UpdatedAugust2018

M.A.DegreeinCounseling

StudentHandbook

DisabilityandPsychoeducationalStudiesCollegeofEducationPOBox210069

UniversityofArizonaTucson,AZ85721-0069520-621-7822(Office)520-621-3821(Fax)

dps@email.arizona.edu

https://www.coe.arizona.edu/counseling

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TABLEOFCONTENTS

FOREWORD 3CHAPTERI-WELCOMETOTHEUNIVERSITYOFARIZONA 4 A.TheUniversityofArizona,4 B.TheCollegeofEducation,5 C.TheDepartmentofDisabilityandPsychoeducationalStudies,6 D.TheCounselingMaster’sDegreeProgram,6 E.ProgramFacultyinCounseling,7 CHAPTERII-OVERVIEWOFCOUNSELING&MENTALHEALTHPROGRAM 11 A.Overview,11 B.TrainingModelandPhilosophy,12 C.GoalsandObjectives,12 D.SpecializationinRehabilitationandMentalHealthCounseling,13 E.SpecializationinSchoolCounseling,14 CHAPTERIII-ADMITTANCETOTHEPROGRAM 17 A.AdmissionStandards,17 B.MatriculationandEnrollment,17 C.UAccess,19 D.CourseRegistration,19 CHAPTERIV-MASTERSDEGREEINCOUNSELING 21 A.AcademicAdvising,21 B.ProgramofStudy,22 C.ComprehensiveExam,22 CHAPTERV-CLINICALPRACTICEEXPERIENCESINCOUNSELING 24 A.ClinicalPracticeResources,24 B.Practicum,24 C.Internship,24 CHAPTERVI-STUDENTRESOURCES 27 A.StudentSupportServices,27 B.ResearchandStudyResources,28 CHAPTERVII-ADDITIONALSTUDENTINFORMATION 31 A.CourseworkandGrades,31 B.StudentGrievanceProcedure,33 C.DiscriminationandSexualHarassmentPolicy,33 D.CodeofAcademicIntegrity,33 E.RightsandResponsibilitiesRegardingDisabilityAccess,33 F.EndorsementPolicy,34 G.StudentReviewandRetention,34 H.EvaluatingStudentFitnessandPerformance,35

I.EvaluatingStudentFitnessandPerformance,35

APPENDIXA-CURRICULUMSTANDARDS 37APPENDIXB-COURSESEQUENCE 39APPENDIXC-UACATALOGCOURSEDESCRIPTIONSFORREQUIREDCOURSES 41APPENDIXD-PROFESSIONALORGANIZATIONS 42APPENDIXE–SCHEDULEOFCOURSESAPPENDIXF–PROFESSIONALORGANIZATIONS

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FORMA–STUDENTANNUALREVIEWFORM 45FORMB-FACULTY/STUDENTRESPONSIBILITIESFORM 49

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FOREWORDThisHandbookisintendedtofamiliarizestudentswiththeM.A.DegreeinCounselingatTheUniversityofArizonaandserveasaprimarysourceofinformationforstudentsenrolledintheprogram.Whileitisnotintendedtotaketheplaceofdirectcontactwithfacultyandstaff,theHandbookshouldbereviewedpriortoseekingprogram-relatedinformationfromthem.Studentsarestronglyencouragedtoregularlyinteractwithfaculty,staff,andotherstudentsastheyprogressthroughtheirdegreeprogram.Ourprogram isdesignedtopreparestudents toexcel inavarietyofcareersettingsavailable to themupon graduation. We are a professional counseling program and students who graduate from ourprogramworkinschool,rehabilitation,andbehavioralhealthsettingswithawide-rangeofpopulationgroups including children, adolescents, and adults. As such, students acquire skills in synthesizing thegeneral knowledge and practice of counseling as well as unique skills necessary for working inrehabilitation,behavioralhealth,andschoolsettings.Ourclinicalpracticeexperiencesaredesignedtopromotethedevelopmentandapplicationofsoundcounselingprinciples/knowledgeinaddressingtheacademic, medical, vocational, quality of life, behavioral, psychosocial, and emotional concerns ofpersonswith disabilities, children, youth, adults, and families. Supervised experiences are included incourse-relatedclinicalpracticeactivitiesaswellaspracticumandinternshipcourses.Whilefacultyandstaffarewillingtoassiststudentstothegreatestextentpossible,eachstudentmustassumetheprimaryresponsibilityforcompletinghis/hergraduateprogram.While some overlap is inevitable between this Handbook and the Graduate Catalog, each student isresponsibleforallofthestandardsandpoliciessetforthintheUniversityofArizonaGraduateCataloginaddition to thematerials contained in this Handbook. A copy of a current Graduate Catalogmay beobtainedathttp://catalog.arizona.edu/calendar/2016-2017-academic-calendar.For students seeking further information or assistance, please contact Dr. Sam Steen, the ProgramDirectoroftheM.A.Degree inCounseling,and/oreithertheSchoolCounselingspecializationProgramCoordinator, Dr. Sheri Bauman sherib@email.arizona.edu or Dr.Michael Hartley, Coordinator of theRehabilitationandMentalHealthCounselingspecializationatmthartley@email.arizona.edu

DisabilityandPsychoeducationalStudiesCollegeofEducationP.O.Box210069

UniversityofArizonaTucson,Arizona85721-0069

Phone:520-621-7822Fax:520-621-3821

E-mail:samsteen@email.arizona.eduhttps://www.coe.arizona.edu/counseling

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CHAPTERI

WELCOMETOTHEUNIVERSITYOFARIZONAWelcome!ThisHandbook shouldbehelpful foransweringvariousquestionsthatyoumayhaveaboutourprogramandassist you in collaboratingwithyouracademicadvisor toplanyour courseof study.ThefacultyencouragesyoutoreadallsectionsofthisHandbookinorderforyoutobecomethoroughlyinformedaboutallaspectsoftheprogram,theDepartmentofDisabilityandPsychoeducationalStudies(DPS),andtheUniversityofArizona.A.TheUniversityofArizona

TheUniversityofArizonahttp://www.arizona.edu/istheflagshipinstitutionintheStateofArizonaandoneoftheleadinguniversitiesinthecountry.ItisbothaResearchOneInstitutionandaLandGrantUniversityaswellasamemberoftheprestigiousAssociationofAmericanUniversities.TheNationalScienceFoundationrankstheUA30thinresearchanddevelopmentexpendituresamongpublicuniversitiesandcolleges,and33rdamongpublicandprivateuniversitiesandcolleges.U.S.NewsrankstheUAamongAmerica’sBestCollegesandthePrincetonReviewliststheUAasoneof“TheBestWesternColleges.”TheUAranksNo.68intheworldandNo.42nationallyaccordingtothe2015CenterforUniversityWorldRankings.TheUAisoneofthenation’stopproducersofFulbrightScholars.StudentenrollmentlastFallincludedroughly33,732undergraduates,and7,817graduateand1,539professionalstudents.In 1885, nearly three decades before Arizona became a state, the territorial legislature approved$25,000 for building The University of Arizona in Tucson. The first classes convened in 1891, whenthirty-twostudentsandsixteachersmetintheoriginalbuildingnowknownasOldMain.TheUniversitydeveloped in accordancewith theActofCongressof July 2, 1862, knownas theMorrill Act, creatingland-grant colleges and enabling the institution to obtain federal funds for its original schools ofagricultureandmines.In1915,theUniversitywasre-organizedintothreecolleges-theCollegeofAgriculture;theCollegeofLetters,Arts, andSciences (later LiberalArts); and theCollegeofMinesandEngineering. TheArizonaBureauofMineswasestablishedthesameyear.In1922,theCollegeofEducationwasorganizedand,in1925, offerings in law, originally established in 1915, were organized under the College of Law. TheSchoolofBusinessandPublicAdministration,establishedin1934,becameaseparatecollegein1944.Inl985, the College of Mines combined with the College of Engineering to become the College ofEngineering and Mines. In 1993, the Colleges of Medicine, Nursing, Pharmacy, the Department ofMedicalTechnology,andtheSchoolofHealthRelatedProfessionsmergedto formtheArizonaHealthSciencesCenter.In1995,eachofthefourArtsandSciencesfaculties-FineArts,Humanities,SocialandBehavioralSciences,andScience-weregivenseparatecollegestatus.The 40-acre campus of the 1890’s has grown to 356 acres and 157 buildings. The University ismaintainedby fundsappropriatedby theStateofArizonaand theUnitedStates government, andbytuition, fees, and collections, including private grants from many sources. Graduate studies at theUniversity have been in progress continuously since the 1898-99 academic-year, with the GraduateCollegebeingestablishedin1934.The mission of the Graduate College is to foster development of high-quality graduate educationprograms,whichwillattractoutstandingfaculty,graduatestudents,andresourcestotheUniversity.It

