The Department of Counselor Education at Delta State University WELCOMES you to ORIENTATION for the Masters of Education in Clinical Mental Health Counseling and School Counseling IMPORTANT: After completing this orientation, you will complete a short assessment. Upon successful completion of the assessment, please print your scores and provide a copy to your advisor.You must complete this orientation/exam and bring your scores to your first advising appointment to sign-up for classes. A copy of this certificate MUST be on file before the end of the first full month of courses. Also, please note any questions/concerns that you may have and bring them to discuss in your “Introduction to Counseling” class. Orientation Meet your Faculty! Admissions Introduction to the Program Counseling Programs of Study Informed Consent Program Requirements Field Experiences Program Completion Other Things to Know… Activities/Opportunities/Professional Development DSU Counselor Education Online Preparing for Graduate School Meet your Faculty! Mistie Barnes, EdD George Beals, PhD Juawice McCormick, PhD Bryon Pickens, EdD Catherine Vincent, MEd Each faculty member is a Licensed Professional Counselor and/or a National Certified Counselor committed to making a professional and academic contribution through active involvement in their professional organizations and personal growth. Mistie Barnes, EdD, LPC-S, RPT-S [email protected] Assistant Professor of Counselor Education Director, Play Therapy Training Institute Dr. Mistie Barnes is a Licensed Professional Counselor-Supervisor and a Registered Play Therapist-Supervisor. Clinically, she specializes in utilizing play therapy with children, adolescents, and families, specifically those working towards resolving trauma experiences. She works with children, teens, adults, and families. She provides clinical consultation and supervision in counseling and play therapy, speaks nationally on play therapy and trauma, and has published chapters and techniques in several books. She has served on several committees with the Association for Play Therapy (APT), is current editor of the APT Mining Report, serves as an Ad Hoc journal editor for two peer-reviewed counseling journals, and is President of the Mississippi Association for Play Therapy. Dr. Barnes was recently announced as the winner of the 2014 International Key Award for Training and Professional Education through the Association for Play Therapy. George Beals, PhD, LPC-S [email protected] Assistant Professor of Counselor Education Dr. Beals holds the following degrees: BA, Troy State University; MA, University of Alabama at Birmingham; and PhD, Mississippi State University. He has training in REBT, EMDR, clinical hypnosis, strategic family therapy, and integrated breathwork. He has been a drug and alcohol counselor specializing in dual diagnosis and chronic relapse. He practices using a multimodal theory base and is well-versed across basic and modern counseling theories. His research interests include counseling interventions such as EMDR, hypnosis, and breathwork, counseling outreach into schools and the community, LGBTQ issues, and teaching strategies for counselor educators. Dr. Beals has enjoyed private practice work since 2002 as a generalist serving in underserved areas of Mississippi. General research questions that pique Dr. Beals’ interests include: What counseling theories/techniques are efficacious with low income clients? How do counselors continue to do their personal work beyond graduate school? How do we integrate therapies to best fit clients’ needs? How do we increase counseling’s effectiveness in community/school settings? Juawice McCormick, PhD, LPC-S [email protected] Assistant Professor of Counselor Education Program Coordinator Dr. McCormick's education: BSE, Delta State University; M.Ed. with an emphasis in Rehabilitation Counseling, Miss. State University; Ed.S. with an emphasis in School Counseling, Miss. State University, Ph.D, Counselor Education with concentrated research/study in School Counseling and Special Education, Miss. State University. Dr. McCormick is a Licensed Professional Counselor, Licensed Professional Counselor Supervisor, National Certified School Counselor, and a National Certified Counselor. She was appointed by the governor to the Miss. State Board of Examiners for Licensed Professional Counselors as the representative of Mississippi's third congressional district. Dr. McCormick is a member of the editorial review board for The Delta Journal of Education and sits on the Graduate Council at DSU. It is hard to believe, but Dr. McCormick is indeed old enough to have 10+ years’ experience in Community Mental Health as a therapist, substance abuse counselor, HR Director, and director of County Services in addition to 15+ years as a Professional School Counselor working with students in grades 3-12, alternative settings, and GED programs. Dr. McCormick feels incredibly fortunate to be a part of the CED family. Her colleagues are the smartest, kindest, most full-of-grace folks in the world. Her students are just the best! Her areas of interest are Leadership and Identity Development in Professional School Counseling, Reflection Practices Among Counselors; Exceptionalities; Resilience, Creativity, and the Meaning and Importance of All Types of Relationships. Dr. McCormick belongs to James, Hannah, Cullom, Ray, B’boo, and Mojo. They, too, are her happy prisoners. Life is good. We are blessed beyond measure. Bryon Pickens, EdD, NCC [email protected] Assistant Professor of Counselor Education Dr. Pickens is a clinical mental counselor with experience in family therapy, co-occurring disorders, crisis intervention, and hypnotherapy. He completed his master’s and doctoral studies in counseling and counselor education at The University of Memphis. Dr. Pickens pursues research in the areas of positive psychology and pedagogical methods of counselor education. Catherine Vincent, MEd, LPC [email protected] Counseling Laboratory Director Mrs. Vincent is the Counseling Lab Director for the Pre-Practicum class. Mrs. Vincent received her Master's degree from Webster University with an emphasis in Community/Mental Health Counseling and her Bachelor's degrees in Fine Arts and Psychology from Delta State University. Mrs. Vincent has counseling experience working in the private, state, and nonprofit sectors. Mrs. Vincent has worked with the following populations: adolescents, college students, individuals with intellectual disabilities, adults, and older adults. Admissions Bachelor's degree from an institution fully accredited by one of the recognized accrediting agencies Overall undergraduate GPA of 2.75 OR a 3.0 or higher on the last 64 hours of required coursework (Transcript Required) Appropriate scores on the CAAP, or equivalent test scores before admission to the program (Please note: If you have not completed the CAAP or an equivalent