseling, 3) goals as a counselor, 4) techniques to facilitate obtaining goals, 5) the justification of techniques from a theoretical perspective, 6) a philosophy for counseling ethnoculturally diverse clients, 7) personal and professional qualities that may add to or detract from ones effectiveness as a counselor, and 8) plans for future growth. (Appendix C).

Thesis Option – As outlined in the “Thesis Option” paragraph of Section IV – Exit Requirements, a student may elect to complete a thesis  instead of the Personal Counseling Position Paper.

Requirement 2

Attend a professional development conference or workshop (Appendix D).

Requirement 3
Interact (minimum 5 hours) with a culture different than your own by becoming involved with the activities at a site that represents another culture (Appendix D).

Requirement 4
Participate in three (3) career counseling sessions including discussions with a counselor and career assessment inventories (Appendix D).

Requirement 5
Participate in a minimum of ten (10) hours of personal growth, self-help, support, or psychoeducational group counseling sessions (Appendix D).

Requirement 6
Demonstrate Competence in the use of Technology (Appendix D).

Graduate students who are candidates for graduation must complete the Graduation Intent form during the first week of the term in which they plan to graduate.  Failure to do so will result in a one-semester delay of the student’s graduation date.  For more information on Intent to Graduate refer to the Graduate Bulletin.

All students will complete the program exit requirements. This is as follows:

1. Acceptably complete the Comprehensive Professional Counseling Portfolio (Appendix B).
2. Acceptably complete the Personal Counseling Position Paper (Appendix C).
3. Acceptably complete the Counselor Preparation Comprehensive Exam (CPCE).
4. Acceptably complete a Comprehensive Oral Exam (Appendix E).

Each student will develop a Comprehensive Professional Counseling Portfolio (CPCP). This will include information about the student. It will also include information and artifacts for all courses and experiences of the program. It will include the Personal Counseling Position Paper. It will include evaluations from site and university supervisors and practicum and internship work logs. And it will include reflective statements for each core area and experiences.

Each Comprehensive Professional Counseling Portfolio will be maintained by the student either in hardcopy (binders) or electronically. An outline for exactly how an acceptable CPCP will look is included in Appendix B.

All candidates must follow these deadlines. Failure to follow them will result in delayed graduation.

Those planning on graduating in the Spring (May)

Those planning on graduating in the Summer or Fall (August or December)

The CPCE is a nationally normed comprehensive exam that consists of 160 objective, multiple choice questions. Students are allowed four hours to complete the exam. Students will be required to obtain a minimally competency score on this exam. (This minimal competency point will be set at 1.0 standard deviations below the national mean for the current administration.) Students will be allowed to retake this exam up to three times in the next three regularly scheduled administrations. The exam will be scheduled each semester – including summer (3 times a year). Students should make arrangements to take the exam when scheduled, as no special administrations will be allowed. Students must register for GR 698 Master’s Final Comprehensive Examination (0 cr) during their final semester.  If students are not enrolled in regular coursework during the semester GR 698 is scheduled, a minimum enrollment fee must be paid.

Each student will professionally and adequately defend his or her Personal Counseling Position Paper and Comprehensive Professional Counseling Portfolio. This will be done as it relates to the individual’s ability as a professional counselor. This will be demonstrated by the student presenting a case study from the internship experience, including a video tape of a counseling session, to the student’s oral exam committee (appropriate releases will need to be secured). This committee will be made up of two or three graduate level faculty (two of whom must be tenure track counseling faculty), of the student’s choosing, and chaired by the student’s advisor. The committee will evaluate the student on his or her professionalism, ability to provide appropriate and ethical counseling services, comprehensive integration of the learning experience, and the congruence of the position paper and the case study.

Students must register for CP 699 Portfolio Oral Defense (0 cr) during their final semester.  If students are not enrolled in regular coursework during the semester CP 699 is scheduled, a minimum enrollment fee must be paid.

Thesis Option

If a student wishes to complete a thesis, the student must work closely with his/her academic advisor and thesis advisor to complete the appropriate requirements as outline in the Graduate Bulletin.  These requirements can be found at http://www2.semo.edu/gradschool/GradBulletin/Dec06/Dec06HTMLFiles/GeneralInfo.html#1022660  

When the Thesis is complete it becomes part of the student’s Comprehensive Professional Counseling Portfolio and may take the place of, Requirement 1 – Personal Counseling Position Paper.  Therefore any student completing a thesis will not have to complete the Personal Counseling Position Paper, however the student will still be required to complete the CPCE as outlined in the “Final Master’s Objective Examination” section and present a case study from the internship experience, including a video tape of a counseling session as outlined in the “Final Master’s Oral Examination” section.

The Specialist in Counseling Education degree program provides an additional period of study beyond the master's degree for persons seeking certification as Psychological Examiner or for those individuals that wish to develop further competence in mental health counseling (seeking LPC or CCMHC) or school counseling (seeking state certificate in school counseling or NCSC).

The curriculum is individually designed for each candidate to meet his/her specific needs and professional objectives within certification and/or licensure limitations. The program is designed with flexibility to support the preparation of School Counselors, Psychological Examiners, Licensed Professional Counselors, and Certified Clinical Mental Health Counselors.

Applicants to the specialist's degree in the College of Education are required to meet admission standards that go beyond the basic requirements of the School of Graduate Studies and Research.

The applicant must:

1. Have achieved a graduate grade point average (GPA) of 3.5. (on a 4-point scale);

2. Hold a master's degree in counseling or education from a regionally accredited institution of higher education. If not, the student will be required to take additional graduate work (admission under provisional status) before regular admission is granted;

3. Submit five satisfactory references to the Coordinator of the Specialist Program (CSP). At least three of these references must be from persons who are in the field of counseling and who know the applicant. Two references should be from present or former professors; and

4. Submit recent (within five years) test results on the verbal and analytical sections of the Graduate Record Examination (GRE) showing achievement at or above the 50th percentile. The norms for comparison will be the scores for persons with an undergraduate major in education.

Probationary admission will be considered under the following conditions:

1. When the GPA is below 3.5. When the applicant presents a GPA that is less than 3.5, the admissions committee may permit the student to take 9 hours in the program area. The student will be required to achieve a GPA exceeding 3.66 with a minimum grade of "B."

2. When the GRE scores are not at acceptable levels. The applicant may file a request with the committee for probationary admission based on a circumstance that merits an exception. Data to support a petition should include a personal statement and documents such as additional letters of recommendation, samples of graduate level academic work, professional experiences related to counseling and/or graduate study in another professional field. The committee may recommend alternatives or a course of remedial action that are designed to enable the student to demonstrate competence to complete the graduate program.

Applicants who are denied admission will have the opportunity to appeal to the College of Education Admission Appeals Committee. Appeals must be in writing and should address any extenuating circumstances. Appeal letters should be addressed to Chairperson, Department of Educational Leadership and Counseling.

Interested students must first apply to the School of University and Graduate Studies and Research for admission to graduate study. This application is required even though the student may have been admitted previously to graduate study at the master's level. Each applicant must:

File an Application for Admission with the School of University and Graduate Studies; and have each parent institution send one official transcript of all prior coursework directly to the School of University and Graduate Studies. Students who have previously enrolled in coursework or who have degrees from Southeast, need not submit a Southeast transcript.

Applicants who possess the requisite GPA will be admitted to graduate study and allowed to complete a maximum of six semester hours of prerequisite coursework, if applicable. If no prerequisite courses are needed, the student may complete a maximum of six semester hours applicable to program requirements prior to admission to the program by the Counseling Admissions Committee. The Committee will act only on applications that are complete. The admissions process may require an interview with the program coordinator and faculty.

Applicants denied admission to graduate study based on a GPA of less than 3.5 may apply for probationary admission. A letter of request, along with the five letters of recommendation and GRE scores should be sent to the Coordinator of the Specialist Program. Students denied admission may not enroll for coursework applicable to the degree program until such time as explicit permission, along with any stipulations, is granted by the Counseling Admissions Committee.

Students nearing completion of a master's degree and desiring to work toward the Specialist in Counseling Education may dually enroll for coursework for a time period not to exceed one year. The student must have a GPA of at least 3.5, must be a candidate to graduate from the masters program, and must be admitted to the School of University and Graduate Studies as a post-master's level student.

Application to candidacy for the degree is required at the completion of 16 hours of coursework applicable to the degree. To advance to candidacy status, the applicant must present a GPA that meets the minimum graduation requirement (3.25). Students denied admission to candidacy may not enroll for coursework applicable to the degree except with the explicit approval of and under any stipulations assigned by the program faculty in counseling.

Initiation of the candidacy process is the student's responsibility. Candidacy forms are available in the School of University and Graduate Studies office and at the website http://www2.semo.edu/gradschool/download_forms_curr.html. 

After being admitted to this program, the probationary student may be denied admission to regular graduate status. A student with regular status may not advance to candidacy based on the degree of unsatisfactory scholarship. Loss of license or certification, for cause, or unethical behavior is grounds for suspension from the program.