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also provides support services to departments and students through theDean’sOffice, theGraduateAdmissions Office, the Graduate Degree Certification Office, and other subdivisions. The GraduateCollege is further responsible for administering a variety of special programs, including those whichprovide competitive fellowships, offer research and travel support, and recruit and retainunderrepresentedgraduatestudentsofcolor.Building on a well-balanced undergraduate education, graduate students are expected to develop athorough understanding of a specific academic discipline. A fundamental purpose of the GraduateCollegeistoencourageeachgraduatestudenttodemonstrateoutstandingstandardsofscholarshipandto produce high-quality original research, or creative, artistic work. Graduate education provides anopportunity to increase knowledge, broaden understanding, and develop research and artisticcapability. The student’s academic achievements, therefore, should reflect a personal and uniqueperspectivetohisorherdisciplineandtoscholarlystandards.Theuniversitylibrarysystemisregardedasoneofthemostoutstandinglibraryresearchfacilitiesinthenation.Thelibrarysystem,rankedamongthetop25inthenation,containsmorethan5,000,000items,coveringallfieldsofresearchandinstruction.TheUniversity isanexcitingcenterforscholarship,education,and learning. Ithasgrownrapidlyoverthe last fourdecades, attractingdistinguished scholars fromacross theUnited States andaround theworldtoformoneofthefinestuniversities inthenation. TheUniversityhas15Collegesandover40differentresearchandpublicservicedivisions,withover1800faculty.B.TheCollegeofEducationThe College of Education (http://www.coe.arizona.edu/) at TheUniversity of Arizonawas founded in1922 with an enrollment of 145 students. Today, the College of Education enrolls about 1,043undergraduate students and 830 graduate students within our four academic departments,each featuringdifferent curriculum, faculty, anddegreeopportunities. There are54 full-timefacultymembersand30clinicalandadjunctfacultymembers.The mission of the College of Education is to advance the study and practice of education and todemonstrate relationships between study and practice. The College of Education accomplishes thismission by fulfilling, with the highest possible standards of excellence, four equally important andrelatedfunctions:

1. Preparepersonsforprofessionalrolesineducationandeducation-relatedfields2. Conduct research and engage in scholarship directly and indirectly related to educational

concerns,issues,andactivities3. Provide leadership in the conduct, advancement, study, and evaluation of the process of

education, education policy, and in educational organizations at local, state, national, andinternationallevels

4. Provideserviceandsupporttolocal,state,national,andinternationaleducationalagenciesThe College of Education has evolved into a nationally recognized center for the study of teaching,learning, and development to meet the needs of children and families in the unique multiculturalenvironmentofthesouthwest.Workingwithothercolleges,theCollegeofEducationisresponsibleforthe vast majority of teacher education on campus. We prepare special educators, school andrehabilitation counselors, school principals and superintendents, and leaders for K-12 and highereducation. In recent years, there has been a national call for increased scientific-based research in

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education.Researchisavaluablepartofouragenda,andwerecognizethatahighlyrespectedcollegeincludes a wide range of scholarship and research — from insight-based, fundamental research toengineering-focusedprogramsofresearchanddevelopment.Ourcollegeconsistsof fouracademicdepartmentsofferingbachelor’s,master’s,anddoctoraldegreespluscertificationandendorsements:

•Disability&PsychoeducationalStudies•EducationalPolicyStudies&Practice•EducationalPsychology•Teaching,Learning&SocioculturalStudies

C.TheDepartmentofDisabilityandPsychoeducationalStudies(DPS)The Department of Disability and Psychoeducational Studies (DPS) http://coe.arizona.edu/dps isdedicated to advancing human and economic development through the empowerment and effectiveinclusion of culturally diverse individuals with disabilities and special abilities of all ages. This isaccomplishedbyconducting research topromote theacquisitionof knowledgeandunderstandingofabilities, disabilities, adaptations, interventions, and support systems; preparing professionals toeducate and facilitate the development of all individuals, including thosewith disabilities and specialabilities; andproviding leadership at the local, state, national, and international levels. To accomplishour mission, the department offers nationally recognized undergraduate, master's, educationalspecialist,anddoctoral-leveldegreestoprepareteachers,counselors,specialists,administrators,schoolpsychologists, school counselors, and researchers and educators in special education, rehabilitation,SchoolCounseling,schoolpsychology,giftededucation,signlanguageanddeafstudies,andeducationalinterpreting.The Department of Disability and Psychoeducational Studies (DPS) was titled: "Special Education,Rehabilitation,andSchoolPsychology(SERSP)"beforeJuly1,2009.PleasenotethatSERSP is found inolder documentation and forms. Since 2009, all documentation and forms refer to DPS. However,departmentcourseshaveretainedtheoriginalprefixSERPintheUniversityofArizonacoursecatalog.Graduate programs in the Department of DPS include three major areas, each focusing onundergraduateorgraduatedegreeprogramsandcoursework.ManyoftheprogramsinDPSareuniqueto theUniversityofArizona,and, in somecases, theonlyprogramsof theirkind in theSouthwesternUnitedStates.Thethreemajorareasare:

•Counseling•SchoolPsychology•SpecialEducation

D.TheCounselingMastersProgramTheM.A.DegreeProgram inCounselingwasestablishedwith themergerof theUniversityofArizonaRehabilitation and School Counseling programs in 2012. Sharing a common professional identity ascounselors, the two programs joined together to create the M.A. Degree in Counseling withspecializations in Rehabilitation Counseling and School Counseling. The Rehabilitation CounselingProgramwasrenamedRehabilitationandMentalHealthCounselingtoreflecttheinclusionofthecareerscopeofrehabilitationcounselinginworkingwithindividualswithmentalhealthconcerns.

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The profession of counseling has many specialties, and Rehabilitation, Mental Health, and SchoolCounseling are specializations within the broader profession of Counseling. Prior to 2012, theRehabilitation Counseling and School Counseling programs at the University of Arizona wereindependentlytrainingcounselorswithspecializationandcertificationinRehabilitationCounselingandSchoolCounseling,respectively.The program curriculum for the M.A. degree in Counseling permits graduates who have chosen tospecializeinRehabilitationandMentalHealthCounselingtobecomeCertifiedRehabilitationCounselors(CRC) as well as Licensed Professional Counselors (LPC) in the State of Arizona; and graduates withspecializationsinSchoolCounselingtoachievestatecertificationfromtheArizonaStateDepartmentofEducation as a School Guidance Counselor, as well as (LPC). The rehabilitation and mental healthcounseling specialization is accredited by CACREP in Clinical Mental Health Counseling and ClinicalRehabilitation Counseling. The school counseling specialization is accredited by CACREP in Schoolcounseling and also accepted by the state of Arizona Department of Education. The program’sgraduates, beginning with 2012, are qualified to pursue the Licensed Associate Counselor (LAC)credential on their way to become a LPC because the program has been approved by the State ofArizonaBoardofBehavioralHealthExaminers.Theprogrammissionistoeducateprofessionalcounselorstoworkwithpersonswithdisabilitiesaswellas children and youth in school settings. As such, our program curriculum draws from foundationalcontent in rehabilitation, school, and mental health counseling. Through leadership, advocacy,collaboration,useofdata,andaction,ourgraduateswillbecompetentat identifyingandovercomingbarriersthatimpedeequalaccesstoeducational,social,environmental,andcareeropportunitiesforallpersons. Our graduates will be dedicated to promoting and facilitating the personal achievement,empowerment,andqualityoflifeofallthepopulationsweserve.InadditiontothegeneralCounselingcurriculum,studentschoosespecializationsineitherRehabilitationandMentalHealthCounselingor School Counseling. Taughtby facultywithextensiveexperienceandexpertise, each area of specialization includes courses and clinical experiences unique to eachspecialization.We are fully committed to instilling the value of respect for multiculturalism and diversity, andencourage students to develop their knowledge and understanding of the provision of counselingservicestoasocietythat isdiverse intermsof language,race,disability,gender,age,religion,culturalbackground, and sexual orientation. This is accomplished by discussing current research related todiversityandprovidingopportunitiesforclinicalpracticeexperienceswiththediversepopulationsofthesouthwest.Themakeupofourstudentbodyandfacultyreflectadiversityofculturalbackgroundsandageranges.E.ProgramFacultyinCounselingThefaculty inthePrograminCounseling iscomposedofnationallyrecognizedscholarsrepresentingabroad range of scholarly and practice interests. The scholarly background as well as research andteachinginterestsoftheCounselingFacultyattheUniversityofArizonaarequitediverseandreflectthevarietyofspecializationareaswithinthecounselingprofession.AllcoreprogramfacultymemberswiththeexceptionofadjunctmembersaremembersoftheGraduateFaculty.Corefacultyconsistoftenured