assessment, the graduate school will hold your application until such assessment is complete). Verbal Skill Proficiency Requirement for Graduate Students at DSU Test/Exam Collegiate Assessment of Academic Proficiency (CAAP) (Verbal Essay Test) (Counseling & Testing Center – 846-4690) Graduate Record Exam (GRE) (Verbal Test) (BEFORE August 1, 2011) Minimal Score 3 370 Graduate Record Exam (GRE) (Verbal Test) (August 1, 2011) 3 Graduate Management Admission Test (GMAT) 3 Millers Analogy Test (MAT) 30 Praxis: Pre-Professional Skills Test (PPST) (Writing Test) 174 Praxis: Competency-Based Test (CBT) (Writing Test) 320 Introduction to the Program The counseling programs at Delta State University are housed within the Department of Counselor Education and Psychology, which resides within the College of Education and Human Sciences. The program offers: A Masters of Education (MEd) in Clinical Mental Health Counseling; A Masters of Education (MEd) in School Counseling; An Educational Specialist (EdS) in School Counseling; and A Doctorate of Education (EdD) in Professional Studies with an Emphasis in Counseling (this degree program is not administered by the counseling department). Counselor Education Mission Statement The faculty and staff of the Delta State University Counselor Education Program, through teaching, training, supervision, and experiential activity, develop ethical, competent, and culturally sensitive counselors who are prepared to work in school or community settings. Program faculty seek to strengthen the profession by modeling for students the professional expectation of continued growth and learning, interpersonal awareness, and practical application of sound principles and practices in their work as professional counselors. Accreditation The Master of Education degrees in Clinical Mental Health Counseling and in School Counseling are accredited by CACREP (Council for the Accreditation of Counseling and Related Educational Programs), a specialized accrediting body that promotes the advancement of quality counselor education programs. Both programs were recently re-accredited for the maximum allowable of eight (8) years. Completing a program with CACREP accreditation ensures that your educational program has been closely evaluated and found to meet the highest of standards as set forth by the profession. Completing a CACREP program also simplifies the process and requirements which must be met for licensure in most states, including Mississippi. The School Counseling program at Delta State University is approved by the Mississippi Department of Education and is also accredited by NCATE, the National Council for Accreditation of Teacher Education. Eight Core Areas of our Knowledge Base Professional Identity Human Growth and Development Social and Cultural Diversity Career Development Helping Relationships Group Work Assessment Techniques Research and Program Evaluation These core areas are the basis from which your counseling education will be derived.Your comprehensive examination and your National Counselor Examination specifically focus on these core areas. Program Composition Faculty 5 Full-time Core Faculty 1 Full-time Counseling Laboratory Director Adjuncts are utilized as needed, and all adjuncts are qualified in the areas in which they are teaching Students Most students are from within the Mississippi Delta. From Fall 2009 until Fall 2012, our program enrolled students from four states and 25 Mississippi counties. In the Fall of 2012, students ranged in age from mid-20s to mid60s, with a mean age of 32.29. Additional student information in Fall 2012: Characteristic Percentage Part-Time (3-6 Graduate Hours) 46% Full-Time (9+ Graduate Hours) 54% Male Female EdS Student Master’s Student 7% 94% 16% 84% Advising You have an advisor. Your advisor OR the program coordinator may be the first person to advise you for your first semester of coursework. You are expected to seek assistance from your advisor as needed. Your advisor will create for you an electronic program of study – this program of study will be your roadmap to guide you through the program – it tells you what courses you must take, and most often, when you will take them (subject to change based on enrollment needs).Your advisor will update this every semester. You must meet with your advisor every semester to schedule your courses. If you would like to make a change in your program of study, please discuss this with your advisor BEFORE making any changes, or it may impact your graduation date or result in you being unable to progress in the program. Advising Assignments Student Last Name Faculty Member Faculty Email Faculty Phone Number A-E Dr. Mistie Barnes mbarnes 662-846-4360 F-L Dr. George Beals gbeals 662-846-4362 M-R Dr. McCormick (Temporary) Jmccormick 662-846-4392 S-Z Dr. Bryon Pickens bpickens 662-846-4389 Dr. Juawice McCormick jmccormick 662-846-4392 EdS Students When coming in for course advising, please complete the “DSU Schedule Form” and bring with you to the appointment. This can be obtained online or in the office of the department secretary. If you are unable to register for a class due to an ‘error,’ please email your advisor, along with the Program Coordinator. Include the course name, the CRN, and your 900#. Note: Advising assignments ARE subject to change. Programs of Study Programs of study are available in your student handbook, as well as from your advisor and in the office of the department secretary. DELTA STATE UNIVERSITY Tentative Program of Study: Masters Degree (M.Ed.) in Counselor Education Clinical Mental Health Counseling Revised: April 2011 Name: __________________________________________ 900# __________________________________ Address: _________________________________________________________________________________ Program is designed to meet the state requirements for licensure as a Licensed Professional Counselor. Major Core Courses (Counselor Education) Credit Hours 3 CED 600: Introduction to Counseling CED 601: Counseling Theory 3 CED 602: Assessment Techniques in Counseling 3 CED 604: Pre-Practicum 3 CED 605: Group Counseling 3 CED 606: Career Development and Placement 3 CED 609: Practicum 3 CED 610: Clinical Mental Health Internship 6 CED 616: Social and Cultural Counseling 3 CED 620: Human Growth and Development 3 CED 627: Foundations of Clinical Mental Health Counseling 3 CED 630: Counseling Skills 3 CED 635: Methods of Research in Counseling and Statistics 3 CED 703: Psychodiagnostics in Counseling 3 CED 711: Crisis Intervention Techniques 3 CED 712: Counseling Children and Adolescents 3 CED 715: Marriage and Family Counseling Semester to be taken Semester completed Grade Semester to be taken Semester completed Grade 3 54 Total Hours Electives (Community) Credit Hours 3 3 6 Total Hours Transfer courses to be considered for degree requirement Credit Hours 3 Course Substitution For Which Course? From Which