A student with regular admission status may transfer up to 48 of the 72 semester hours required for the specialist's degree from other regionally-accredited institutions if the courses are a) appropriate, b) part of master's level work, c) on-campus courses, and d) approved by the student's advisor. If the student earned his/her master's degree from Southeast Missouri State University, up to nine semester hours of such work may be transferred from regionally-accredited institutions. Transfer, workshop, and independent study credit may not exceed nine semester hours. The last 16 hours toward the specialist degree must be taken from Southeast or receive prior permission from the advisor. This is required in order for Southeast to act as certifying agency or endorse the student for certification or licensure.

Independent study and workshop courses offer the student opportunities for study in areas beyond the departmental curriculum. Enrollment in such courses requires approval by the advisor and the program coordinator (independent study also requires the instructor approval). A maximum of three semester hours earned through independent study and three hours via workshops may be applied to program requirements.

No correspondence or extension course from another institution may be substituted for a specialist's program requirement or elective.

A student may meet residence requirements in the program by completing 12 semester hours of on-campus credit during a 12 month period, not to include internship credit.

CP610 Counseling Orientation and Ethics 3
CP611 Developmental Theories 3
CP612 Counseling Theories 3
CP613 Social & Cultural Aspects of Counseling 3
CP614 Counseling Skills 3
CP615 Career Development 3
CP616 Group Counseling 3
CP617 Assessment in Counseling 3
OR
PY636 Personality Assessment 3
GR691 Methods of Research 3
CP680 Counseling Practicum 3

Specialist Students also must have completed the requirements of a counseling major – school, community, or an acceptable counseling major from another master's program.

CP630 Foundations of School Counseling 3
CP631 Consultation and Counseling Issues in Schools3
CP682 Internship-Elementary 3
CP683 Internship-Secondary 3
CP684 Internship-School Counseling 3-6

CP640 Counseling in Community Agencies 3
CP643 Psychodiagnostics and Treatment OR
PY644 Advanced Psychopathology 3
CP686 Internship-Community 6
CP687 Internship-Community 3

All Education Specialist Degree students must have the Counseling Core plus one of the counseling majors and all students must have the Education Specialist Core.

PY571 Introduction to Behavioral Statistics 3 
CP733 Advanced Educational Processes 3
CP771 Counselor Supervision 3
CP788 Advanced Internship 3-6
GR799 Specialist Oral Examination 0

CP631 Consultation and Counseling Issues in Schools 3
CP630 Foundations of School Counseling 3
CP640 Counseling in Community Agencies 3
CP643 Psychodiagnostics and Treatment 3
CP644 Counseling Ethics 1
CP645 Marriage & Family Counseling 3
CP682 Internship-Elementary 3
CP683 Internship-Secondary 3
CP684 Internship-School Counseling
CP687 Internship-Community 3
CP735 Intelligence Testing 3
CP737 Testing Practicum 3
EX642 Psychology & Education of the Exceptional Child 3

Other Electives may be available with approval of advisor. Students must work closely with their respective advisors to determine a program of study that meets appropriate certification and/or licensure requirements.

All students must have a minimum, including the master's, of 72 credit hours to graduate from the Education Specialist program.

The Coordinator of the Specialist Program (CSP) selects an advisor from the specialist degree faculty. The CSP serves as the student's advisor during the first term after the student is admitted to the Specialist's program and until an advisor is appointed. The student's advisor and the CSP normally have primary responsibility for approval of the program of study, including any electives.

The following information is provided for advising purposes only based upon current certification standards. Please note that certification requirements change. Students should work closely with their advisors.

Advising for Psychological Testing – Designed for individuals seeking Psychological Examiner’s certificate. Note: Individuals must hold a valid teaching and/or school counseling certificate before a Psychological Examiner’s certificate will be issued.

PY 571 Introduction to Behavioral Statistics (3)
CP 611 Developmental Theories (3)
CP 617 Assessment in Counseling (3)
CP 643 Psychodiagnostics and Treatment (3)
CP 735 Intelligence Testing (3)
CP 737 Testing Practicum (3)
ED 615 Tests and Measurements
OR
EX 601 Educational Assessment Techniques

Advising for School Counseling – Designed for individuals with another counseling degree seeking school certification. (Only 500 or higher level courses will be accepted for degree.)

EX 390/642 Psychology & Educ. of the Except. Child (Required for certification) (3)
SE 271 Theories of Learning and Management
SE 273 Fundamentals of Secondary School Education
CP 630 Foundations of School Counseling (3)
CP 682 Internship – Elementary (3)
OR
CP 683 Internship – Secondary (3)
(Both internships required for K-12 certification)

Advising for Mental Health Counseling – Designed for individuals with school and community counseling degree seeking state and national licensure and certification.

CP 640 Counseling in Community Agencies (3)
CP 643 Psychodiagnostics and Treatment (3)
CP 645 Marriage & Family Counseling (3)
CP 687 Internship – Community (3)

Internship for Ed. S.

Internship experiences are individualized for each candidate. Candidates are expected to select appropriate objectives and secure approvals by the University and site supervisors. The student will work closely with their advisor to determine the most effective learning experience for the individual student’s goals.

The oral examination, course GR 799, must be scheduled the last semester of the specialist program. If the student has no other credit enrollment, the equivalent of one hour in-state fee is charged to effect an official enrollment for the semester of degree completion. The oral examination will be based on the student's internship, portfolio, and other learning experiences.

1. Satisfactorily complete the program of study (a minimum of 72 hours of graduate credit including the master's degree with a GPA of at least 3.25),
2. Pass a final comprehensive oral examination administered by the specialist's degree faculty, and
3. Be approved for graduation by his/her advisor, CSP, and the Dean of the School of University and Graduate Studies.

All requirements for the specialist's degree must be met within an eight-year period.

The faculty believe that attainment of professional status through licensure and certification is an essential aspect of professionalism in and of itself.  Therefore, students are encouraged to plan their academic programs in such a manner as to be eligible for appropriate professional credentials and to actively seek such following graduation. The following is a description of several options available to students:

Refer to the Missouri Department of Elementary and Secondary Education Teacher Certification Website for current requirements. http://www.dese.state.mo.us/divurbteached/teachcert .

Many school counseling students may wish to obtain a provisional School Counselor Certificate before completing their master’s degree. Provisional certificates are only issued at the expressed request of a school district administrator. The school administrator must complete the Application for Provisional Certificate (Green form). This must be done before Southeast Missouri State University’s Certification office can begin to process applications.

For a student who currently holds a teaching certificate can obtain a provisional school counseling certificate by completing the following required courses:

CP 610 Counseling Orientation and Ethics (3) 
CP 612 Counseling Theories (3) 
CP 614 Counseling Skills (3) 
CP 615 Career Development (3) 
CP 616 Group Counseling (3) 
CP 617 Assessment in Counseling (3) 
CP 630 Foundations of School Counseling (3)

Total Credits – 21

Individuals without teaching certificates will be required to have the above courses and several additional courses. (See your faculty advisor for specific courses that would apply to you.) Work closely with your advisor to determine the additional needed coursework.

NOTE: Students should remember that only 6 credits can be transferred in from another accredited institution. Therefore a student must have a minimum 15 approved credit hours from Southeast Missouri State University before endorsement for certification will be considered.  (Further requirements may be needed is some cases.  See Endorsement policy.)

The following process must be followed:

1. Obtain the competed Application for Provisional Certificate from the applicable local school administrator, (available online at http://dese.mo.gov/divteachqual/teachcert/provisional.html   )
2. Obtain and complete the applicant portion of the Application for School Counselor’s Certificate. (available online at  http://dese.mo.gov/divteachqual/teachcert/provisional.html  )
3. Obtain and complete the applicant portion of the Application for a Missouri Teacher’s Certificate. (Initial Certificate, Academic Contract).
4. Obtain and complete the Criminal Background Check forms from the certification office. (if not all ready complete).
5. The counseling certification officer will submit the forms and application or advise the applicant of additional information needed.
6. If need, meet with counseling certification officer(s) to complete the university portion of the Applications and contracts. The student should come to the meeting prepared with transcripts, forms, and Praxis scores if available.

Students should allow for adequate time for this process to be completed. Please plan accordingly. If students live a significant distance from campus and expect to be able to complete this process by mail, they should understand that forms and original signatures are required and that several mailing will be necessary. It is much safer, more efficient and to the students advantage to meet personally with the certification officer to complete the process.

Students or graduates wishing to obtain full School Counselor Certificates must complete the following:

1. Complete the Master of Arts degree in School Counseling. (A community counseling major may apply with additional requirements. See your advisor.)
2. Complete and successfully defend the Comprehensive Professional Counseling Portfolio.
3. Contact the University Testing Center and apply, complete and pass the Counseling Praxis test (not teaching Praxis).
4. Obtain and complete the applicant portion of the Application for School Counselor’s Certificate. (available online at  http://dese.mo.gov/divteachqual/teachcert/mossprog.html  )
5. Obtain and complete the Criminal Background Check forms from the certification office. (available online at  http://dese.mo.gov/divteachqual/teachcert/mossprog.html )(if not all ready complete).
6. The counseling certification officer will submit the forms and application or advise the applicant of additional information needed.
7. If needed, meet with counseling certification officer(s) to complete the university portion of the Applications and contracts. The student should come to the meeting prepared with transcripts, forms, and Praxis scores if available.