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or tenure accruing faculty and professors of practice. Adjunct faculty members work outside of thedepartmentbutcontributeteachingand/orpracticumsupervisiontotheCounselingProgram.Supportfacultyaretenuredortenure-trackprofessorsattheuniversitywhoareassociatedwithotherprogramsordepartmentsbutwhoteachcourseswithintheCounselingcurriculum.TheCounselingProgramcorefacultyarelistedbelow:SheriBauman,Ph.D.,ProgramCoordinatorandProfessorDr.SheriBaumanisaprofessorandtheProgramcoordinatoroftheSchoolCounselingmaster’sdegreeprogram at the University of Arizona. Prior to earning her doctorate in 1999, Dr. Baumanworked inpublicschoolsfor30years,18ofthoseasaschoolcounselor.She isa licensedpsychologist,anduntilrecently, maintained a small private practice in Las Cruces, New Mexico. Her research foci are onbullyingandcyberbullying,andgroupcounseling.Shehasauthoredorco-authoredsixbooks,editedanewbookoncyberbullyingresearch,publishedmorethan50articlesinpeer-reviewedjournals.Sheisafrequent presenter at local, national, and international conferences on bullying and cyberbullying orpeeraggression.AmandaTashjian,Ph.D.,AssistantProfessorDr.TashjianisanassistantprofessorofpracticeintheDepartmentofDisabilityandPsychoeducationalStudiesatTheUniversityofArizona.SheearnedanM.S.degreeinRehabilitationCounseling,specializinginpsychiatricrehabilitationandaPh.D.degreeinRehabilitationCounselingEducationwithaminorinClinicalPsychologyfromTheIllinoisInstituteofTechnologyinChicago.Inthepast,sheworkedasarehabilitationcounselorwithtransitionageyouthwithdisabilities,providedtrainingsaroundsexualityandgendertorehabilitationandmentalhealthcounselorsinspecialeducationsettings,andupheldasmallprivatepracticeservingindividualswithandwithoutdisabilities.Intermsofprofessionalservice,Dr.TashjianhasbeenanadvocateforbridgingthegapbetweenthedisabilitycommunityandtheLGBTQcommunity.Further,shehasparticipatedineffortsstrengtheningtheclinicaltrainingoffuturerehabilitationcounselors.Herresearchinterestsareintheareasofpsychosocialaspectsofdisabilityandcounselingcompetency.Dr.Tashjianhasconductedresearchintheareasofsexualityanddisability,genderanddisability,senseofcommunity,disabilityrights,psychiatricrehabilitation,andsubstanceabuse.LiaFalco,Ph.D.,AssistantProfessorDr. Falco is an assistant professor in the Department of Disability and Psychoeducational StudiesDepartment.SheearnedandM.Ed.inSchoolCounselingandaPh.D.inEducationalPsychologyfromtheUniversity of Arizona. Her research is in the area of career development in early adolescence withparticularfocusongenderdifferencesinSTEMmotivationanddecision-making.Sheisacertifiedschoolcounselor(inactive)inthestateofArizonaandworkedasamiddleschoolcounselorforfouryears.Dr.FalcoiscurrentlytheeditorialassistantfortheJournalforSpecialistsinGroupWorkandisonthereviewboardsfortheMiddleGradesResearchJournalandtheSchoolCounselingResearchandPracticejournal.SheisamemberofseveralprofessionalorganizationsincludingAERA,ACA,ASCA,andAzSCA.MichaelT.Hartley,Ph.D.,C.R.C.,AssociateProfessorMichaelHartleyisanassociateprofessorintheDepartmentofDisabilityandPsychoeducationalStudiesatTheUniversityofArizona.HeearnedanM.S.degreeinRehabilitationPsychologyfromTheUniversityofWisconsin-MadisonandaPh.D.degreeinRehabilitationCounselorEducationfromTheUniversityofIowa. In thepast,hehasworkedasa rehabilitationcounselor toassist individualswhometanursinghomelevelofcaretoliveandworkindependentlyinthecommunity.Healsohasexperienceworkingasa college counselor and university disability resource counselor as well as the interim director of a

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CenterofIndependentLiving(CIL).Dr.Hartleyisengagedinprofessionalandethical issues,servingonthe Commission of Rehabilitation Counselor Certification (CRCC) Ethics Committee and 2017 Code ofEthicsRevisionTaskforce. His research, teaching, and serviceall revolvearoundcritically framing theapplication of ethical principleswithin a dominant cultural context that has historically devalued andsociallyrestrictedthelivesofpeoplewithdisabilities.Muchofhisworktargetsdistributivejusticeissuesandthereforehisscholarshiponethicshasexpandedtoincludetheimportanceofpromotingresilienceand of advocating against ableism (i.e., the perceived inferiority of people with disabilities andpreferenceforable-bodiedness).PhilipJohnson,Ph.D.,AssistantProfessorofPracticePhilip Johnson is an assistant professor of practice in the Department of Disability andPsychoeducational Studies at theUniversity ofArizona.He earned anM.S degree in Psychology fromWalden University and a Ph.D. in Rehabilitation from the University of Arizona. Dr. Johnson has anextensive background in working with persons with disabilities, including managing a vocationalprogram for the State of Arizona Division of Developmental Disabilities; providing Rehabilitation andMentalHealthCounseling, behavioral health counseling, andmental health counseling; andprovidingtraining and consultation services on the use of positive behavioral support strategies to familymembers,in-homesupportspecialists,andpersonnelinpublicschools.Dr.Johnsonhasfocusedmostofhisattentiononresearchingbehavioraltherapyalternativestotheuseofpsychotropicmedicationsforaddressing severe behavioral problems in children and adults with significant disabilities (i.e., autismspectrumdisorders,seriousmentalillnesses,andintellectualdisabilities)andchildrenwhoarevictimsofabuse and neglect. He is currently developing a behavioral relaxation training protocol for treatingsymptomsassociatedwithParkinson’sdisease(i.e.,tremor,freezing,pain,andanxiety).VanessaPerry,Ph.D.,AssistantProfessorofPracticeVanessaM.Perry,Ph.D.,CRC,isanassistantprofessorofpracticeintheDepartmentofDisabilityandPsychoeducationalStudiesatTheUniversityofArizona.SheearnedherMasterofScienceinRehabilitationCounselingandanAdvancedCertificateinPsychiatricRehabilitationfromSanDiegoStateUniversity.ShecompletedherPh.D.inRehabilitationCounselingandAdministrationfromEastCarolinaUniversity(ECU)in2016.Dr.PerryhasworkedfortheCaliforniaDepartmentofRehabilitationprovidingservicestotransition-agedyouth.ShealsoworkedfortheUnitedStatesMarineCorpsprovidingmoraleandsocialservicesupporttoaunitofnearly1,100Marines.WhileatECUDr.Perryworkedasacounselor,clinicmanager,andclinicalsupervisorforNavigateCounselingClinic,acommunity-basedmentalhealthclinic.ShealsoworkedasateamleaderandclinicianforECU’sOperationReentryNorthCarolina,afederaltechnologyassistedcaregrantprovidingoutreachandcounselingservicestohomelessveteransviaamobileclinic.Additionally,sheservedasadjunctfacultyandateachingassistantforECU'sDepartmentofAddictionsandRehabilitationStudies.Dr.PerryisanAmericanRedCrossDisasterMentalHealthVolunteerandrespondedtotheaftermathofthe2014tornadoesinBeaufortcounty,NorthCarolina.ShewasawardedtheLouiseO.BurevitchScholarshipaward(2014)atEastCarolinaUniversity,theNancyHowellScholarshipAward(2014)bytheLicensedProfessionalCounselorsAssociationofNorthCarolina,andtheThelmaManjosAward(2011)atSanDiegoStateUniversity.ShehasgivennumeroustalksandpresentationsoncultureandLatinos,disabilityrightsadvocacy,andmilitaryculture.HerresearchinterestsincludetheclinicalsupervisionexperienceofSpanish-Englishbilingualsuperviseesandshareddecisionmakinginpsychiatricrehabilitation.LindaShaw,Ph.D.,Professor