Institution? Grade Date Authorized 3 3 Total Hours 9 Total Hours in Program: ____________ (60 minimum) DELTA STATE UNIVERSITY Program of Study: Masters Degree (M.Ed.) in Counselor Education School Counseling Revised: February 2012 Name: ____________________________________________________900# ________________________ Address: ______________________________________________________________________________ Program is designed to meet the Mississippi Department of Education requirements for certification as a School Counselor. Major Core Courses (Counselor Education) Credit Hours 3 CED 600: Introduction to Counseling CED 601: Counseling Theory 3 CED 602: Assessment Techniques in Counseling 3 CED 604: Pre-Practicum 3 CED 605: Group Counseling 3 CED 606: Career Development and Placement 3 CED 609: Counseling Practicum 3 CED 616: Social and Cultural Counseling 3 CED 617: Foundations of School Counseling 3 CED 618: Classroom Management for School Counseling* 3 CED 619: School Counseling Internship 6 CED 620: Human Growth and Development 3 CED 630: Counseling Skills 3 CED 635: Methods of Counseling Research and Statistics 3 CED 707: Consultation and Counseling of Diverse Populations 3 CED 711: Crisis Intervention Techniques 3 CED 712: Counseling Children and Adolescents 3 Semester completed Grade Semester to be taken Semester completed Grade 54 Total Hours Elective Credit Hours 6 Total Hours Transfer courses to be considered for degree requirement Semester to be taken Credit Hours 3 Course Substitution For Which Course? From Which Institution? Grade 3 3 Total Hours 9 Total Hours in Program: ____________ (60 minimum) Date Authorized Ongoing Electives CED 631-BEREAVEMENT IN CHILDREN AND ADOLESCENTS. This course examines the understanding and emotional response of death and bereavement by children and adolescents across multiple situations. Emphasis will include bereavement within the family and bereavement within the school and world. Additional emphasis will include assessment and interventions with bereaved children. CED 704-PSYCHOPHARMACOLOGY CED 713-SEXUALITY ISSUES IN COUNSELING. Examines sexual development across the lifespan including physiological, psychological and sociocultural variables associated with various stages of development. Special emphasis will be placed on counseling issues related to sex and sexuality including sexual abuse, sexual development, sexual dysfunction, sexual orientation and sexual addictions. CED 714-SUBSTANCE AND PROCESS ADDICTION COUNSELING. Study and application of theory and techniques of counseling to include assessment and treatment of substance use disorders and process addiction from an individual and systemic perspective. CED 718-COUNSELING AND SPIRITUALITY. This course examines the intersection and interaction of spirituality, religiosity, and counseling focusing on the impact of this intersection on the counseling relationship. Using the latest theories and research, students will examine developmental models of spirituality and how to address spiritual and religious issues with clients. Prerequisite: CED 600. CED 720-HYPNOSIS AND THERAPEUTIC LANGUAGE CED 722-PLAY THERAPY. Study of play therapy as a counseling intervention for children in schools and community settings. Covers the history and theories of play therapy, play as it relates to child development, and techniques of play therapy. Prerequisites: CED 604. Lab fee. CED 723-ADVANCED PLAY THERAPY. This course will provide an overview and exploration of complex play therapy subjects, skills, and challenges beyond the basics of play therapy. CED 770-SPECIAL TOPICS IN COUNSELING. Research and applied analysis of special topics related to counseling. 1-6 (May be repeated for a maximum of 6 hours credit) Please Note: Courses listed in the opposing track may be taken as an elective. Counseling What is it, what does it mean, what kind of job can I get? (Please note: This section is NOT all inclusive, it is merely a VERY brief overview). Counseling is a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals (American Counseling Association, 2010). Counseling Is…. Learning to be silent. Letting the client discover for themselves, rather than giving them the answers. Learning to accept everyone just as they are, where they are. Accepting ambiguity – we do not always understand the why’s and how’s – and that is ok. Allowing our clients to choose for themselves, even if we do not agree with the choice or feel it is a mistake – respecting autonomy. Putting aside our own beliefs and values and operating from within the belief and value system of our clients. Having: A genuine interest in people The ability to listen and engage Empathy (not sympathy!) Emotional insight and comfort The ability to be introspective Comfort with emotional intimacy Sense of humor Counseling Is Not… Giving Advice Wielding Control and Power A way to meet your own needs A cool job to do because all of your friends come to you for advice A way to meet your own needs for social interaction A way to meet love and relationship needs A way to address your own unresolved trauma Potential Specialty Areas School College/University Clinical Mental Health Rehabilitation Marriage & Family Addiction Play Therapy Career Gerontology And more! Who Will My Clients Be? School Counselor Children in schools ranging in grades Pre-K – 12 Clinical Mental Health Counselor Any age individual, from infants to the elderly. Many clinicians choose to specialize with certain age groups, with certain disorders, or with certain treatment techniques. What Types of Difficulties Will My Clients Be Facing? You will interact with clients who may have any mental health diagnosis in the DSM-5. These include diagnoses such as Attention Deficit Hyperactivity Disorder, Learning Difficulties, Autism Spectrum Disorder, Bipolar Disorder, Personality Disorders, Eating Disorders, Dissociative Identity Disorder, and more. Your clients may also be facing difficulties which may not be an official mental health disorder, such as divorce, the loss of a loved one, bullying, peer/family relationship issues, abuse, and other issues that may impact many of us. How Do I Know if Becoming A Counselor is Right For Me? “People have many different reasons for deciding they want to become a counselor. Some people choose this career because they once had a good experience with a counselor during a difficult time in their own life and they want to "pay it forward." Another person may have done some volunteer work at a crisis hotline and realized that they enjoyed both the challenges and joys of working with clients facing difficult times” (CACREP, 2013, para. 4). “Whatever the reasons, individuals that choose to seek a career in counseling usually have one thing in common - a desire to help people work through life's challenges. Some individuals want to work primarily with children or teens. Others prefer to work with adults. Some want to work in specific