Students should allow for adequate time for this process to be completed. Please plan accordingly.

Students wishing to obtain the Psychological Examiners Certificate must follow the approved certificate program. They must also must complete the appropriate forms.

To be fully certified as a Psychological Examiner one must have a Master's in Counseling or Education. In addition to the requirements for a master’s degree, the following eight courses also must be completed:

ED 615 Tests and Measurements
OR
EX 601 Educational Assessment Techniques
CP 611 Developmental Theories
CP 617 Assessment in Counseling
CP 633 Intelligence Testing

PY 571 Introduction to Behavioral Statistics
CP 733 Advanced Educational Processes
CP 639 Supervised Practice in Testing
CP 643 Psychodiagnostics and Treatment

Provisional Psychological Examiner’s Certificate

Those wishing to obtain a Provisional Psychological Examiner’s Certificate must complete the following process:

1. Obtain the competed Application for Provisional Certificate from the applicable local school administrator, (available online at http://dese.mo.gov/divteachqual/teachcert/provisional.html ).
2. Obtain and complete the applicant portion of the Application for Psychological Examiner’s Certificate (available online at  http://dese.mo.gov/divteachqual/teachcert/provisional.html  )
3. Obtain and complete the applicant portion of the Application for a Missouri Teacher’s Certificate. (available online at  http://dese.mo.gov/divteachqual/teachcert/provisional.html  )(Initial Certificate, Academic Contract).
4. Obtain and complete the Criminal Background Check forms from the certification office. (available online at  http://dese.mo.gov/divteachqual/teachcert/provisional.html  )(if not all ready complete).
5. Meet with counseling certification officer(s) to complete the university portion of the application. The student should come to the meeting prepared with transcripts and forms.
6. The counseling certification officer will submit the forms and application or advise the applicant of additional information needed.

Students should allow for adequate time for this process to be completed. Please plan accordingly.

Full Psychological Examiner’s Certificate

Students or graduates wishing to obtain full School Counselor Certificates must complete the following:

1. Complete the Master of Arts degree in Counseling or Education.
2. Obtain and complete the applicant portion of the Application for Psychological Examiner’s Certificate (available online at  http://dese.mo.gov/divteachqual/teachcert/mossprog.html ).
3. Obtain and complete the Criminal Background Check forms from the certification office. (available online at  http://dese.mo.gov/divteachqual/teachcert/mossprog.html  )(if not all ready complete).
4. Meet with counseling certification officer(s) to complete the university portion of the application. The student should come to the meeting prepared with transcripts and forms.
5. The counseling certification officer will submit the forms and application or advise the applicant of additional information needed.

Students should allow for adequate time for this process to be completed. Please plan accordingly.

Refer to the National Board for Certified Counselor for current national requirements. http://www.nbcc.org/ 

Students who wish to obtain the National Certified Counselor (NCC) credential must:

1. Complete the Masters program in Counseling.
2. During the last spring or fall semester of the counseling program or after graduation, take and pass the National Counseling Exam (NCE). Southeast Missouri State University offers this exam (if enough people sign up) on campus twice a year in April and October. Students must complete an application obtained from the NBCC Campus Coordinator and return it by the deadline. (Usually the end of December for the April exam date and the middle of July for the October exam date.)
3. When notified by NBCC, complete the Endorsement forms and submit transcripts.
4. Contact NBCC or the NBCC Campus Coordinator for more detailed application procedures.

The state of Missouri grants licensure of counselors under the title, "Licensed Professional Counselor."  Licensure is NOT automatic upon graduation from the program. The Missouri Counselor Licensing Board uses the NCE as the Licensing exam. This exam only needs to be taken once for both national certification and licensing.

Students must complete the following three steps before receiving licensure:

1. Apply to the State of Missouri Division of Professional Registration, P.O. Box 1335, Jefferson City, MO 65102 http://pr.mo.gov/counselors.asp
2. Successfully complete an examination (NBCC; National Board of Certified Counselors)
3. Perform 3,000 hours of post-master’s counseling experience.

Please see the Missouri Counselor Licensing Board for current procedural process and application information. Students wishing licensure in another state should contact the appropriate licensing board.

Graduate students in either the School Counseling or Community Counseling programs at Southeast Missouri State University have a number of opportunities for personal and professional development.  The following are examples of organizations that students are encouraged to participate in:

The American Counseling Association (ACA) is a professional organization representing the interests of counselors and counselors-in-training nationwide.  Various branches of ACA exist to support the special interests (e.g., school counseling, career counseling, education and supervision of counselors, family counseling) of its diverse membership.  As a student member special discounts can be obtained on membership, liability insurance, and up-to-date counseling resources.  Included among the many resources are such items as audio- and videotapes, books, journals, and affective education materials.  ACA is also instrumental in the enhancement of academic training through developmental workshops presented by leading experts in the field represented.  Other ACA membership benefits include job search assistance through database systems and job postings found in the ACA monthly newspaper, titled, "Counseling Today." www.counseling.org

The American Mental Health Counselors Association (AMHCA) represents more than 70,000 licensed and certified mental health counselors nationwide.  AMHCA members are on the cutting edge of community services and may be found in private practice, community mental health centers, psychiatric hospitals, managed care organizations (MCOs) and health maintenance organizations (HMOs).

For those graduate students interested in school counseling, the American School Counseling Association (ASCA) provides insight into the forefront of advances in the school-counseling field.  As a member of the ACA, branch membership in ASCA can afford students additional benefits to those gained through the ACA.  Some of these benefits include: Various journal publications (The School Counselor, 5 issues annually; Elementary School Guidance and Counseling, 4 issues annually), newsletters such as The ASCA Counselor, other publications which include a wide range of brochures, books, and monographs related to topics of interest to school counselors, and grassroots involvement through developmental workshops and state conferences allowing networking opportunities.

American Counseling Association of Missouri

The American Counseling Association of Missouri (ACAM) is a counseling association formed to address counseling issues at the state level.  The ACAM serves as an umbrella organization that meets the specialized interests of counselors in diverse work settings.  ACAM offers student membership opportunities.  Benefits of membership include: a membership directory, newsletter, annual conference, legislative lobbying, and professional networking opportunities.

The Missouri School Counselor Association (MSCA) addresses the issues involving school counselors at the state level.  Student membership is available.  The MSCA also addresses itself to regional issues through regional chapters such as the Southeast Missouri School Counselor Association.  The MSCA includes benefits gained through the MSCA along with providing the additional benefits related directly to the school counseling field.

All papers (e.g. the Personal Counseling Position Paper and reflective statements) in the Counseling Program are expected to be written according to the current APA style manual (currently 5^th edition). Therefore, because of the amount of writing assignments required throughout your counselor preparation program, it is strongly recommended that you purchase this manual for your use and reference in every course throughout the program:

American Psychological Association (2001). Publication Manual of the American Psychological Association. (5^th ed.). Washington, DC: Author

The Counseling Programs at Southeast Missouri State University make every attempt to comply with the American with Disabilities Act.  If a student has a diagnosed disability or believes he or she has a disability that might require "reasonable accommodation" on the part of the instructor or the program, the student needs to contact the Learning Enrichment Center, University Center, room 302, phone 573-651-2273, TDD 651-5927.  As a part of the Americans with Disabilities Act, it is the responsibility of the student to disclose a disability prior to requesting "reasonable accommodation".

Plagiarism is defined as the presentation of an idea or product as new and original when, in fact, it has been derived from an existing source.  Plagiarism is primarily submitting someone else’s work, in whole or in part, whether written or oral, without giving appropriate credit to the original source. The faculty believes that plagiarism is a serious violation of professional ethics.  Therefore, if a student is found to have engaged in plagiarism, the following steps will be taken:

1. The faculty member who has identified an act of plagiarism will request the student meet with him or her to discuss the matter.
2. Should the issue fail to be resolved, the department chairperson, counseling coordinator, faculty member, and student will meet to discuss the matter.
3. If the issue is still not resolved, the department chairperson, counseling coordinator, faculty member, student, and the dean of the college will meet to discuss the issue.  The dean will receive advisement from several members of the Student Judicial Board and Faculty Senate.

Plagiarism may also trigger a Student Retention procedure as described below.

Cheating includes using or relying on the work of someone else in an inappropriate manner. It includes, but is not limited to, those activities where a student:

1. Obtains or attempts to obtain unauthorized knowledge of an examination's contents prior to the time of that examination;
2. Copies another student's work or intentionally allows others to copy assignments, examinations, source codes or designs;
3. Works in a group when she or he has been told to work individually;
4. Uses unauthorized reference material during an examination; or
5. Has someone else take an examination or takes the examination for another.

If a student is suspected of cheating the following steps will be taken:

1. The faculty member who has identified the cheating will attempt to stop it with as little disruption to the class as possible and will request the student meet with him or her to discuss the matter.
2. Should the issue fail to be resolved, the department chairperson, counseling coordinator, faculty member, and student will meet to discuss the matter.
3. If the issue is still not resolved, the department chairperson, counseling coordinator, faculty member, student, and the dean of the college will meet to discuss the issue.  The dean will receive advisement from several members of the Student Judicial Board and Faculty Senate.