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Linda R. Shaw is a Professor, in the Department of Disability and Psychoeducational Studies at theUniversity of Arizona. Prior to her current position, Dr. Shaw was the Director of the RehabilitationCounselingProgramat theUniversityofFlorida.ShereceivedherM.A. inRehabilitationCounseling in1978andherPh.D. in1990fromtheFloridaStateUniversityandhasover30yearsofexperienceasarehabilitation counselor, administrator and educator. Her counseling and administrative experienceincludes specializations in spinal cord Injury rehabilitation, brain Injury rehabilitation and psychiatricdisability. Dr. Shaw is a licensedmental health counselor and a certified rehabilitation counselor. Dr.Shawisapast-presidentoftheCouncilonRehabilitationEducation(CORE),thenationalaccreditationbody for Rehabilitation Counseling programs. She has also served as the President of the AmericanRehabilitation Counseling Association (ARCA), and Vice-Chair of the Commission on RehabilitationCounselorCertification(CRCC).ShehasalsoservedasChairoftheCRCCEthicsCommittee,andpresidedoverthatcommitteethroughouttheprocessofamajorrevisionoftheCodeofEthicsforProfessionalRehabilitation Counselors. Currently, Dr. Shaw represents CORE on the American CounselingAssociation’s(ACA)20/20Commission.Dr.Shawhaspublishedandpresentedwidelyonissuesrelatedto disability-related job discrimination, the correlates of professional ethical behavior, professionalissuesinrehabilitationcounseling,andneurologicaldisability.Sheistheauthoroftwoco-editedbooksandmanypublicationsandpresentations.Currently,herresearchisfocusedondisabilityharassmentinemployment,andtheeffectofworkplacecultureoncounselors’ethicalbehavior.SamL.Steen,Ph.D.AssociateProfessorandDirectorofCounselingDr.SteenjoinedthefacultyinJanuary2017.Dr.Steencurrentlyisinvolvedingroupcounselingpracticeandevaluationwithchildrenandadolescents inschoolsettings;cross-culturalgroupcounseling;usingliteracytopromoteachievementingroupcounselingaswellasintegratingacademicandpersonal-socialdevelopmentthroughgroupwork.Dr.Steenhas12yearsofschoolcounselingexperienceandcontinuestocontributetolocalschooldistrictsbyworkingwithnewandseasonedschoolcounselors.HecomestotheUniversityofArizonafromGeorgeWashingtonUniversityinWashington,DC.

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CHAPTERII

OVERVIEWOFCOUNSELINGPROGRAMStandards governing admission to the Masters in Counseling Program are designed to ensure thatstudentswhoareacceptedtotheprogrampossesstheacademicaptitudeandpersonalcharacteristicsconsiderednecessaryforsuccessfulcompletionoftheprogram.A.OverviewThe master's program in Counseling prepares graduates to design, implement, and evaluatecomprehensive rehabilitation, school, and behavioral health counseling programs. Designed with theinputofanadvisoryboardof counselors fromthecommunity, theprogramresponds to theneedsofrehabilitation,school,behavioralhealth,andmentalhealthprogramsthroughoutthecountrywhilealsopreparingcounselorstomeettheparticularneedsofArizona. Itpreparesgraduatestobeskillful inallcomponentsofCounseling.Endorsingthescholar-practitionermodelofgraduatetrainingincounseling,studentsareexposedtoallaspects of professional practice in Counseling. Graduates of the program have a solid grounding inCounseling theory, research, and practice and meet educational requirements to become CertifiedRehabilitationCounselors(nationalcertification),CertifiedGuidanceCounselorsintheStateofArizona,andLicensedProfessionalCounselors(LPCs)intheStateofArizona.TheM.A.inCounselingrequiresaminimumof60creditsofgraduatelevelcoursework.StudentsmustchooseaspecializationineitherRehabilitationandMentalHealthCounselingorSchoolCounselingandbecomepreparedtoworkwithawide-rangeofpopulationgroupsincludingchildren,adolescents,andadults.ThosewhospecializeinRehabilitationandMentalHealthCounselingmeettherequirementstobecomeaCertifiedRehabilitationCounselor(CRC).ThosewhospecializeinSchoolCounselingmeettherequirements to be certified by the Arizona State Department of Education as a Guidance Counselor(Prekindergarten-12).

The Rehabilitation and Mental Health Counseling Specialization: Prepares graduates tobecomeCertifiedRehabilitationCounselors (CRC), aswell as LicensedProfessional Counselors(LPC)intheStateofArizona.Upongraduation,studentsinthisspecializationwillbequalifiedtoworkwithindividualswithavarietyofdisabilities(i.e.,physical,emotional,cognitive,mentalillness, substance abuse) in both public (i.e., governmental) and private rehabilitation andbehavioralhealthsettings.Aspracticingrehabilitationandmentalhealthcounselors,graduatesfrom thisprogramwork collaborativelywith individualswithphysical,mental, developmental,cognitive, and emotional disabilities to achieve their personal, career, and independent livinggoalsinthemostintegratedsettingpossible.

The School Counseling Specialization: Prepares graduates to achieve state certification asSchoolGuidanceCounselors,aswellas LicensedProfessionalCounselors (LPC). Inaddition topositions in mental health, students who choose this specialization may obtain positions inSchoolCounseling,wheretheybecomevitalmembersofeducationteams,assistingallstudentsintheareasofacademicachievement,personal,socialdevelopment,andcareerdevelopment.

TheCounselingprogramiscommittedtotheintegrationofteaching,research,andactiveinvolvementwiththeschools,rehabilitation,behavioralhealthandothercommunityagenciesofsouthernArizona.

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B.TrainingModelandPhilosophyGiventherangeofprofessionalworksettingsandrolesinwhichcounselorsmayfunction,itisimportanttoprovideaphilosophyforacurriculumwhichcontainsbothsubstanceandflexibility.Thephilosophyoftheprogrammusthelpguidestudentsintheirdevelopmentofexpertiseinthetraditionalandspecialtydomainsofcounseling,aswellaspsychologicalassessmentanddiagnosis,evidence-basedinterventions,instructionalstrategies,andmethodologiestoconductresearchandevaluateoutcomes.ThecurriculumdesignedfortheM.A.degreeinCounselingprovidesafoundationofbasicknowledgeandskillsinCounseling.Theprogramphilosophyisguidedbytheconceptofthe“scholar-practitioner”trainingmodel.Theconceptofthecounselorasascholar-practitionerishighlyconsistentwiththeconceptualframeworkadoptedbytheCollegeofEducationemphasizingtheprofessionaleducatorasareflectivedecisionmaker.Theprogram’sphilosophyinvolvestheconceptualizationofthecounselorasacollaboratorandfacilitator,whoiscapableofapplyingarangeofcounselingprinciples,andtheories,aswellasevidence-basedassessmentandinterventionprocedures,torehabilitation,school,andbehavioralhealthrelatedissues,withinamulticulturalanddiversesociety.Inaddition,theprogramfostersthebeliefthatcounselorsshouldengageinlife-longlearningandcontributetoadvancementsintheprofessioneitherthroughprofessionalassociations,andservinginleadershiprolesinnational,state,andlocalprofessionalorganizationsthatfostertheadvancementofCounseling.Alignedwiththecounselingprofession,theCounselingProgramispredicatedonadistinctbeliefsystemregardingthebestwaytohelppeopleachievetheirgoalsandresolvetheenvironmental,emotionalandpersonalissuesthatposebarrierstogoalachievement.TheProgramphilosophyisdevelopmental,anditsgraduateslearnthataspeopleprogressthroughlife,theyencounterandnegotiateanumberofpersonal,emotional,andenvironmentalchallenges.Undersuchcircumstances,everyonecanbenefitfromcounselingwhethertheissueisdisability-related,acareerchange,oraseriousandpersistentmentalhealthdisorder.Perhapsmostimportantly,theCounselingProgramiscouchedinanempowermentperspectivepredicatedonhelpingindividualsassumecontrolofandresponsibilityfortheirlives,therebylivinginamannerwhichallowsthemtoselectandimplementdecisionsthatareintheirbestinterests,aswellasintheinterestoftheirsocialsystems,familiesandcommunities.Theprogram’smissionistoeducateprofessionalcounselorstoworkwithpersonswithdisabilitiesaswellaschildrenandyouthinschoolsettings.Assuch,ourprogramcurriculumdrawsfromfoundationalcontentinrehabilitation,school,andmentalhealthcounseling.Throughleadership,advocacy,collaboration,useofdata,andaction,ourgraduateswillbecompetentatidentifyingandovercomingbarriersthatimpedeequalaccesstoeducational,social,environmental,andcareeropportunitiesforallpersons.Ourgraduateswillbededicatedtopromotingandfacilitatingthepersonalachievement,empowerment,andqualityoflifeofallthepopulationsweserve.C.GoalsandObjectives