settings, such as K-12 schools or college campuses. Others prefer to work in a community setting such as a mental health center or private practice setting” (CACREP, 2013, para. 6). “Counseling can offer the right individual a rewarding career path in a health profession that is growing. It requires a strong desire to interact with people, exceptional communication skills, and an ability to complete a graduate degree. Choosing to become a professional counselor is a commitment to yourself, to others, and to society as a whole” (CACREP, 2013, para. 7). SO…. How do you know if becoming a counselor is right for you? Review the previous slides and ask, “Does this sound like me?” And if not, do you have the flexibility to learn, to grow, and to develop the needed characteristics and skills that may not be as strong as others? If you can answer yes to either question, then we welcome you to continue on this journey as you explore your chosen career path. Informed Consent Or…”What have I gotten myself INTO!?!” 60 hour master’s program. Program completion generally takes 2.5-3 years. It is NOT just an academic program: It is a combination of academics and counseling skills / experiential work – you must be successful at both components to complete this program! You can NOT complete one component without the other. Completing a Masters of Education degree in Counseling WILL change you.You will grow and change as a person and as a professional. This is a professional program which Involves clinical experience Involves adapting a professional identity Involves personal growth and change Involves a deeper interaction with faculty and colleagues “Never forget, you are being given a license to interfere with peoples lives! We are in a dangerous profession, to ourselves and to our clients – we use ourselves as a tool. Our clients may often feel invaded by us, even though we do not intend to do so.” The Roles of Faculty Teacher – facilitating your self-learning. Remember, we cannot teach you all you need to know, so we facilitate your ability to self-learn. What does this mean? Just because we do not read a required book or segment in a book to you, does not mean the information is not valuable, will not be on a test, or may not appear on your comprehensive examination (more on this later). Mentor – facilitate your learning of skills Academic Skills Counseling Skills Supervisor – facilitating and monitoring your interaction with clients Gate-keeper – helping students discern if counseling is a good fit for them The Counselor Education Student Handbook will be your guide to help you maneuver through this program. As you approach your field experience, you will utilize the Field Experience Guide. You are responsible for knowing the content of these documents. Not knowing the content is not an excuse for not abiding by the content. The Professional Performance Standards Twice per semester, all students will be evaluated by all faculty members. The faculty will use the below criteria, rating students on a Likert rating scale. Any student falling below an acceptable score will meet with the Program Coordinator to develop a remediation plan. If a student falls below an acceptable score more than once or in more than one area, the student will meet with the faculty to discuss remediation and their fit within the program. Openness to new ideas Flexibility Cooperativeness with others Willingness to accept and use feedback Awareness of one’s own impact on others Ability to deal with conflict Ability to accept personal responsibility Ability to express feelings effectively and appropriately Attention to ethical and legal considerations Initiative and motivation Program Requirements Program Requirements (May be adapted to fit student needs. Includes, but is NOT limited to…) Participate in 6 personal counseling sessions (1 hour each) Complete a professional counseling portfolio (more details in the student handbook) Maintain a “Taskstream” account Present at a professional conference (not at work or in the classroom) Maintain membership in a professional association Participate in 4 Developmental ‘Steps’/Field Experiences Counseling Skills (CED 630): Work with your classmates as clients. Observe sessions in the counseling lab. Pre-Practicum (CED 604): Work in the counseling lab. Complete ‘at least’ 15 hours with 5 non-help seeking volunteer clients (3 sessions each). Participate in tape reviews with faculty. Observe sessions in the counseling lab. Practicum (CED 609): Out in the real world! 100 hours required at a field placement site. Internship: 600 (Clinical Mental Health – CED 610) or 1200 (School – CED 619) hours required at a field placement site. Successful completion of the CPCE Examination Examinations CAAP or equivalent exam for program entry (All) Counselor Preparation Comprehensive Examination (CPCE) for program exit (All) National Counselor Exam (NCE) for state licensure (Clinical + School as desired) Certification is NCC National Board for Certified Counselors (NBCC) administers CASE (Core Academic Skills for Educators) – required for all school counselors – if you are already a teacher, you have already taken/passed this exam. If you are not, you must take this exam. Praxis II – required for all school counselors. Field Experiences AKA: Practicum and Internship OR “Do I have to quit my job?” Field Experiences are cumulative in nature. Each field experience is an academic course with a field experience component. These courses are pass/fail. Students must demonstrate competency in the courses to pass on to the next course. If a student does not demonstrate competency, they do not pass on to the next field experience. Students cannot complete a Masters degree without the completion of all four field experiences. All students are required to have liability insurance prior to beginning the second field experience, typically their second semester in the program. Students will NOT work with clients until they have liability insurance. If a student fails to purchase liability insurance, and therefore does not see clients, they will not pass their field experience. Insurance is available at discounted student rates through many professional counseling organizations. Many field placement sites require background checks, drug screening, selfdefense training, orientations, and more. Therefore, it is imperative that students be proactive in their planning of ‘when’ they will complete field experience and where it will be completed. Each student will participate in 4 Developmental ‘Steps’/Field Experiences Counseling Skills (CED 630): Work with your classmates as clients. Observe sessions in the counseling lab. Pre-Practicum (CED 604): Work in the counseling lab. Complete a minimum of 15 hours with 5 non-help seeking volunteer clients (3 sessions each). Complete tape reviews with faculty. Observe sessions in the counseling lab. Practicum (CED 609): Out in the real world! 