Cheating may also trigger a Student Retention procedure as described below.

As defined in the Faculty Handbook, scientific misconduct refers to the: "Fabrication, plagiarism, or other practices that seriously deviate from those that are commonly accepted within the scientific community for proposing, conducting, or reporting research.  It does not include honest error or honest differences in interpretations or judgments of data." pg 229.

Should a student be suspected of scientific misconduct the following steps will be taken:

1. The Dean of University and Graduate Studies will initiate an inquiry to determine if a full investigation is warranted.
2. Should it be determined through information gathering and fact-finding that the allegation warrants it, a full investigation will proceed.  The student will be informed, in writing, of the charges to be investigated and the process to be used.
3. In the event that charges are substantiated, the Dean of University and Graduate Studies and the Dean of the College of Education together shall recommend appropriate disciplinary action to the University Provost.

Scientific Misconduct may also trigger a Student Retention procedure as described below.

The academic appeals policy concerning course grades has been designed to assist graduate students who believe the grade received in a graduate course does not accurately reflect their level of achievement.  In such instances the School of University and Graduate Studies has established a procedural hierarchy to review student concerns.  Students are directed to begin at the first level of the hierarchy and progress to the next level only in the event they believe their concerns have not been adequately met.  This hierarchy is as follows:

1. Initiate contact with the course instructor to discuss concerns about the grade in question. If the issue is not satisfactorily resolved, the student then will proceed to the next step.
2. Initiate contact with the chairperson of the department in which the course was offered to discuss concerns about the final assigned grade in question.  If the student is still not satisfied, the individual may proceed to step three.
3. Initiate contact with the Dean of the College of Education to discuss concerns about the final assigned grade in question. If the incident fails to be resolved at the first three steps, the student has the option of appealing directly to the Graduate Council.

The course content and experiential activities involved in the counseling program offered by Southeast Missouri State University are designed to afford students the opportunity to advance their personal, intellectual, and professional development and functioning. Through the programs of study, students will be given feedback concerning personal, intellectual, and professional strengths, weaknesses and performance. This feedback will come from faculty, supervisors, peers and clients. Students will be expected to deal with this feedback in a mature and professional manner.

The expectations of the counseling program’s curricula are that students will explore and recognize the effect that their personal beliefs, issues, emotions, and behaviors have on their ability to function as a counseling professional. The didactic courses allow students to obtain the knowledge required. The various "techniques" or "skills" courses will require that students develop and demonstrate the professional skills as they work with classmates in role-play situations and with clients in actual sessions. Students will be asked to examine behaviors, beliefs, and emotions in relationship to their own professional activities and experiences on an ongoing basis.

The counseling faculty members believe they have a responsibility to dismiss students who are unable to render competent service due to academic limitations. They also recognize their obligation to assist students in obtaining remedial assistance as needed, to consult with colleagues, and document their decision to refer students for assistance, or to request that students be dismissed from the program, and to assure that students have adequate recourse to address the decision made.

If, in the professional judgment of a faculty member, a student's professional behavior is deemed substandard, unethical, illegal, and/or professionally unbecoming at any time during the course of training (including course work, practica, and internship), a faculty review committee will be called to review the performance and behavior of the student and to make recommendations for actions.

These student retention procedures are based on the expectation that persons who enroll in the program have the capabilities to be self-directing and self-evaluating. Minimum requirements for continuation are the establishment and maintenance of a 3.25 or better grade point average, and satisfactory performance in each program course taken. Student progress is monitored through faculty observation and individual conferences as may be advised, or as requested by the individual student.

Professions engaged in protection of the public health and welfare charge their members with the responsibility of monitoring potential new members. Therefore, the counseling program faculty believe a component of their responsibility to their students, their profession, and the eventual consumers of services provided by graduates, is necessary to monitor students' academic progress which not only includes course work but also includes the personal characteristics of students that will affect their professional performance in counseling. These characteristics should be of a quality so as to enhance the students' professionalism or helping capacity.

A. Course Work & Examinations:

Students are required to earn a grade of "B" or better in each of the nine core counseling courses and the two courses required for their major (CP 630 and CP 631 for School and CP 640 and PY 644 or CP 643 for Community) before they are permitted to progress to candidacy and practicum. A grade of C will require a Remediation Plan be developed and approved by the instructor and advisor. A grade of F will require that the course be repeated and trigger a faculty review committee. The review committee will make appropriate recommendation. Students that receive an F in the same course twice will be dismissed from the program.

Failure of the master's comprehensive examination three times or failure of the oral exam twice will result in dismissal from the counseling program.

B. Professional Conduct:

In addition to maintaining high scholastic standards, students enrolled in any of the counseling programs must develop professional skills necessary to work effectively with people with diverse needs. The faculty expect prospective counselors:

1. to be committed to personal growth and professional development,
2. to be concerned about people,
3. to demonstrate emotional and mental fitness in their interactions with others,
4. to be able to receive and give constructive feedback, and
5. to use the skills and techniques that are theoretically appropriate and generally accepted by other professionals in counseling.

Further, students are expected to adhere to the codes of ethics of their professional associations (e.g., American Counseling Association) and the relevant regulatory boards of the state of Missouri (or other appropriate). A student's acceptance in any program does not guarantee the individual’s fitness to remain in that program. The faculty is responsible for assuring that only those students who continue to meet academic program standards are allowed to continue in any program.

Members of the faculty evaluate student professional conduct on an ongoing basis. The faculty makes judgments as to students' professional conduct based on observations of course performance, evaluations of students' performances in simulated practice situations, supervisors' evaluations of students' performances in clinical situations, and their adherence to their disciplines' codes of ethics. Formal evaluations are conducted at the end of the spring semesters and prior to candidacy and enrollment in Practicum and/or Internship.

Faculty seek to identify additional help students may need to be successful, and to recognize outstanding achievements of students in their work. In addition to reviewing students’ course work performance, students' professional conduct will be evaluated using The Professional Characteristics Review Form (PCRF) (Appendix F). All students will receive feedback after any formal evaluation by the faculty. If a student is not making satisfactory progress as evidenced by the grades and/or less than average evaluations by the department faculty, at minimum, the faculty advisor will meet with the student to discuss the evaluation. The program coordinator or department chair may choose to meet with the student and the faculty advisor, and/or to initiate the procedures described below in the Student Retention/Dismissal Procedures.

Examples of behaviors that may be evidence of professional impairment include the following. This list contains examples, and is not intended to be exhaustive:

1. violation of professional standards of ethical codes;
2. inability or unwillingness to acquire or manifest professional skills at an acceptable level of competency;
3. behaviors that can reasonably be predictive of poor future professional functioning, such as extensive lateness in client record-keeping or poor compliance with supervisory requirements;
4. interpersonal behaviors and interpersonal functioning that impair one's professional functioning;
5. inability to exercise sound clinical judgment, poor interpersonal skills, and pervasive interpersonal problems.

Possible Actions to Follow Manifestations of Professional Impairment

This list contains possible examples, and is not intended to be exhaustive:

• a formal reprimand;

1. an unsatisfactory grade in a skill-based course with the requirements that the course be repeated;
2. reduced practicum case load;
3. personally appropriate therapy or counseling;
4. leave of absence;
5. required additional practicum or course work;
6. increased supervision (e.g., more frequent supervision, more than one supervisor, more extensive use of video or audio tapes);
7. formal probation;
8. encouragement to withdraw from the program;
9. formal dismissal from the program.

The counseling faculty agree with the 2005 American Counseling Association Code of Ethics (Section C.2.g., F.8. and F.9.) that states that faculty members have a responsibility to dismiss students who are unable to render competent professional service. The faculty also recognize their obligation:

1. to assist students in obtaining remedial assistance as needed;
2. consult with colleagues and document their decision to refer students for assistance or to request that students be dismissed from the program; and
3. to assure that students have adequate recourse to address decisions made.

1. Faculty may work on an informal basis with students evidencing academic difficulties when circumstances indicate that this method may be productive (severity of the problem may not allow for this method and informal methods are not procedurally required). The faculty member and student will discuss the problems, review appropriate measures of correction, and establish a time line for change.

2. When, in the professional judgment of a program faculty member, a student is not making satisfactory progress or has difficulty in meeting the program or university standards, the faculty member will meet with the student to discuss the situation. At that time, the faculty member will discuss with the student what behavior(s) need(s) to be changed, suggestions for remediation, time limits for expected changes, and consequences if remediation is not successful.

3. The faculty member will complete a Personal Characteristic Review Form (Appendix F) at that time and present the student with a copy of the review form. The faculty member will then notify in writing the Program Coordinator and the Department Chair concerning the meeting with the student.

4. The Program Coordinator will then convene a Faculty Retention Committee to investigate the situation. The committee will consist of at least three members of the counseling faculty.