1. Topreparecounselorsforstatelicensureandnationalcounselorcertifications.2. Topreparecounselorstoworkeffectivelywithdiversepopulations,theirfamily-members,and

theircommunitiesaswellasprogramadministratorsandallotherstakeholders.3. TopreparecounselorswhopossessexcellentskillsinCounseling.Graduateswillpossess

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knowledgeoftheoryandresearch,skillsinappraisal,andexpertiseininterventiontechniques,withemphasisinapplicationstopersonswithdisabilities,includingthosewithmentalhealthdisorders.

4. Topreparecounselorswhohavetheknowledgeandskillsnecessarytopracticewithinrehabilitation,school,andmentalhealthcounselingprograms.

5. Topreparecounselorswhodemonstratehealthyself-awarenessandunderstanding,andwhounderstandtheimportanceofself-careforcounselors.

6. TopreparecounselorswhocounselwithintheethicalguidelinesoftheAmericanCounselingAssociation(ACA),theAmericanMentalHealthCounselingAssociation(AMHCA),theAmericanSchoolCounselorAssociation(ASCA),andtheCommissiononRehabilitationCounselorCertification(CRCC)aswellasotherrelevantprofessionalcodesofethics.

7. Topreparecounselorswhocounselwithsensitivity,caring,andappropriateapproachesfordiverseenvironmentsandpopulations.

8. Topreparecounselorswhoconsultandadvocateonbehalfoftheclientaswellasassistpeopletoadvocateforthemselves.

D.SpecializationinRehabilitationandMentalHealthCounselingRehabilitationandMentalHealthCounselinghasitsoriginsinstate-federalvocationalrehabilitationprograms.Today,RehabilitationandMentalHealthCounselingisavibrantspecializationothecounselingprofessionencompassingnewfunctionsforrehabilitationcounselorsinavarietyofsettings.Rehabilitationandmentalhealthcounselorsengageinacounselingprocesswhichincludescommunication,goalsetting,andbeneficialgrowthorchangethroughself-advocacy,psychological,vocational,socialandbehavioralinterventions.Rehabilitationandmentalhealthcounselorsutilizemanydifferenttechniquesandmodalities,including,butnotlimitedto:

• assessmentandappraisal;• diagnosisandtreatmentplanning;• utilizationreview(UR)inagencieswithoutmedicalpersonnel;• career(vocational)counseling;• psychoeducationalandpreventionprograms;• individualandgroupcounselingtreatment interventionsfocusedonfacilitatingadjustmentsto

themedicalandpsychosocialimpactofphysicalandmentalhealthdisabilities;• brief and solution-focused therapies for individuals (adult and birth to 18), families couples,

groups;• crisismanagement;• casemanagement,referral,andservicecoordination;• licitandillicitsubstanceabusetreatment;• treatmentandprogramevaluationandresearch;• interventionstoremoveenvironmental,employment,andattitudinalbarriers;• referralandconsultationservicesamongmultiplepartiesandregulatorysystems;• job analysis, jobdevelopment, andplacement services, including assistancewith employment

andjobaccommodations;and• theprovisionofconsultationaboutandaccesstorehabilitationtechnology.

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Rehabilitationandmentalhealthcounselorsarespecificallytrainedtoprovideavarietyofessentialservicestopersonswithdisabilities,includingcounseling.Thisexpandedscopeofpracticeincludesservicessuchascasemanagement,advocacy,andconsultation.Asaresult,rehabilitationandmentalhealthcounselorsareuniquelypositionedtoworkinawide-rangeofrehabilitationandmentalhealthsettingsthatprovidetheseservices.TheRehabilitationandMentalHealthProgramattheUniversityofArizona,formerlyknownastheRehabilitationCounselingProgram,enjoysarichhistoryinArizonaandatthenationallevel.TheProgramwasestablishedin1961,withthefirstclassgraduatingin1963.Wehavecontinuallyattractedstudentsfromdiverseracialandethnicbackgroundsaswellasstudentswithdisabilitiesthroughoutthehistoryofourprogram.TheRehabilitationProgram,whichwasranked6thnationallybyUSNewsandWorldReport(2013),istheonlyprogramapprovedbytheArizonaBoardofRegentstodeliveracademicdegreesinRehabilitationintheStateofArizona.TheProgramhasthefurtherdistinctionofbecomingthefirstCORE(CouncilonRehabilitationEducation)accreditedRehabilitationMaster’sprogramintheUnitedStates(1975)and,morerecentlyinFall2014,CACREP-accreditedforClinicalRehabilitationCounselingandMentalHealthCounseling.OurundergraduaterehabilitationprogramwasthefirstCOREregisteredBachelorofScienceprogramintheUnitedStates(1999).Facultymembersrecognizetheimportanceofscholarshipsandhaveexpendedaconsiderableamountofefforttoobtaingrantstomeetthefinancialneedsoftheirstudents.Therehabilitationprogramhasalonghistoryofsuccessfulgrantactivitiesforstudentsupport(e.g.,RehabilitationServicesAdministrationlong-termtraininggrant)andcommunityservices(e.g.,TechnicalAssistanceandContinuingEducationgrant).Currently,anArizonaRehabilitationServicesAdministration(RSA)intergovernmentalserviceagreementwillprovidetuitionandstipendstosupport50part-timeMaster’sstudents,employedbyRSA,forthenext5years(2014–2019).Rehabilitationandmentalhealthfacultywillcontinuetobededicatedtopursuinggrantsforthebettermentoftheprogram.Additionally,afive-yearRSAgrantprovidesnon-RSAstudentswithaccesstofinancialsupportaswellashands-onexperienceintheArizonaRSAsystem.RehabilitationandMentalHealthCounselinghasanexcellentcareeroutlookbecauseofthevarietyofoccupationalopportunitiesavailabletograduates.Today’srehabilitationandmentalhealthcounselingtrainingprogramsofferstudentsthecompetenciesandskillstoworkwithconsumers/clientsindiverseemploymentsettingsthatinclude,butarenotlimitedto:publicandprivatevocationalrehabilitation,community-basedrehabilitationandcasemanagementsettings,residentialandoutpatientpsychiatricandsubstanceabusetreatmentprograms,hospital-basedrehabilitationunits,counselingprograms/agenciesintheprivatesector,aswellasindependentlivingandassistivetechnologyprograms.MoreinformationaboutthehistoryandpracticeofRehabilitationandMentalHealthCounselingcanbefoundathttp://www.crccertification.com/

E.SpecializationinSchoolCounselingProfessionalSchoolCounseling,withitsrootsinvocationalguidance,emergedduringtheearly1900swhentheUnitedStatessawanexpansionofcounselingrolesthatparalleledthesocialreformmovement(Southern,Erford,Vernon,&Davis-Gage,2010).JesseB.Davis,ahighschoolprincipal,isgenerallycreditedwithestablishingthefirstschoolguidanceprogramin1907.TheAmericanSchool

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CounselorAssociation(ASCA)wasfoundedin1952,whichplacednewemphasisongroupandindividualcounselingtoincreaseacademicachievementandimprovetheschoolclimate(Southern,etal.).Inthe1960s,federalfundscontributedtotheexpansionofuniversityprogramstotrainschoolcounselors,andtheprofessionexpandeditsfocusbeyondvocationalguidancetoincludepersonalandsocialdevelopment.Professionalschoolcounselorsprovideculturallycompetentservicestostudents,parents/guardians,schoolstaffandthecommunityinthefollowingareas:

• SchoolGuidanceCurriculum–consistsofstructuredlessonsdesignedtohelpstudentsachievethedesiredcompetenciesandtoprovidestudentswiththeknowledgeandskillsappropriatefortheirdevelopmentallevel.