100 hours required at a field placement site. Internship: 600 (Clinical Mental Health – CED 610) or 1200 (School – CED 619) hours required at a field placement site. Practicum:Your first field experience outside of the University. 100 hours (completed in 1 semester) 40 hours of direct client interaction 10 hours of the 40 must be in a group experience Supervision requirements 1.5 hours per week or 3 hours every other week group supervision at Delta State University 1 hour per week of dyadic supervision with a University supervisor 1 hour per week of individual supervision with an on-site supervisor Note: Extra hours accrued during practicum will not carry to internship. However, they DO count towards licensure. Internship: Clinical Mental Health Counseling 600 hours minimum (may be completed in 1 or 2 semesters) 240 hours of direct client interaction Supervision requirements 1.5 hours per week or 3 hours every other week group supervision at Delta State University 1 hour per week of individual supervision with an on-site supervisor Internship: School Counseling 1,200 hours minimum (generally completed over 2 semester at 40 hours per week) 240 hours of direct client interaction Supervision requirements 1.5 hours per week or 3 hours every other week group supervision at Delta State University 1 hour per week of individual supervision with an on-site supervisor Field Experience FAQ’s Q. Will I get paid? A. It is VERY unlikely. Maybe 1 out of 100 sites will pay, and then it is generally only a ‘token’ payment. Remember, you have not graduated as a counselor, so it is unlikely that there is any reimbursement for the services you are providing. The site is providing a service to you by allowing you to complete your field experience at their facility, the same as you are doing a service for them. Q. Can I do my Internship during the summer when I’m off work? A. No. Internship is offered only during the Fall and Spring semesters. Some sites ask that you continue to work with them, and that is great – those hours will count toward licensure IF your supervisor is an LPC-S and agrees to complete the appropriate paperwork with the LPC Board. However, they do not count toward your hours required for graduation because you are not receiving University supervision. Q. Can I still work and take classes while I do my field placement? A. Yes.You may work and take classes during field placement as your schedule allows, especially if your Internship site and job site are flexible. Remember, however, to pace yourself and not overdo it. Field placement, work, classes, and life all demand a lot of time, attention, and energy. Most people find it difficult to work full-time during Internship unless Internship is completed at 300 hours per semester. Q. Do I have to stay at the site even after I finish my hours? A. Yes! You made a commitment when you signed the Site Agreement to remain at the site for the entire semester. Therefore, even if you complete your hours in the first half of the semester, you must remain on site and WORKING for the entire semester. Q. I work as a case manager. Can this count as my Internship? A. No. Remember, you are in training to be a counselor. Therefore, your field experience must help train you to be a counselor – your job responsibilities must be consistent with those of a Masters level counselor; not what you already do. Q. My job lists me as a ‘counselor,’ so can I count what I do toward my field experience? A. No. As said before, even if your job title has the word ‘counselor,’ in it, it is not a Master level position, and your field experience must be reflective of a Master level position. Please keep in mind this is training for your CAREER. Do not try to short-change yourself to save a very few hours! Program Completion In addition to previously discussed program requirements, all students are required to successfully pass a capstone experience, currently the Comprehensive Examination (the CPCE), during the final semester of enrollment in the counseling program. CPCE Taken only during the final semester in the program Must be enrolled in Internship Given three opportunities for successful completion Other Things to Know… We Really Want to Help! The faculty are ALL counselors! We will talk to you and work with you when ‘life happens.’You have to approach us for us to be able to do so, however. We DO expect you to be responsible adults, however, in all aspects of your educational and professional experiences. Assignments are required. They are not optional and they are not suggestions or requests. Many are required for graduation. This faculty has a rich collective experience. Take advantage of this experience. The faculty serve many roles, such as: Service to the counseling profession Service to the University Research Writing Ongoing Clinical Work Many others…. We Really Want to Help! Ways to help us help you: Make appointments with us Use e-mail (via our DSU email, not Canvas) Note the office hours on our office doors/syllabi Consult your advisor Contact us BEFORE a problem gets out of hand If you have problems with registration or schedule questions, email your advisor and include: 900 # Course number CRN number The problem! If you email us regarding a problem or concern, please tell us what it is! Just stating, “I can’t get into class” doesn’t tell us what is going on, so we cannot help you. Be clear. Other things to know… APA. APA is a uniform style of writing that consists of rules and guidelines which address grammar, organization, structure, punctuation, citations, references, how to format your papers, how to avoid plagiarism, and more. It is very important. Please know and understand it. All of your graduate level assignments must be in APA format. Some of your courses may require the use of the manual, which is: American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: APA Technology. This program is technologically enhanced. This includes the use of Canvas, Powerpoints, email, video interactions, etc. If you are having difficulties, please contact OIT at 4444.You may obtain more information in any course syllabus. There will be no exceptions to these requirements. Documents must be submitted in .doc, .docx, .rtf A webcam, with audio and video, is required for this program Technological issues are NOT an excuse for late assignments. Canvas. Delta State University uses Canvas as the Online Learning System. For a student tutorial, while in Canvas click ‘help’ in the upper right hand corner, and select the student tutorial. Other things to know… If you are going to miss a class, email your professor with an explanation. Attendance is crucial (and required)! Attendance in class is required, not optional. No exceptions. These are not program requirements, rather, University and CACREP requirements. Speaking of attendance – did you know that if you miss more than 3 classes in a regular semester, or more than 