Student Program Orientation (Powerpoint)

The Department of
Counselor Education
Delta State University
you to
for the
Masters of Education
Clinical Mental Health Counseling
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.
 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.
 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
 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
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
Graduate Record Exam (GRE)
(Verbal Test) (August 1, 2011)
Graduate Management Admission Test (GMAT)
Millers Analogy Test (MAT)
Praxis: Pre-Professional Skills Test (PPST)
(Writing Test)
Praxis: Competency-Based Test (CBT)
(Writing Test)
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
 The program offers:
 A Masters of Education (MEd) in Clinical Mental Health
 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
 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
 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:
(3-6 Graduate
(9+ Graduate
EdS Student
 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
Faculty Member
Faculty Email
Faculty Phone
Dr. Mistie Barnes
Dr. George Beals
Dr. McCormick
Dr. Bryon Pickens
Dr. Juawice McCormick
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
 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.
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
for licensure as
a Licensed
Major Core Courses (Counselor Education)
CED 600: Introduction to Counseling
CED 601: Counseling Theory
CED 602: Assessment Techniques in Counseling
CED 604: Pre-Practicum
CED 605: Group Counseling
CED 606: Career Development and Placement
CED 609: Practicum
CED 610: Clinical Mental Health Internship
CED 616: Social and Cultural Counseling
CED 620: Human Growth and Development
CED 627: Foundations of Clinical Mental Health Counseling
CED 630: Counseling Skills
CED 635: Methods of Research in Counseling and Statistics
CED 703: Psychodiagnostics in Counseling
CED 711: Crisis Intervention Techniques
CED 712: Counseling Children and Adolescents
CED 715: Marriage and Family Counseling
Semester to
be taken
Semester to
be taken
Total Hours
Electives (Community)
Total Hours
Transfer courses to be considered for degree
Course Substitution For Which Course?
From Which Institution?
Total Hours
Total Hours in Program: ____________ (60 minimum)
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
requirements for
certification as a
Major Core Courses (Counselor Education)
CED 600: Introduction to Counseling
CED 601: Counseling Theory
CED 602: Assessment Techniques in Counseling
CED 604: Pre-Practicum
CED 605: Group Counseling
CED 606: Career Development and Placement
CED 609: Counseling Practicum
CED 616: Social and Cultural Counseling
CED 617: Foundations of School Counseling
CED 618: Classroom Management for School Counseling*
CED 619: School Counseling Internship
CED 620: Human Growth and Development
CED 630: Counseling Skills
CED 635: Methods of Counseling Research and Statistics
CED 707: Consultation and Counseling of Diverse Populations
CED 711: Crisis Intervention Techniques
CED 712: Counseling Children and Adolescents
Semester to
be taken
Total Hours
Total Hours
Transfer courses to be considered for degree
Semester to
be taken
Course Substitution For Which Course?
From Which Institution?
Total Hours
Total Hours in Program: ____________ (60 minimum)
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 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
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 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.
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
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.
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
 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).
 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
 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
 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
 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
“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
 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
 Q.
Can I still work and take classes while I do my field
 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
 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
 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.
 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
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
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
 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
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.”
 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.
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
 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
 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
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.
No more than 10% of any paper or assignment may be quoted material. Beyond 10% will result in an equivalent grade
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)
APA Formatting
 APA Formatting is required on ALL assignments. We will use
the 6th Edition of the APA Manual.
 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
 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
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.
 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:, 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
Communication from Program and
 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.
 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:
 Stay up-to-date and current with what’s happening the
Department! Please visit and “Like” us on Facebook at!/pages/Delta-State-UniversityCounselor-Education-Department/114173808595602?fref=ts
 Visit the Delta State University Play Therapy Training Institute
(PTTI) online at to stay
up-to-date on trainings and happenings in their work with play
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
Graduate School is Different than
 Difference in intensity
 Difference in focus
 Difference in responsibility
 Difference in meaning
 Difference in peers
 What other differences have you noticed?
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
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
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
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

similar documents