• IndividualStudentPlanning–schoolcounselorscoordinateongoingsystemicactivitiesdesigned

tohelpstudentsestablishpersonalgoalsanddevelopfutureplans.

• Responsive Services – consist of prevention and/or intervention activities to meet students’immediate and future needs. These needs can be necessitated by events and conditions instudents’ lives and the school climate and culture, andmay require any of the following: 1)individualorgroupcounseling;2) consultationwithparents, teachersandothereducators;3)referrals to other school support services or community resources; 4) peer helping; 5)psychoeducation;6)interventionandadvocacyatthesystemiclevel.

Professionalschoolcounselorsincorporateorganizationalprocessesandtoolsthatareconcrete,clearlydelineated,andreflectiveoftheschool’sneeds.Processesandtoolsinclude:

• agreements developedwith and approved by administrators for each school year addressinghowtheSchoolCounselingprogramisorganizedandwhatgoalswillbeaccomplished

• advisory councils including: students, parents/guardians, teachers, counselors, administratorsandcommunitymemberstoreviewSchoolCounselingprogramgoalsandresultsandtomakerecommendations

• the use of student data to effect systemic changewithin the school system so every studentreceivesthebenefitoftheSchoolCounselingprogram

• actionplansforpreventionandinterventionservicesdefiningthedesiredstudentcompetenciesandachievementresults

• allotment of the professional school counselor's time in direct service with students asrecommendedintheASCANationalModel

• the use of annual and weekly calendars to keep students, parents/guardians, teachers,administrators,andcommunitystakeholdersinformedandtoencourageactiveparticipationintheSchoolCounselingprogram

Professionalschoolcounselorsdevelopconfidentialrelationshipswithstudentstohelpthemresolveand/orcopewithproblemsanddevelopmentalconcerns.TheSchoolCounselingprogramintheCollegeofEducationbeganinthe2000-2001academicyear.ItwasoriginallyhousedintheDepartmentofEducationalPsychology,andmovedtothenewDisabilityandPsychoeducationalStudiesin2009aspartoftheuniversity’stransformationinitiative.GraduatesareemployedasK-12schoolcounselorsinArizonaandmanyotherstatesaroundthecountry.Severalofthegraduateshavegoneontoearndoctoraldegrees,anotherwasaFulbright

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scholarworkinginMalaysiaschools,andseveralhavepositionsinhighereducationinvariousstudentservicepositions.Employmentofschoolcounselorsisexpectedtogrowby19percentfrom2010to2020,aboutasfastastheaverageforalloccupations.Thenumberofstudentsattendingschoolsatalllevelsisexpectedtoincreaseduringtheprojectionsdecade,boostingdemandforbothschoolandcareercounselors.

PreK-12GuidanceCounselorCertificationinArizonaforSchoolCounselorThemostrecentcriteriaforobtainingaGuidanceCounselorCertificate(PreK-12)fromtheArizonaDepartmentofEducationareavailableat:http://www.ade.az.gov/certification/requirements/Professional/GuidanceCounselor-R2.pdfTheseinclude:

1. AMaster’sormoreadvanceddegreefromanaccreditedinstitution.2. Completionofagraduateprograminguidanceandcounselingfromanaccreditedinstitutionor

avalidguidancecounselorcertificatefromanotherstate.3. Oneofthefollowing:

a. Completion of a supervised counseling practicum in School Counseling from anaccreditedinstitution;

b. Twoyearsof verified, full-timeexperienceasa schoolguidancecounselor (verifiedbyletterfromDistrictSuperintendentorPersonnelDirector);or

c. Three years of verified teaching experience (verified by letter from DistrictSuperintendentorPersonnelDirector)

PortionsofthisdocumentarefromtheAmericanSchoolCounselorAssociation.http://www.schoolcounselor.org/content.asp?pl=325&sl=133&contentid=240

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CHAPTERIII

ADMISSIONTOTHEPROGRAM

A.AdmissionStandardsAllapplicantstotheUniversityofArizona'sCounselingProgrammustsubmitapplicationsandbeacceptedbytheGraduateCollegeandtheDPSDepartment.TheminimumGraduateCollegeentrancerequirementsfortheCounselingProgramareasfollows:

a. Acompletedbachelor'sdegreefromanaccreditedinstitutionwithaGradePointAverage(GPA)of at least 3.0 on a 4.0 scale in the last 60 credit hours. Alternatively, 12 credits of graduatecourseworkfromanaccreditedinstitutionwithaGPAofatleast3.0ona4.0scale.

b. A completed application, official undergraduate and graduate transcripts, and payment ofGraduateCollegeapplicationfees.TheapplicationdeadlineforadmissiontoFalltermisJanuary15.Basedon resources, includingavailabilityof facultyadvisors, thedepartmentwill limit thenumberofapplicantsaccepted.AdmissioninformationandtheapplicationareavailableontheGraduateCollegeWebsite:http://grad.arizona.edu/admissions

c. CompletedPersonalDataForm.

d. TOEFL: Total and TWE scores must be submitted for students for whom English is a secondlanguage.

e. LongRangeGoals:Abriefstatement(200-500words)oftheapplicant'slong-rangeprofessionalgoals.

f. Letters of recommendation are completed by three persons (including one who has been asupervisor)whocanattesttosuccessfulworkexperienceand/orpotentialasacounselor.

g. An interview, followingthe initialscreeningof theabovematerial.Thiscanoccur inpersonorviaotherformsofcommunication(e.g.,Skype,viatelephone).

B.MatriculationandEnrollmentOnceastudentisadmittedtotheCounselingProgram,thestudentwill:

1. Contacttheadvisorassignedintheacceptancelettertoplanfirstsemestercourses.Seethelistofcourses(AppendixB)andregister.

2. Take the core 48 graduate credits in Counseling plus 12 credits in the specialization area:RehabilitationandMentalHealthCounselingorSchoolCounseling(totalcredits60).

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3. Maintainaminimumgradepointaverage(GPA)of3.0,andearninga Borbetter inalloftheclinicalcoursework.4. Developinconjunctionwiththeassignedadvisor,aPlanofStudyasearlyasthesecondsemester,tobesubmittedtotheGraduateCollege.Therearetwoveryimportantlinks,oneisforthedepartmentalforms:http://www.coe.arizona.edu/dps/students.TheotherlinkcanbefoundbyloggingintoGradPathathttp://grad.arizona.edu/gsas/gradpath.

a GRATHPATHFORMS PleasefollowtheinstructionsbelowtoaccessGradPath:

o GotoUAccess.arizona.edu o ClickonthelinktotheStudentCenter o Login o SelectGradPathformsfromthe“otheracademic”dropdownmenu o Clickonthedoublebluearrow o SelectGradPathforms

ThisshouldtakeyoutoyourGradPathforms.ThefirstformyouwillneedtocompleteistheResponsibleConductofResearchStatement.AfteryouhavesubmittedtheResponsibleConductofResearchStatementyouwillbeabletocreate,filloutandsubmitaPlanofStudy.WhenyousubmityourPlanofStudyitwillbeginroutingtothevariousapproversinyourdepartment,thencometotheGraduateCollege.OncethePlanofStudyhasbeenapprovedbyallthereviewersyouwillhaveaccesstocompleteandsubmittheMaster’s/SpecialistCommitteeAppointmentform.Thatformisrequiredevenifyoudidnothaveacommittee–inthatcaseyoucanpickaboxontheformtoindicatethatyoudidnothaveacommitteeandjustlistyouradvisor.ThefinalGradPathform,theMaster’s/SpecialistCompletionConfirmationwillneedtobesubmittedbyyourgraduatecoordinator.PleasefeelfreetocontactyourDegreeCounselor,LoriD’Anna(ldanna@email.arizona.edu)ifyouhaveanyquestionsorconcerns.

b. Graduationrequirementso Thereisoneveryimportantlastmilestoneforstudentstosubmitin

GradPathwhencompletingthedegreecalled:Master’s/SpecialistCommitteeAppointmentForminGradPath.WithoutsubmittingtheformwecannotinitiatetheCompletionofDegreeandthediplomaisnotawardedtothestudent.OneoftherequirementsthatmustbemetbeforeweawardadegreeisthatalloftheGradPathformshavebeensubmittedandreceivedfinalapproval.

o ItisimportantforstudentstoknowwhotogetincontactwithincaseofConvocationquestions,orwheretoregister.IfyouhavespecificquestionsafteryouhavecompletedtheonlineregistrationforConvocationpleasecontactTracyKenyon,tekenyon@email.arizona.eduorcalltheStudentServicesOfficeat621-7865.