1 class in a 1 month summer course, you will be removed from the course with an F? Yes, this is University policy – so be very careful! There may also be additional penalties for missing fewer classes. Graduate school is very different from undergraduate! You are students in a professional program.You are expected to present yourselves as such. This includes your conduct in the classroom as well as the way you dress and the way you communicate in your emails with faculty. Clothing. It’s ok to dress comfortably. However, keep in mind you are in a professional program, you are a counselor-in-training – you’re not coming to a club and you’re not looking to pick up a new boyfriend/girlfriend from among your new clients/classmates. Please dress respectfully. When you are on-site in field placements, you are representing the University, the program, and the faculty. Please present yourself as such. Other things to know… Professional Courtesy - displaying professional skills and attributes in a professional setting, such as the classroom and throughout the graduate department: When you need assistance from a faculty member, please ask, do not demand or tell. Do NOT play with or use your telephone in class. This is rude and disrespectful to your professor and to your colleagues. If you cannot be present in the moment in class, how would you be present with your client? Consider this an opportunity to practice this ‘being present’ behavior. If you choose to bring your laptop or iPad to class, you choose to use it ONLY for classwork. If you are observed using it for Facebook, to shop, to email, to text, etc., you may be asked to leave class. In all communications, use professional language, not texting or online language. How to write an email: Address it Make your request Sign it How to make telephone calls: Identify who you are Make your request Thank the person to whom you are speaking If you contact someone in a professional capacity, and they respond, RESPOND BACK. If someone contacts you in a professional capacity, RESPOND. A response can be as simple as, “Thank you for letting me know” or “I have received your message.” Avoid Demanding Expecting that your crisis is a crisis to someone else – and that the person will be ABLE to respond immediately or will drop everything to ‘fix’ your problem Multiple punctuation (????? !!!!!!) Texting Language Remember – some people are your friends, some are your colleagues, and some are in a position of authority (professors, site supervisors, etc.). Keep in mind with whom you are speaking. Activities/Opportunities Professional Development Conferences/Professional Development Woodall. Each spring, the Counselor Education department hosts the Woodall Spring Conference for the Helping Professions. This is an excellent opportunity to attend exciting workshops, network, hone your presentation skills, and build up your resume! Play Therapy. The Delta State University Play Therapy Training Institute is the only Approved Provider of Play Therapy training in the state of Mississippi, and strives to present a yearly summer conference and ongoing workshops/trainings throughout each semester to provide advanced education opportunities to our students and clinicians within the community. These events not only provide advanced education and networking opportunities, they allow attendees to gain continuing education toward the credential of Registered Play Therapist. Student Organization. Delta Sigma Upsilon Chapter of Chi Sigma Iota - This honor society recognizes academic excellence in counseling students and provides opportunities for them to become involved in professional growth and leadership development. Internship. The Play Therapy Training Institute (PTTI) offers Clinical Mental Health Counseling students the opportunity to complete their internship in the on-campus clinic providing play therapy services to children and families of the Mississippi Delta and surrounding regions. Counselors-in-Training completing their internships at the PTTI will receive training and supervision that will also count toward the requirements for the Registered Play Therapist credential. Graduate Assistantships Counseling Laboratory. Two students each semester may work as Graduate Assistants in the Counseling Labs. Play Therapy Training Institute. One student per semester may work as a Graduate Assistant in the PTTI, grant funds allowing. Volunteer Opportunities Students who express a strong interest in working with children and in play therapy, as well as in potentially completing their internship in the Play Therapy Training Institute, may request to sign-up to volunteer to assist in the Play Therapy Training Institute. Volunteer opportunities will include a multitude of experiential, networking, and learning opportunities! See Dr. Barnes for more information. The Syllabus Review the syllabus to learn: Faculty office hours Faculty preferred form of communication Class meeting times and location Course description, content, and CACREP Objectives Required texts Assignments Classroom Policies Class Agenda Sample Classroom Policies Late Assignments Late assignments receive a 10% deduction for each day they are late if assignments are not submitted by (1) midnight CST on the day it is due [online/electronic assignments], OR (2) the beginning of class [hardcopy assignments]. Assignments not submitted within 1 week will automatically receive a grade of 0. Technological issues are not considered valid grounds for late assignment submission. NO EXCEPTIONS Note: It is the students’ responsibility to check assignment submissions to ensure that assignments have been properly submitted in Word format. Improper formatting of submission or ‘forgetting’ to submit are not acceptable excuses for a late paper, and late penalties will apply. Quoting, Plagiarism, Paraphrasing, and Citations Plagiarism: As per the American Psychological Association (APA) Publication Manual, “Researchers do not claim the words and ideas of another as their own; they give credit where credit is due (APA Ethics Code Standard 8.11, Plagiarism)” (p. 15). No more than 10% of any paper or assignment may be quoted material. Beyond 10% will result in an equivalent grade deduction. Quotes require a citation, including a page or paragraph number. As well, as per the APA Publication Manual, “quotation marks should be used to indicate the exact words of another” (p. 15). Paraphrasing means putting someone else’s ideas, thoughts, or research into your own words, and giving them credit with a proper citation. Instances of plagiarism may result in a grade of 0 and academic repercussions. Self-Plagiarism: According to the APA Publication Manual, self-plagiarism, or ‘double-dipping,’ is when an individual presents work they have previously submitted for publication or for a grade as if it is new scholarship (ie. newly completed). Examples of self-plagiarism might include submitting the