5. Notice of the meeting, outlining specific issues and reasons for a meeting, shall be in writing and mailed to the student at least ten days before the meeting. The student will be given an opportunity to meet with the committee to present his or her own version of the facts. The meeting shall be open only to the members of the Faculty Retention Committee, the student, and those individuals considered to have relevant information and are approved by the committee chair to speak to the committee.

6. After considering the matter, and within 10 working days of the meeting with the student, the Faculty Retention Committee will report to the student, the Program Coordinator and the Department Chair its recommendation.

7. The Department Chair, the Program Coordinator and the student's faculty advisor will meet with the student and convey, in writing, the committees decision(s) and/or recommendation(s) along with consequences, if problems are not remedied. The Department Chair, the Program Coordinator and the student's faculty advisor will subsequently monitor the student's progress in carrying out the committee's recommendations. If the Faculty Retention Committee recommends the student no longer continue in the program, the Department Chair will petition the Graduate Dean to dismiss the student from the Graduate School.

8. The student will have 10 working days after receipt pf the Committees’ recommendations to notify in writing the Program Coordinator and Department Chair of his or her acceptance or appeal of the departments decision(s)/recommendation(s).

9. A student not satisfied with the departments' decision can follow Southeast Missouri State University appeal procedures. This can be found in the Graduate Handbook.

10. Students who are dismissed for course work and/or professional conduct reasons may petition for reinstatement in the degree program in the department after a period of 12 months.

11. Students who have been dismissed from the program in the department for unsatisfactory performance in graduate level course work will not be allowed to take course work in the department as unclassified students.

Students enrolled in programs offered by the department often have opportunities to become involved in professional counseling activities that are separate and apart from required program activities.  These opportunities are called "extracurricular" counseling activities.  They are considered extracurricular because they are neither conducted under the auspices of the department nor officially supervised by those professionals associated with the department.  All non-program counseling activities fall under this definition, regardless of whether the students are paid for the provision of such services. This includes any counseling services provided under the terms of a "Temporary School Counseling Certificate" issued by the Missouri Department of Elementary and Secondary Education (DESE).

The department and university only assume responsibility for students’ counseling activities within the limits of program requirements.  Therefore, be advised that if you choose to engage in extracurricular counseling activities you do so without university sanction.  Thus, the university, department and faculty assume NO supervisory, ethical or legal responsibility for any extracurricular counseling experiences. Moreover, use of university resources (e.g., physical facilities, materials) by students for extracurricular counseling activities is strictly prohibited.

The department discourages students from engaging in extracurricular counseling activities.  HOWEVER, if students are engaged in, or plan to be engaged in, these activities, the department does require each student to inform the department in writing prior to commencement of the activities.  Please note that this requirement applies to all students officially enrolled in the program, regardless of whether they are currently enrolled in classes at the university. Failure to properly inform the department may result in termination from the program.

The counseling faculty believe that it is their professional duty to only endorse or recommend a student or graduate for employment opportunities, licenses, certifications and/or other credentials to which the individual is adequately prepared through knowledge, training and experience. In other words, an individual should not expect any counseling faculty to recommend or verify training, experience or expertise that the individual does not possess or to which the faculty do not have personal knowledge. However, counseling faculty will advise, teach and supervise and make every appropriate effort to help the student obtain the knowledge, skills and experience that would be most beneficial to the student professionally. Faculty are also required to follow the procedures and agreements of the various licensing and certifying bodies (e.g. DESE, NBCC, Licensing boards). It is also expected that students and graduates become familiar with these procedures before requesting endorsement.

Minority Recruitment Policy

The counseling program faculty adheres to the American Counseling Association’s definition of diversity and enthusiastically and affirmatively recruit and strongly support applications from qualified students of diverse backgrounds. The university service area includes communities with significant minority and lower socioeconomic populations.  Future counselors are recruited from these communities and are encouraged to return to further support these communities’ individuals, families and schools.  The counseling program is committed to a multicultural perspective in its student body, and the counseling profession as a whole.

The process of training counselors includes gaining theoretical knowledge and understanding. Just as important in the training of counselors is the inclusion of experiential learning to apply the knowledge and to develop the skills necessary to be an effective counselor. Starting with CP 614 Counseling Skills , students will formally develop counseling skills and techniques. Below is an outline of the skills and where it is expected for students to learn, develop and implement them.

A. Counseling Skills (CP 614 Counseling Skills)

Beginning or Entry Level Skills, Attitudes and Behaviors (to be mastered as a condition for placement in practicum in counseling)

1. Attending behavior
2. Open invitations to speak
3. Genuineness
4. Congruence
5. Non-judgmental respect
6. Concreteness
7. Empathy
8. Encouragers
9. Paraphrasing content
10. Reflection of feeling
11. Summarization
12. Probes and questions
13. Immediacy
14. Recognizing patterns
15. Client awareness
16. Focusing
17. Advanced level empathy
18. Encouragement
19. Pointing out client conflicts
20. Confrontation
21. Self-disclosure
22. Interpretation

B. Practicum in Counseling (CP 680 Counseling Practicum)

Intermediate Skills and Behaviors (to be mastered as a condition for placement in Internship in Counseling)

1. Theoretical Orientation Development
2. Strategy planning for behavior change & goal setting
3. Contracting
4. Reinforcement and support
5. Demonstrate ethical behavior
6. Theme awareness
7. Role conflicts 
8. Conceptualization
9. Child protection
10. Crisis/emergency plans
11. Focusing

C. Internship in Counseling (1st internship)

Development of Expertise in a Single Model (e.g. Reality Therapy) or in Several Closely Related Models (e.g. R.E.T. - Adlerian) Under the Direction of a Supervisor with the Appropriate Interest and Skills. In addition, the student is expected to present case studies in the Group Supervision Seminar including written and tape recordings of the case. All previous skills are expected to be continually demonstrated and improved upon.

D. Internship in Counseling (subsequent internship(s))

Practical Experience in a field setting consistent with professional goals. This includes skills from all previous fields experiences and case presentations in the Group Supervision Seminar which demonstrates the student’s level of integration of ones program of study.

This section is designed to provide information about the practicum and internship in the Master of Arts program in Community and School Counseling in the Department of Educational Leadership and Counseling at Southeast Missouri State University.

Both masters level counseling programs (Community and School) require practicum and internship experiences.  The purpose of this practicum and internship experience is to achieve integration of theory into practice, solidify clinical skills, and incorporate students into the profession of counseling.

While both the practicum and internship involve actual on-site counseling experience, each differs in its scope and purpose.  The practicum is designed to give the student a limited experience in a specialized area of counseling and is supervised by both a designated on-site supervisor and a faculty supervisor.  The internship is arranged to provide the student not only with counseling experience but also with experience in all aspects of professional functioning, (e.g., referral, assessment, staff presentations, and use of community resources).  In addition, the student receives supervision primarily by the designated on-site supervisor.  Both practicum and internship students are required to attend on campus seminars and group supervision.

Early planning for practicum and internship experiences is extremely important.  Students must be admitted into candidacy before enrolling in their initial field experience (Practicum). The practicum experience is a minimum commitment of 10 hours per week of on-site time for one semester. The internship experience is a minimum of 20 hours per week commitment of on-site time for two semesters. It is recommended that students complete the vast majority of other required course work prior to enrollment into internship. If an individual student is working full-time upon acceptance into the Counseling Program, he or she must consult with your advisor.  To be successful, one will be required to find effective, responsible, and ethical ways to fulfill the practicum and internship experiences and maintain one's employment. Failure to make provisions for the future may create difficulty in completing the program successfully.

Students are expected to have a working knowledge of and abide by the ethical standards that govern professional practice throughout their fieldwork experiences. These include the ACA ethical standards.  Should any specific concerns with regard to appropriate behavior under specific circumstances arise, students are to immediately contact their university supervisor.  Any violation of ethical or legal standards may result in termination from the Counseling Program. See the above Student Retention Policy.  See http://www.counseling.org/site/PageServer?pagename=resources_ethics

Litigation involving practitioners in the mental health and counseling professions has increased dramatically in the last few years.  Clearly, the best way to avoid involvement in litigation is to adhere to professional ethical standards as well as to demonstrate high standards of personal and professional conduct.  Professional and ethical practice minimizes the risk of litigation but does not eliminate it. Therefore the vast majority of professionals, including the Counseling Program faculty, consider professional liability insurance a necessity.

All practicum/internship students are required to have Professional Liability Insurance before beginning the practicum/internship and maintain it throughout the experience. The American Counseling Association (ACA) offers affordable rates for professional liability insurance to their student members.  Forms to join ACA and applications for insurance may be downloaded via the ACA website. ( www.counseling.org )

School counselors may have professional liability coverage through their professional organization at a reduced rate.  If they receive their insurance through another organization, they must give the faculty supervisor proof of such.  Students receiving their insurance from ACA will be asked to provide two copies of their policy as proof of liability for coverage.  One copy will be kept on file at the university; one copy will be given to the on-site supervisor.