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5. PriortoenrollinginPracticum,thestudentwillcompletethefollowingprerequisitecourses:

a SERP546(CounselingSkillsandTechniques)andb.SERP525(CounselingTheories)andc.SERP506(IntroductiontoSchoolCounseling)orSERP565(PrinciplesofRehabilitationandMentalHealth)dependingonspecialization.d.SERP547(GroupCounseling)canbetakenpriortoorduringfirstPracticum.

4. Registerforthecomprehensiveexamadministeredthefinalsemesterofthestudent’sprogram.

StudentswhoselectedtheRehabilitationandMentalHealthCounselingSpecializationwillsitforthe exam administered by the Commission on Rehabilitation Counselor Certification (CRCC).Those students should check the CRCC website, located at http://crccertification.com forapplicationdeadlinestoavoidgraduationdelays.Theapplicationistypicallydueabout5monthspriortotheexamdate.Studentsareinformediftheypassedornotdirectlyfollowingtheexam.Test scoresareno longerprovidedeitherat the testing centerorby theCRCC. StudentswhoselectedtheSchoolCounselingspecializationcompleteaprofessionalpresentationandearnaminimumscoreof151onthePraxisSchoolGuidanceandCounselingexam(#5421).Informationcanbeobtainedathttp://www.ets.org/Media/Tests/PRAXIS/pdf/5421.pdf

5. Completeallcourseworkandregisterforgraduation.RefertothegraduationdeadlinesonlineattheGraduateCollegewebsiteforcommencementandinformationregardingdeadlines: http://grad.arizona.edu/academics/degree-certification/deadlines-for-graduation

C.UAccessUAccessisourportaltoallyourpersonalinformationanditwilllistthecoursesyouareenrolledforinthecurrentsemester,includingassociatedlinkstocoursereadingsinthedigitallibraryandtoDesire2Learn(D2L).Youcanseeyourgrades,lookatyourschedule,andgetyourSAPR(StudentAcademicProgressReport).

D.CourseRegistrationHowtoregisterforyourSERPcoursethroughUAcess:

1. GototheUAccess:http://uaccess.arizona.edu/2. Clickon“StudentCenter”3. LoginusingyourUANetId4. IntheAcademicssection,clickon“Enroll”.ThiswilltakeyoutotheAddClassesscreen.5. ClickontheSEARCHtabatthetopofthisscreen.ThiswilltakeyoutotheSearchCriteriascreen.6. ForTERM,selectthesemesteryouwillbetakingthisclass-(Fall2016)7. InSUBJECT,typeinorselectSERP.

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8. ForCAMPUSverifyissaysUAOnline.9. Click the green SEARCH button. You should see all the SERPcoursesonthescreen.10. Scroll down to select your class and click on “Enroll” at thebottomofthescreentoregisterforthecourse.

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CHAPTERIV

MASTERSDEGREEINCOUNSELING

A.AcademicAdvisingEachstudentisassignedanadvisor.ChosenfromtheCounselingFaculty,theadvisor'sresponsibilitiesinclude:

1. ApprovingthePlanofStudy2. Monitoringstudentprogress3. Determiningreadinessforclinicalpracticeexperiences4. Approvingfieldexperienceplacement5. Advisingstudentsaboutemploymentpossibilities

CurrentAdvisors

RehabilitationandMentalHealthCounseling

Tashjian,Amanda,Ph.D.,CRC,LPCamandaeaston@email.arizona.edu

Hartley,Michael,Ph.D.,CRCmthartley@email.arizona.edu

Johnson,Philip,Ph.D.,CRCjohnsonp@email.arizona.eduPerry,Vanessa,Ph.D.,CRCvmperry@email.arizona.edu

SchoolCounselingBauman,Sheri,Ph.D.,NCCsherib@email.arizona.edu

Falco,Lia,Ph.D.ldf@email.arizona.eduSteen,Sam,Ph.D.samsteen@email.arizona.edu

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Itisrecommendedstudentsmeetwiththeiradvisorsregularly.Itisthestudent’sresponsibilitytocontacthis/heradvisorandmakeanappointment.Groupadvisingmeetingsmaybeheldinlieuofindividualmeetings.Schedulingofcoursesineachprogramisdesignedtoaccommodatefull-timeandpart-timestudents.The60creditsemestersequencecanbecompletedinaminimumoftwoyears(forfull-timestudentsincludingsummerclasses)Moststudentsshouldplantotaketwo-threeyearstocompletetheirprogram.

B.ProgramofStudy

Astudent’sprogramofstudyfortheMAdegreeinCounselinghasthreeobjectives:(a)toofferabroadbasedcurriculuminCounselingconsistentwiththescholar-practitionermodeloftraining;(b)tomeettheappropriateaccreditationcriteria;(c)topermitgraduatesoftheprogramtobecomecertifiedandbecomelicensedprofessionalsinthestateofArizona,and(d)topermitstudentstospecializeineitherSchoolCounselingorRehabilitationandMentalHealthCounseling.

TheMAPrograminCounselingrequiresaminimumof60credits.ForthosestudentswishingtotransfercoursesintotheirProgramofStudyfromanotheruniversity,apetitionmustbesubmittedtothestudent’sacademicadvisor(amaximumof12creditsmaybeapplied).Forthosecourseswhichastudenthastakenmorethanfiveyearspriortoadmission,programfacultymayrequestthatthesecoursesberepeated.Inconjunctionwithhis/hermajorprofessor,eachstudentisresponsiblefordevelopingaPlanofStudyasearlyaspossibleduringthefirstfewmonthsinresidence,tobesubmittedtotheGraduateCollegenolaterthanthesecondsemesterinresidence.AlldeficienciesmustbesatisfiedbeforethePlanofStudyisapproved.

TheGraduatePrograminCounselingattheUniversityofArizonaincludescourseworkbasedonthecurriculumstandardsfromCACREP,COREandASCA(AppendixA).StudentswillgraduatewithaMAdegreeinthemajorareaofCounselingwithaspecializationinRehabilitationandMentalHealthCounselingorSchoolCounseling.(AppendixB)

AppendixBcontainsacompletelistingofcorecoursesrequiredofallstudentsand12additionalunitsforeachspecialization.PleaserefertothecoursedescriptionsintheAcademicCatalog(http://catalog.arizona.edu/)forageneraldescriptionofallcoursesintheDPSdepartmentandelectivecoursesthatcanbechosenintheCollegeofEducationandtheDepartmentofDisability&PsychoeducationalStudies.ThecoursenumberingsystemisexplainedattheGraduateCollegewebsite(https://grad.arizona.edu/academics/course-listing-and-numbering).Allcoursesarethreecredithoursunlessotherwisenoted.AppendixCpresentstherecommendedcoursesequenceforafull-timeandapart-timestudent.

C.ComprehensiveExam

Studentsmustcompleteacomprehensiveexamintheirlastsemesterpriortograduating.TheRehabilitationandMentalHealthCounselingandSchoolCounselingspecializationshaveseparatecomprehensiveexamproceduresandexams.

RehabilitationandMentalHealthCounselingSpecialization

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StudentsintheRehabilitationandMentalHealthCounselingspecializationmustregisterandachieveapassingscoreontheCommissiononRehabilitationCounselorCertification(CRC)exam.Studentsneedtohavecompletedthemajorityofcourseworkbeforetakingtheexam.TheCRCExamisofferedthreetimesperyear:fall,summer,andspring.Moststudentstaketheexaminthefinalsemesteroftheprogram,usuallyduringthespringsemesteraroundMarch1st.ThedeadlinetoregisterforthespringexamisusuallyaroundOctober1st.Additionalinformationislocatedathttp://www.crccertification.com/.