same assignment (or portions of the same assignment) in a class which is being taken for the second time or in a different class. Keep in mind that ‘recycling’ even ONE paragraph is considered Self-Plagiarism/Double-Dipping. Instances of Self-Plagiarism/Double-Dipping is a serious offense.You have created no ‘new’ academic work (ie. you received a grade the first time you submitted the work), and therefore, you will receive a grade of 0 and the face academic repercussions of plagiarism. TURN-IT-IN will be used, and you will have access as needed. Please see Canvas. Assignment Formatting ALL assignments must be in APA format, unless otherwise specifically stated. ALL assignments are expected to uphold appropriate academic integrity. ALL assignments and interactions (including online) must be in academic language (ie. no texting language, abbreviations such as ‘u’ for ‘you,’ etc.). All assignments are required to have resources cited in appropriate APA formatting, unless explicitly stated. Electronic assignments must be in Word format and uploaded as an attachment (ie. not ‘pasted’ into the message). Other formats will NOT be accepted. It is up to each student to ensure their work is in the appropriate format and is submitted correctly. Individual electronic assignments are to be saved as FirstnameLastnameAssignmentName (Example: MistieBarnesLiteratureReview.doc) NOT FOLLOWING THESE ASSIGNMENT FORMAT GUIDELINES WILL RESULT IN A REDUCTION OF YOUR GRADE. APA Formatting APA Formatting is required on ALL assignments. We will use the 6th Edition of the APA Manual. Attendance Attendance at each class meeting is expected in graduate school. In the case of an emergency absence, please notify the instructor prior to the class period or immediately afterward. Remember, this is not an undergraduate course or program. Attendance is not optional, and attendance policies will be strictly enforced. Students will gain the most from this class by being present and participating fully in all classes and assignments. Students may miss up to 1 class during the semester without consequence. Students with 2 absences will be dropped from the course with an F, as per University policy, regardless of reason for absences. Remember, this is a semester long course being taught within a 4-week period of time. There will be several assignments, and attendance is necessary to ensure integration of material. Please do not misuse your one un-penalized absence, and then become upset when you have a consequence for a second absence. There are no excused/unexcused absences. Only absences, and you are responsible for your attendance. Lateness/Leaving Early Arriving for class after attendance has been recorded or leaving early without communicating with the instructor will result in a 1/2 absence. If you miss more than half of the class, you will receive a full absence. Break-time during class is a privilege. If class is routinely held up due to students returning late from break, breaks will be canceled. Returning late from break is considered coming to class late (ie. you are missing content), therefore, you may receive a 1/2 absence (Needing to smoke is not an excuse – this is a smoke-free campus!). Accommodation of Disabilities It is the responsibility of students who have professionally diagnosed disabilities to notify the instructor so that necessary and/or appropriate modifications can be made to meet any special learning needs. If you have a documented disability and wish to request accommodations please officially contact Dr. Richard Houston, Disability Director for the University (846-4690), who will coordinate the accommodations process. Diversity Case studies and other examples inherent in this course will approach counseling from a cultural perspective. This course examines many sensitive areas. Because our student population is very diverse, sensitivity to gender/race/ethnicity/disability/sexuality is expected and disrespectful language and/or behavior will not be tolerated. Inclement Weather Notification Classes will proceed as scheduled unless official announcements of cancellation are made. When classes are canceled, faculty and commuting students are advised not to come to campus. To find out if classes are canceled because of inclement weather, members of the campus community have several options: www.deltastate.edu, radio, and television. In addition, please check your official okramail email address, as I personally will send you an email notifying you of the cancellation, if possible. Respect in the Classroom Please turn all cell phones, pagers, and other electronic equipment off or on silent (not vibrate) when you enter class. To create a respectful class environment, please refrain from texting, checking messages, etc. In the case of an emergency, please alert the instructor prior to class. If you are observed using your phone or electronic device, you will receive one half absence, as you are not attending (ie. fully in the classroom). Communication from Program and University OKRA mail is the official method for email communications from the university to each student. Students will be responsible for all program and university-wide information communicated through their DSU “okra” email account. I will communicate with you via the email account you have listed with Delta State. Important: Class – remember to 1) save your books from your counseling classes rather than selling them.You will need them when it is time to study for your Comprehensive Examinations and your National Counselor Exam. 2) Please remember to work on your portfolio on an ongoing basis. You will be required to complete sections from each course you take. Save your syllabus and coursework from each course! Students are strongly encouraged to read the Delta State University's Graduate Bulletin especially regarding issues such as academic grievance, plagiarism and cheating, etc. The policies stipulated in the Graduate Bulletin will be strictly enforced. All assignments are due according to the timeline established by the syllabus unless otherwise noted by the instructor. DSU Counselor Education Online Visit our webpage at: http://www.deltastate.edu/pages/567.asp Stay up-to-date and current with what’s happening the Department! Please visit and “Like” us on Facebook at https://www.facebook.com/#!