Given that there is limited enrollment in practicum and internship, students are required to sign up the semester PRIOR to the semester in which the course is to be taken. That is, if the class is offered in the spring the student must sign up for it in the fall.  The student signs up for the class by verifying that all prerequisites are complete and then contacting the department secretary and have his or her name placed on the class signup list. This list will be started the first week of the semester before the semester that the class will be offered. All students will be added to the list on a first come first serve bases. When all the seats in the class are full then students will be added to a waiting list. This waiting list is for the current semester class offering and any open seats will be given to these students. The waiting list is NOT a signup list for the next time the class will be offered. If students do not get in to a course during that semester, they must again sign up for the course the semester before it is offered by the above procedure. Therefore students must plan ahead for practicum and internship.

Site Placement

Practicum and internship sites are currently offered in selected community agencies and schools.  The Counseling Clinical Coordinator, in conjunction with program faculty, is responsible for placing students in appropriate sites. Site selection is determined by each students' professional goals, past experience, and level of expertise.  A current listing of approved internship sites is available from the Counseling Clinical Coordinator and faculty practicum supervisors.  Students are NOT to make contact with the agencies/schools until the Counseling Clinical Coordinator or the faculty supervisor has informed them to do so.  After which students will follow the requirements of the sites and submit appropriate resumes and/or participate in an interview process.

Schools and agencies are not required to accept students for practicum or internship experiences. Therefore, the counseling program cannot guarantee that an agency or school will accept students.  However, the department and college have well-established working relationships with university departments, local agencies, and schools. It is increasingly common that agencies and schools require students to be interviewed.  Many agencies and schools accept applicants for practicum and internship on a selective and competitive basis. Students need to expect to prepare for these interviews in the same way they would prepare for job interviews.

If a student chooses to engage in a practicum/internship at a site not previously used for internship by Southeast Missouri State University counseling students, the student (after receiving permission from the Counseling Clinical Coordinator) will arrange for a meeting between the prospective on-site supervisor and the Counseling Clinical Coordinator to determine the appropriateness of the placement.

If students engage in their practicum at their present employment site, it is expected that the supervisor will be someone other than their present supervisor.  Additionally, students should be given duties other than their normal job requirements.  The student must submit a letter from the supervisor to ensure that (1) practicum supervision will be conducted by a different supervisor, (2) the duties performed for the practicum/internship will be different from those currently performed for the student's job, and (3) the new duties performed for practicum are performed outside of his or her present daily function.

When placed in an agency or school, the student counselor will be expected to function within the regulations and administrative structure of the site.  Actual duties will be assigned by the site supervisor (in consultation with the faculty supervisor).

Practicum is intended to provide students opportunities to begin practicing counseling skills at a variety of sites with varied clientele.  The practicum is closely supervised by a faculty instructor who helps the student counselor conceptualize the client's concerns and determine a strategy for working with the client.

Current prerequisites for the first counseling practicum course are available from your advisor.  These prerequisites include admission to candidacy, a grade of "B" or higher in CP 610, Counseling Orientation and Ethics, CP 612 Counseling Theories, CP 614 Counseling Skills, and CP 616 Group Counseling. Students who have not completed courses, adequately responded to any remediation plans, removed any incomplete grades or have any grade lower than a "C" may not begin Practicum.

Supervision will be twofold.  A university department, agency, or school supervisor, known to have competencies and interests compatible with counseling, will provide the student with one hour of weekly individual supervision on day-to-day activities, (e.g., case management, scheduling).  The Council for Accreditation of Counseling and Related Educational Programs (CACREP) requires that the on-site supervisor for community agency student counselors hold one of the following credentials:  Licensed Professional Counselor (LPC), Licensed Psychologist, or Licensed Psychiatrist.  For School Counselors, the National Council for Accreditation of Teacher Education (NCATE) and CACREP require that the on-site supervisor hold the appropriate certificate or license from government agency or appropriate certifying body.  Also, a faculty supervisor will meet with the practicum student one hour per week for individual or dyadic supervision.  At that time the supervisor will discuss theoretical and certain technical activities, (e.g., reviewing tape recordings of counseling sessions, case reviews).
 
The university department, agency, or school supervisor will submit a written appraisal of the student counselor at mid-term and at the end of each term (see Appendix H).  Course grades and credit will be given after the completion of the experience.  The faculty member will make the final decision regarding course grades.  Letter grades will be assigned for these experiences.

A training/orientation program for on-site supervisors is conducted each year to convey and clarify any changes in the practicum/internship requirements.  All new and continuing supervisors and site representatives are encouraged to participate. Other training and information will be available from time to time.

Practicum and internship sites and supervisors will be evaluated once each year. Continuing as an approved site and supervisor depends on continued compliance with departmental requirements for practicum/internship, continued ethical and professional conduct, continued support to the professional philosophy of the department, and favorable student evaluations.  The site evaluation will be composed of a formal student evaluation and information gained from the site visits.  Following the evaluation, the department may reassess the approved status of sites and supervisors.

A minimum of 100 hours on-site with a minimum of 40 hours of direct service with clients is required.  It is expected that students will complete their practicum by distributing their time in the practicum site over at least a 10-week period.  In addition, the practicum student is required to attend the practicum seminar and group supervision, which meets one and a half to two hours per week to review and discuss the on-site practicum activities with a faculty member.  Reviewing tapes of counseling sessions, role-playing, presenting cases, and evaluating legal and ethical issues are examples of seminar and group supervision activities. One hour per week of individual or one and half hour per week dyadic supervision with university faculty supervisor is also required.

Most counseling sessions must be routinely audio or video taped.  If your site does not have the equipment to videotape, a video recorder may be checked out from the educational laboratory on the second floor of the Scully building.  If you are not allowed to videotape at your practicum site, you must request from your university supervisor clients to be seen in the counseling laboratory.  

In the practicum, students will be expected to demonstrate a commitment to implementing and expanding the following skills:

1. Demonstrating effective counseling skills.
2. Establishing and maintaining a helpful and supportive counseling/therapeutic relationship.
3. Developing and applying appropriate individual counseling techniques.
4. Maintaining client records, scheduling client appointments, learning about and using community resources when appropriate.
5. Working effectively with supervisors and colleagues, including appropriate analysis and presentation of counseling sessions and case studies.
6. Continuing development of professional behavior.
7. Displaying enthusiasm for and commitment to the counseling profession.
8. Expressing a willingness to learn.
9. Continuing a development of personal traits conducive to effective counseling, learning and professional development.

Beginning Spring of 2003 all Practicum and Internship experiences will be graded in a more traditional A – F way.  Students who receive a grade lower than a B may retake practicum and a remediation plan will be developed. If the student fails to obtain a B or better the second time or fails to follow the remediation plan, he or she may be removed from the program.

1. Students must adhere to all policies, procedures, and operational guidelines of the practicum site.
2. Students must demonstrate professional behavior and ethical behavior consistent with the ACA code of ethics.
3. Students must complete all required paperwork, which includes keeping client files up-to-date and complete.
4. Students must demonstrate basic counseling skills; demonstrate direction and movement in counseling; develop goals and objectives; implement interventions; and monitor and evaluate client's progress.
5. Students must accumulate a minimum of 40 client contact hours during the semester.
6. Students must be able to audio/videotape client’s informed consent.
7. Students must audio/videotape at least 5 different clients during the practicum.
8. Students must respond appropriately to feedback from supervisors and peers.
9. Students must demonstrate that they are prepared for work with their clients by having reviewed tapes, read relevant material, and/or conducted necessary library research.
10. Students must submit other requirements of the faculty supervisor on the specified due date (e.g., verbatims, specimen of client's report).
11. Students must show up on time, dressed professionally and maintain professional decorum.
     

1. Students must consistently demonstrate each of the criteria listed under "B"-level work.
2. Students must develop a balance of content and affect in dealing with clients.
3. Students must demonstrate an ability to work with a wide range of clients.
4. Students must demonstrate a willingness to take risks and develop skills above and beyond those already possessed.  Students must also encourage clients to take risks.
5. Students must begin to apply an acceptable and coherent theoretic orientation.

Grades will be recorded by the university supervisor at the end of the practicum experience after discussions with the student and the site supervisor.

The internship is a supervised experience in Elementary School Counseling (CP 682 Internship – Elementary), Secondary School Counseling (CP 683 Internship – Secondary) School Counseling (CP 684 Internship – School Counseling) or Community Counseling (CP 686-7 Internship Community) and is perhaps the most important and comprehensive professional experience for counseling graduate students.  Designed to allow application of skills and knowledge gained in a supervised setting, the internship is comparable to the ultimate choice of a professional work setting.

Typically this placement continues at the same site and is an extension of the first practicum. For school counselors, an internship is required in both Elementary School Counseling and Secondary School Counseling if the student wishes to be certified K-12. Each student must have a total of 9 credits in internship over the course of 2 semesters.

Prerequisites for Internship courses are:

1. Successful completion of the practicum with a grade of A or B.
2. Approval of an internship site by faculty internship supervisors. (Elementary School Counseling, Secondary School Counseling or Community Counseling).

A written contract between the University, the internship site, and the student is required at the onset of a student's internship. (Appendix I)

1. To provide opportunity for practicing competencies developed throughout the graduate training program.
2. To acquaint the student with organization structure, protocol, relationships, processes, and working conditions.
3. To encourage the formulation of and identification with a professional role.
4. To provide an awareness of the process of community organization to meet the needs of the client.
5. To inculcate high standards of professional ethics and provide experience in actual interpersonal relationships involving ethical decisions as well as practice in evaluating personal motives.
6. To provide experiences with the realities of everyday agencies or institutional employment and introduce the challenges of maintaining a regular counseling schedule.

The student is expected to satisfactorily complete the supervised internship experience.

1. Students will spend a minimum of 600 clock hours at an approved internship site that enables them to develop counseling skills and practices (for the total 9 credit hour internship experience; this will typically be in 2 semesters). (School counseling students wishing to become certified K-12 should have a minimum 200 hours in one or the other appropriate settings – for example 200 hours spent in a high school and 400 hours in an elementary school, for a total of 600 hours. Students only wishing elementary OR secondary will complete all 600 clock hours in the desired setting.)
2. Students are required to have a minimum of 40% of on-site time in face to face counseling services (240 total contact hours).
3. Students are required to have at least 1 hour a week of individual supervision with their on site supervision (a ratio of 1 hour supervision to 20 hours worth of site time must be maintained.)
4. Students are required to have 2 hours of group supervision per week with the university supervisor. (Exceptions to this may be made in the cases where the site is at a distance as described below AND equivalent group supervision can be secured.)
5. Students are expected to adhere to all site and university policies of the on-site practicum and internship placement.
6. Students are required to attend all scheduled class meetings.  Students are expected to come to each class session prepared to present and discuss current client cases on which they are working.
7. Students will develop counseling skills by keeping records, recording sessions, and critiquing each session.
8. Students will seek opportunities to develop skills in each of the following areas:

• A. Individual counseling
• B. Group counseling
• C. Record keeping and accountability
• D. Consultation
• E. Test administration and interpretation
• F. Professional development
• G. Program development

1. Note: If the student's internship placement does not afford the direct opportunity for any of the above activities, the student is expected to consult with the instructor concerning alternative means to develop the needed skills.
2. Students will keep logs of all practicum and internship activities. (Appendix G)
3. Students are expected to share their logs with their on-site supervisor regularly for comments and suggestions.  The logs will be turned in and evaluated by the course instructor at the end of the semester.
4. Students are required to complete all assigned readings. 
5. By the end of the two semesters of internship, the student is expected to demonstrate theoretical competency in advanced skills as outlined above.

1. Internship hours should be recorded in the student's log (Appendix G).

Distribution of internship hours – Students will spend two semesters in internship.  Each semester, students should record the following hours:

a. Direct service:  Client contact (one-on-one or groups):
MINIMUM: 40% of total internship hours:  120

b. Individual supervision with on-site supervisor:
1 hour/week minimum:  15

c. Group supervision with university supervisor:
1 and 1/2 hour/week minimum:   23

d. Additional hours in staff meetings, case presentations, peer
and/or supervisor observations, in-service training, transcription
and analysis of audio/videotapes or other activities approved
in advance by students' supervisors: minimum: 142    

Minimum Total Hours Per Semester: 300
Two Semester Total Minimum Hours: 600

Note: The student may, at the discretion of the advisor, make up a shortage of hours from the first semester during the student's second semester without taking an incomplete.  Hours which are not completed after the second semester of internship will result in a failing grade.  The student will be required to re-take 3 credit hours of internship in the following semester unless otherwise approved by the counseling faculty.  Forfeiture of previously approved hours may result.  STUDENTS MAY NOT COUNT PREVIOUS WORK EXPERIENCE TO SATISFY THEIR INTERNSHIP REQUIREMENT.

Students will bring case records (not client files) and tapes to each scheduled class meeting and to their individual supervision with the course instructor.

Students will obtain and record the following information for each client case:

1. Client name (alias)
2. Date of birth or age
3. Developmental, educational and social history
4. History of the client's problem
5. Previous attempts at problem solution
6. Client's definition of the problem (presenting problem)
7. Counselor's definition of the problem (if different from the client's definition)
8. Counseling objectives for problem solution
9. Counseling procedures for problem solution
10. Session-by-session indicators of problem solution
11. Session-by-session notes (progress and future goals)
12. Termination procedures and indicators

Students will summarize and give personal reactions to each individual and group counseling session, each consultation, each test administration, interpretation activities, and professional development (e.g., readings, workshops, conferences) in a journal.

A wide range of methods may be employed to monitor internship objectives, including:

These activities are presented as a minimal frame of references, as well as a general guideline.

1. To receive a grade, the intern must demonstrate ability beyond being merely a competent counselor.  This will include demonstration of competency beyond the "A" level required in practicum (see criteria listed under Grades in practicum section).
2. Demonstration of the competencies for the internship.
3. The weekly log (Appendix G).
4. A journal-narrative account of the internship experiences.
5. Evaluation of on-site and university supervisors.
6. Satisfactory participation in the internship seminar including all assignments.
7. Completion of a minimum of 300 clock hours per semester (600 total) to satisfy the internship requirement (see criteria listed under internship).

1. Students will complete 300 hours per semester on-site according to a signed internship contract.
2. Students will apply ideas and theories from their master's coursework and readings to the internship setting.
3. Students will realistically evaluate personal skills and work to strengthen skills in the internship setting.

1. Verify that each student is adequately prepared for the practicum and internship experience.
2. Consider the number of students to be supervised in the on-site experiences along with teaching load, thesis and advisement, and other on-campus duties.
3. Assist the student in selecting the site prior to the beginning of the practicum and internship experience.  The University supervisor will make the initial contact with the on-site supervisor.
4. Serve as liaison between the University and practicum/internship site to facilitate communication.
5. Be available for consultation and intervention, as necessary.
6. Maintain confidentiality of those clients whose counseling sessions are taped for purposes of student critique. The University supervisor will maintain ethical standards, including confidentiality.
7. Provide supervisory seminars with students to discuss common problems and experiences and to assist students in case study presentations.
8. Meet with individual students during scheduled consultation sessions. 
9. Review student logs detailing activities and hours spent at their site.
10. Review audio/videotapes of the student's counseling sessions.
11. Discussion about progress, techniques, procedures, policies, and developing relationships with clients and interdisciplinary professionals.
12. Review student work and accomplishment of goals and objectives to ensure the student is progressing and completing the requirements on the site.
13. Intervention when the student is receiving limited or restricted experiences on site.
14. Contact with the on-site supervisor a minimum of two times during the semester to ensure the student is completing the on-site experience.  Make at least one on-site visit to meet with the student and the on-site supervisor (if possible).  If possible and permissible, observe the student in a counseling session at the site.
15. Maintenance of appropriate records for grading and completion of an evaluation of the student's overall performance, including feedback provided by the on-site supervisor.

1. Possess Master's degree in counseling plus appropriate experience and licensure as a Certified School Counselor, Licensed Professional Counselor, Psychologist, or Psychiatrist.
2. Abide by the ethical standards of the appropriate profession.
3. Have ongoing contact with the university supervisor to assess the progress of the student throughout the on-site experience.
4. Orient the student to the organization.  Arrange for appropriate working conditions as possible (e.g., privacy, designated setting for counseling).  Acquaint student with staff members.
5. Define the student's responsibilities at the site.
6. Arrange opportunities for the student to observe the on-site supervisor in appropriate activities, such as counseling sessions, consultation, and conferences.
7. Arrange for the student to be an active participant in staffing.
8. Assign appropriate readings.
9. Have the student become familiar with and administer assessment instruments that are used at the site and become actively involved, under supervision, with the scoring and interpretation of the results.
10. Meet with the student at least one hour per week for every 10 site hours in practicum supervision, 1 hour for every 20 site hours for internship, and 1 hour per week for advanced practicum.  This supervision must include listening to case presentations, discussing client load, reviewing tapes of sessions, and giving appropriate feedback.  Remember, the counselor-in-training is a STUDENT and relies on your expertise for growth as a helping professional.
11. Review student logs, accountability sheets and verify work completed.
12. Ensure that the student spends AT LEAST 40% of on-site time in direct client contact activities.  Counseling activities should include one-on-one counseling and group work (specific hours according to the level of practicum/internship).
13. Provide opportunity for audio/videotaping sessions for critique by the University and on-site supervisor.
14. Complete the necessary evaluation forms, discuss them with the student, and send them to the University supervisor by the deadline for the term.
15. The site supervisor who believes a student's behavior or skills are professionally unacceptable should bring this to the University supervisor at the earliest possible time.  The University supervisor will coordinate with the on-site supervisor to determine appropriate action.
16. The student should be allowed to have a variety of experiences as determined by the student's goals and objectives of the site.