/pages/Delta-State-UniversityCounselor-Education-Department/114173808595602?fref=ts Visit the Delta State University Play Therapy Training Institute (PTTI) online at http://playtherapytraininginstitute.com to stay up-to-date on trainings and happenings in their work with play therapy Preparing for Graduate School Now that you have the ‘details’ out of the way – how can you ensure that you have a successful graduate school experience? In the following slides, we will explore some of the factors that contribute to having a successful graduate school experience in a counseling program. Based on : Granello, D. & Young, M. (2011). Counseling today: Foundations of professional identity. Upper Saddle River, NJ: Pearson What Do You Think? Let’s start by you asking yourself: What kind of student am I? What are my strengths? Limitations? What kind of student do I want to be? This will help you as you begin preparing for graduate studies… Graduate School is Different than Undergrad… Difference in intensity Difference in focus Difference in responsibility Difference in meaning Difference in peers What other differences have you noticed? Intentionality The core of graduate education It means… Thinking about how you want to approach your education Planning for success Working to overcome any limitations Keeping an open mind In undergrad, there was little focus on intentionality.You chose a degree, and you went about fulfilling the requirements. In grad school, you must have a plan.You must address limitations so you can fulfill your plan.You must have an open mind so that you can explore alternatives to help you meet your goals, and you have to explore how you want to approach meeting your educational goals. Getting Ready for Grad School How can you prepare to be successful? Write down 5 ways you can prepare to be successful in graduate school. What challenges will you have to overcome to be successful? What challenges did you have in undergrad that may be a detriment now that you are in grad school? Prepare Your Attitude! (Crucial!) Strategies for Success Be open to new possibilities Be energetic & passionate Be willing to tolerate ambiguity and “not knowing” Potential Pitfalls Reverting to rigid & inflexible approach under stress Self-defeating messages As simple as they sound, these strategies for success and potential pitfall can make or break you in a graduate counseling program. Prepare Your Support Network Strategies for Success Talk about your goals & plans Help them understand your passion Give them an overview of your schedule Make them feel included Potential Pitfalls They may worry you are “outgrowing” them You might feel guilty for missing events I cannot stress enough how true and how valuable these strategies and pitfalls are! The strategies may help you avoid the pitfalls, and I know of few graduate counseling students who have not experienced at least one of these pitfalls at one time or another. The key is learning how to manage the situation. Prepare Your Physical Space Strategies for Success Get comfortable (not too comfortable!) Set the right tone Have ergonomic seating Have room to spread out Organize your space Keep visual reminders of your deadlines & projects Potential Pitfalls Too many distractions can limit your attention Multi-tasking is seldom efficient We are all different. Remember, what works for one, may not work for someone else. Do what works for you. Just be sure to ask yourself, is this ACTUALLY helping me be productive, or am I just finding ways to procrastinate? Prepare Your Schedule Strategies for Success Look for balance Understand the trade-offs Make intentional choices Seek assistance when needed Potential Pitfalls Over-commitment Spending time on what is not really your priority Learn. To. Say. NO! Set priorities. There may be times when you have to give up a night out with friends to complete an assignment, but remember, this is temporary as you move forward with your career. If you focus on what is a priority and drop the time-wasters, you will find you have a lot more time to do what you truly value! Prepare Your Mind Strategies for Success Develop strategies for reading Take good notes Keep your textbooks Use University services Writing Center Counseling Center Office for Disability Services, if needed Potential Pitfalls Using study strategies from undergraduate that no longer work Giving up in the face of difficult challenges Yes. Just yes. Also, buy a planner/scheduler! It will become your BEST friend! Also keep in mind that Canvas has a calendar that marks all of your due dates, and you can also add dates. Take advantage of this feature! Stop & Think What strategies can you use to be planful and intentional about the rest of your graduate education? Now that you have read all of the strategies, and pitfalls, to having a successful graduate experience, a successful graduate experience in a program which is unique in that the focus is NOT solely upon academics, what can YOU do to ensure that YOU are successful and do not fall into the ‘traps’ that may defeat others? The Successful Grad Student Success doesn’t just happen. You may be more effective if you actively work to be successful in all domains Successful Peer Relationships Reframing classmates as colleagues Classmates help develop counseling skills Understand criteria for giving & receiving feedback Successful Relationships with Faculty Ask for feedback Seek help if you need it Read faculty’s published research & writing Volunteer to collaborate in research Schedule appointments during professor’s office hours Seek out a faculty mentor, one whom you have common academic interests Learn how each faculty wants to be addressed Set appropriate boundaries Successful Interactions with Counselors Look for ways to network in the professional community If you read an interesting article, feel free to contact the author Develop an “elevator speech” Ask the counselor about his/her work After the encounter, follow up with a brief email or note – this helps to build your professional relationships Never “burn your bridges” in the professional community Remember, you are now and forever ‘on public display,’ and you never know who may be observing you – clients, colleagues, etc. Act professional in public! You are now a professional; no longer an undergrad! Success in the Classroom Be an active participant Show up on time to class! Turn off & put away your cell phone Pay attention – appear focused Be respectful of classmates Submit assignments on time Use appropriate body language Dress appropriately Success in Navigating Program Culture Clarify expectations Understand the role of the “hidden curriculum” Take advantage of opportunities for professional growth – conferences, workshops, training events, etc. Success in Maintaining Your Own Mental Health There is pressure to perform well Grad students can feel overwhelmed Healthy lifestyle choices can suffer (do not forget to exercise, eat healthy, get sleep) Many counseling students seek their own counseling during grad school There are many positive benefits to seeking counseling during training Stop & Think What do you need to do in order to be the most successful graduate student you can be? Thank you…. Thank you for joining us at Delta State University. We look forward to assisting you and guiding you in your career development and in your growth as a counselor-in-training. Please complete the assessment and print. Remember, this must be provided to your advisor at your first advising appointment.