Examples of such activities may include but not be limited to:

School Counseling
Policies and procedures of the school
Administrative and teacher consultation
Parent conferences
Career, academic and personal counseling
Appropriate guidance activities in the classroom
Individual and group counseling
Program development

Community Counseling
Policies and procedures of the agency
 Involvement (as appropriate) with staffing and related meetings
 Consultation (as appropriate) with staffing and related meetings
 Intake interviews
 Individual Counseling
 Group counseling (co-facilitating and facilitating)
 Family counseling
 Addictive disorders counseling
 Interdisciplinary team consultation
 Testing (as appropriate)- administration and interpretation
 Psycho-education activities--e.g., outreach, parenting classes, seminars, public
  relations activities
 Report writing--e.g., records, treatment plans, case summaries

Responsibilities of the Student

1. Initiate contact with the established site supervisor only after approval has been granted by the University supervisor.
2. Be at the site on agreed upon days and BE ON TIME!
3. Fulfill the minimum numbers of hours required by the training program, the state, and/or any licensure or certification laws.
4. Be familiar with the ACA Code of Ethics and practice professional ethical behavior.  In essence, consider yourself an "employee" of that school or agency and conduct yourself accordingly.
5. Develop a set of goals and objectives, both personal and professional that are to be achieved at the site and as a result of the practicum and internship experience.
6. Negotiate with the on-site supervisor on appropriate goals and objectives.  On-site experiences should include, but not be limited to, one-on-one counseling, group counseling, attending staffing, completing assigned readings, participating in in-service meetings for professional development, organizing and conducting special training sessions for parents and interdisciplinary professionals.  This plan should develop into a contract for internship.
7. Discharge all responsibilities at the cooperating agencies in a professional manner.  Specifically, the student must adhere to all conduct rules applicable to the agency's employees as well as the state and national boards of the profession.  This includes appropriate fees, punctuality, and responsible use of time while on site, etc.
8. Seek feedback, actively and regularly, relative to general involvement and performance of responsibilities.  Meet as required with the site supervisor for critique of work, including direct and indirect service.
9. Keep a daily log of client contact hours, indirect service hours, and supervisory hours in accordance with the supervisor's guidelines.
10. Secure appropriate liability insurance.
11. Obtain written consent from all clients in individual and group counseling before treatment begins.  Obtain written parent/guardian consent for all clients under the age of 18.
12. Meet with the on-site and University supervisor for a final evaluation of the practicum and internship.
    

Students who wish to continue practicum and/or internship work during any break (e.g. Christmas break, Spring Break) will be able to do so only if the following conditions are met:

A written agreement to the above conditions will be signed by the student, on-site supervisor and faculty supervisor prior to the break. 

For students wishing to complete practicum and/or internship courses at a distance (minimum of 100 miles), it is logistically impossible for faculty to provide weekly supervision sessions.  The student must therefore complete the following steps:

1. Acquire approval of the placement from the entire counseling program faculty.  The student must be evaluated to have appropriate knowledge and skills for this more independent experience.
2. Secure a letter from the agency/school supervisor by the sixth week of the term preceding the semester in which the experience is to begin.  The letter must indicate this supervisor is willing to be responsible for supervision of the student, to meet one hour weekly with the individual student for supervision, and to provide for 1 1/2 hours of group supervision per week.
3. Agree to complete weekly logs, tapes (1 per month or more as required by the faculty supervisor), and other report forms or requirements by the faculty supervisor and submit these on a monthly basis.
4. Arrange for monthly contact (e.g., email, telephone, fax) between the site and the faculty supervisors.

Arrange for weekly contact (e.g., email, telephone, fax) between the student and the faculty supervisor.

The primary purpose of the portfolio is to allow a counseling student/graduate to demonstrate that he or she possesses knowledge, skills and competencies in various areas of responsibilities. It is also a vehicle through which students reflect upon crucial components of their training as a counselor. It will be designed as follows.

Please note: Students will be required to purchase a three-ring binder, dividers, audio and/or videotapes to be contained within the portfolio. Management and storage of the binder is the responsibility of the student.

Section I: Professional Information

1. Professional Cover Letter
2. Vita or comprehensive Resume
3. Licensure or Certification Documents
4. Testing Results – CPCE and Counseling Praxis or the NCE
5. Current Transcripts
6. Malpractice Insurance Documentation

Section IV: Personal Counseling Position Paper. (Appendix C).

1. Video Tape
2. Verbatim (All identifying information removed.)

The case presentation will demonstrate the student’s finest ability as a counselor, effective integration of all knowledge, and significant evidence of the Personal Counseling Position Paper.

The Personal Counseling Position Paper. This paper should be comprehensive and address the student’s 1) philosophy of humanity and how individuals and/or systems change, 2) theory (ies) of counseling, 3) goals as a counselor, 4) techniques to facilitate obtaining goals, 5) the justification of techniques from a theoretical perspective, 6) a philosophy for counseling ethnoculturally diverse clients, 7) personal and professional qualities that may add to or detract from ones effectiveness as a counselor, and 8) plans for future growth.

Briefly describe (2-4 typed page reflective paper) what you did and the impact it had on you. Give dates, places and times including 1) Name of conference/workshop and 2) Sponsoring agent. Please provide evidence of attendance. (e.g. Program, CEU credits, Completion Certificate.)

Interact (minimum 5 hours) with a culture different than your own by becoming involved with the activities at a site that represents another culture.

Briefly describe (2-4 typed page reflective paper) what you did and the impact it had on you. Give dates, places and times. Please provide evidence of attendance. (e.g. Program, Information)

Participate in a 3 career counseling sessions. Including discussions with a counselor and career assessment inventories.

Briefly describe (2-4 typed page reflective paper) what you did and the impact it had on you. Give dates, places and times.

Attend a minimum of ten (10) support, self help, personal growth, or psychoeducational group sessions.

Briefly describe (2-4 typed page reflective paper) what you did and the impact it had on you. Give dates, places and times. Please provide evidence of attendance by having the group facilitator sign the reflective paper.

Requirement 6: Technology
Demonstrate Competence in the use of Technology.

Give an example of your work with technology.  This can be an example of electronic assessment, powerpoints, webpages or another appropriate artifact.  This artifact may be listed in another section of the portfolio. (If this is the case, reference where it can be found.)
 

All students will be required to complete an Oral exam. This will be a defense of the student’s portfolio.

Scoring Rubric

Professional Characteristics Review Form

Change History

January 18,2008 -- Updated from 1995 ACA ethics reference to 2005 ACA ethics reference.
August 27, 2007 -- Added Thesis Option – As outlined in the “Thesis Option” paragraph of Section IV – Exit Requirements, a student may elect to complete a thesis instead of the Personal Counseling Position Paper. (This was added in Section III and in Section IV.)
August 16, 2007 -- Added Section Headings to the Table of Contents and Text
May 9, 2007 -- Number of Questions on CPCE correction 200 to 160.
April 4, 2007 -- Number correction CP655 to CP733.
February 9, 2007 -- Updated – “Evaluation of Practicum and Internship Students” form.
Added – Requirement 6 – Demonstrate Competence in the use of Technology
Updated – Comprehensive Professional Counseling Portfolio – Scoring Rubric
August 28, 2006 -- Updated name of department.
May 3, 2006 -- Updated Ed.S. Requirements by replacing CP731 with CP771 Counselor Supervision.
April 18,2006 -- Updated DESE links.
August 8, 2005 -- Updated Accreditation information.
July 13, 2005 -- Updated Link to LPC Board
April 22, 2005 -- Added Minority Recruitment Policy.
March 31, 2005 -- Corrected course number.
December 6, 2004  -- Corrected DESE link.
September 22, 2004 -- Added Site Evaluation form, Permission to Proceed form and changed Portfolio Deadline dates.
September 7, 2004 -- Corrected CP 735 Intelligence Testing and CP 739 Testing Practicum and CP610 Counseling Orientation and Ethics
September 3, 2004 -- Added the following text to Program Prerequisites:  "EX 390 - Psychology & Education of the Exceptional Child OR EX 635 - Psychology and Education of Students with Special Needs AND  SE 273 - Fundamentals of Secondary School Education and SE 271 - Theories of Learning and Management - Middle & Secondary OR
SE 635 - Theory of Learning and Instructional Strategies (SE 635 Takes the place of both SE 271 and SE 273)" 
The following was add to the Candidacy section:  "Candidacy is an agreement between you and the university that states the courses that you agree to take to get a degree.  We expect that students complete this after discussing it with their advisors.  ...  A form can be obtained from the Graduate Schools website.  Students should use the Candidacy form listed for "Master of Arts, Master of Music Education, Master of Science in Nursing, and Master of Business Administration"
Changed the name of CP699 to "Portfolio Oral Defense"
August 24, 2004 -- Added links to new log sheets in Appendix G.
July 2, 2004 -- Corrected English in Mission statement  -- took out "daily."
May 14, 2004 -- DESE links were updated in the Certification section.
March 10, 2004 -- GR 699 was changed to CP 699 in exit requirement section. Clarified procedures for obtaining certification, meeting with certification officer optional and requirements for background checks. Added "... for a total of 600 hours. Students only wishing elementary OR secondary will complete all 600 clock hours in the desired setting." in Internship section.
February 18, 2004 -- Minor wording change in mission statement. "...a diverse group of learners from the Southeast Missouri region and the nation..." added.
February 3, 2004 -- Appendix Hyperlinks updated, CPCP Scoring Rubric Added, Update Table of Contents
October 28, 2003 -- Typographical corrections
August 2003 -- Clarification of Endorsement Policy as it relates to Faculty Knowledge and Plagiarism
March 2003 -- Typographical Changes