StudentsintheRehabilitationandMentalHealthCounselingspecializationwillalsotaketheMentalHealthStandardsKnowledgeAssessmentsattheendofthesemesterpriortointendedgraduation.Foranystandardinwhichmasteryisnotdemonstrated,students,incollaborationwiththeiradvisor,willdevelopaplantoreviewmaterialrelatedtothestandardanddemonstratetheknowledgebeforebeingapprovedforhavingmetallgraduationrequirements.

IfastudentdoesnotearnapassingscoreontheCRCexam,anoralexamwithaminimumoftwofacultyexaminerswillberequired.Anone-houroralexamwiththestudent’sadvisorandatleastoneotherfacultymemberwillprovideanopportunityforthestudenttodemonstratetherequisiteknowledgeofRehabilitationandMentalHealthCounseling.AnoralexamisonlyscheduledincaseswhereastudentdoesnotpasstheCRCexam.Ifthestudentdoesnotpasstheoralexam,heorshewillre-taketheCRCexamthefollowingsemester.Thestudentmustberegisteredasastudentinthesemesterinwhichheorshegraduates.ItpreparesgraduatestobeskillfulinallcomponentsofCounseling.ThestudentmayregisterforaminimumofoneunitandmayregisterforanyUniversityofArizonaclassoffered.

SchoolCounselingSpecialization

Studentswithintheschoolcounselingspecializationmustearnascoreof151onthePraxisProfessionalSchoolCounselorExam(5421)nolaterthanonemonthpriortograduation.Informationabouttheexamcanbefoundathttps://www.ets.org/praxis/prepare/materials/5421

StudentsintheschoolcounselingspecializationwillalsotaketheSCStandardsKnowledgeAssessmentsattheendofthesemesterpriortointendedgraduation.Foranystandardinwhichmasteryisnotdemonstrated,students,incollaborationwiththeiradvisor,willdevelopaplantoreviewmaterialrelatedtothestandardanddemonstratetheknowledgebeforebeingapprovedforhavingmetallgraduationrequirements.

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CHAPTERV

CLINICALPRACTICEINCOUNSELING

ClinicalpracticeexperiencesorganizedthroughtheUniversityofArizona’sCounselingProgramarecarefullyintegratedintothetrainingprogramandservethefollowingfunctions:(a)refiningsupervisedclinicalexperiencesobtainedinappliedcoursesinCounselingProgram,(b)extendingscholarlyknowledgefromcourseworkundersupervisiondirectlytoappliedsettings,(c)implementingevidence-basedassessmentandinterventionmethodslearnedincourses,(d)experiencingprofessionalpracticeissuesassociatedwiththedeliveryofcounselingservices,and(e)receivingfeedbackfromclinicalsupervisorsregardingprofessionalcompetenciesandskillsinthedeliveryofcounselingservices.

Allstudentswillcompleteamentalhealthpracticum.Inaddition,studentscompleteapracticumandinternshipintheirspecialization.

A.ClinicalPracticeResources

TheUniversityofArizona,CounselingProgramhasstrongaffiliationswithanumberofon-campusandoff-campusserviceorganizationsapprovedforsupervisedclinicalpracticeexperience.Theseaffiliationsprovidestudentswithabroadrangeofopportunitiestodevelopconsultationskills,therapyskills,assessmentanddiagnosticskills,anddirectinterventionskillsunderthesupervisionofqualifiedprofessionals.Additionally,wehaveaClinicalPlacementCoordinatortohelpwithplacements.

AllstudentsarerequiredtomeetwithMs.CameliaShaheed,theClinicalPlacementCoordinator,todiscussavailablepracticumandinternshipsites.NoplacementisconsideredcompleteuntilMs.ShaheedreviewstheprospectivesiteandSiteSupervisorcredentialsforappropriateness.TheconsultationandplacementSiteAgreement,whichyoureceiveduringyourpracticum/internshipclass,needstobecompletednolaterthanthesemesterpriortothesemesterinwhichthestudentintendstocompletehisorherfistpracticum.Ms.CameliaShaheedcanbereachedatcamysmarvel@email.arizona.edu

B.Practicum(100hours)

Practicumexperiencesareexpectedtobeconsistentwiththescholar-practitionerorientationoftheCounselingProgram.AllclinicalplacementsareconsistentwiththeestablishedethicalstandardsandaccreditationguidelinesoftheAmericanSchoolCounselingAssociation(ASCA)andCouncilfortheAccreditationofCounselingandRelatedPrograms(CACREP).RefertotheClinicalPracticeManualforStudents&Facultyforacompletelistofrequirements,goals,objectives,andresponsibilities.

C.Internship(600hours)

Theinternshipisamoreintensiveexperiencewhereinthestudentisexpectedtodemonstratebroaderskillsinallaspectsofprofessionalfunctioning.Internshipexperiencesshouldbeatsitesthatareappropriatetostudents’careergoals.RefertotheClinicalPracticeManualforStudents&Facultyforacompletelistofrequirements,goals,objectives,andresponsibilities.

SamplesiteswhohistoricallyprovidedsupervisionofcounselingservicestoMAstudents(subjecttochange):

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AmphitheaterPublicSchoolsLasFamiliasCounselingAgency(internship)AZCenterfortheBlind&VisuallyImpaired(ASLrequired)MaranaSchoolDistrictNativeAmericanConnections(Phoenix)ArizonaSchoolfortheDeaf&Blind(ASLrequired)NationalCouncilonAlcoholismandDrugDependence(NCADD)(Phoenix) OfficeofSpecialEducationandRehabilitativeServices(OSERS)BeaconGroupPageUnifiedSchoolDistrictParadiseValleySchoolDistrictCalvaryAddictionRecoveryCenterPhoenixUnifiedSchoolDistrictCasaDeVidaPimaCom.Col.Downtown&EastCampusCatalinaFoothillsSchoolDistrictCedarRidgeCounselingCottonwood(internshipandbehavioralexperienceonly)PimaCountyJuvenileCourtCenterChildFamilyResources(internship)PinalHispanicCouncilOurFamilyCODACPrimaveraServicesDES/RSATheCenterforLivingSkillsProjectPEPPProvidenceofArizonaUniversityofArizonaDisabilityResourceCenterSaffordArizonaPublicSchoolsDouglasArizonaSchoolDistrictSahuaritaUnifiedSchoolDistrictEasterSealsBlakeFoundationSunnysideUnifiedSchoolDistrictFlowingWellsSchoolDistrictTanqueVerdeUnifiedSchoolDistrictFocusEmploymentServicesTheSalvationArmyGilbertArizonaPublicSchoolsTucsonUnifiedSchoolDistrictHelpingAssociatesInc.VailUnifiedSchoolDistrictIndianOasisUnifiedSchoolDistrictYaquiTribalHealthCenterLaPazCounseling

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ForSchoolCounselingspecializationstudents,additionalinformationonschooldistrictslistedabovecanbeobtainedviaCameliaShaheedandbyvisitingtheArizonaDepartmentofEducation(ADE)websiteat:http://www.ade.state.az.us/.

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CHAPTERVI

STUDENTRESOURCES

TheProgramencouragesstudentstobecomeinvolvedinresearchandsupervisedpracticerelatedtocounseling.Anumberofon-campusandcommunityresourcesarealsoutilizedtoprovideresearchandclinicalplacementexperiencesforstudents.

A.StudentSupportServices

1.CounselingandPsychologicalServices(CAPS)

CounselingandPsychologicalServices(CAPS),locatedintheCampusHealthServicebuildingofferspsychologicalcounselingtostudentstohelpthemcopewithpersonalproblemssothattheycansuccessfullyachievetheireducationalgoals.Licensedprofessionalsareavailabletoprovidebrieftreatmentforanxiety,depression,difficultieswithrelationships,familyproblems,food/bodyimageconcerns,alcoholanddrug(ADD)concerns,lifecrisesandotherissues.Otheravailableservicesincludeconsultativeservicesbyphone,onlinescreeningsfordepression,eatingdisorders,suicide,alcohol,andanxiety,andsupportgroupsforeatingandbodyimage.Therearealsoclassesspecificallyforgraduatestudentsonstrategiesforsuccess.

2.TheStrategicAlternativeLearningTechniques(SALT)Center

TheStrategicAlternativeLearningTechniques(SALT)Centerisafreestanding,fee-based(http://www.salt.arizona.edu/admissions/fees.shtml)departmentwithintheDivisionofCampusLifethatservestheneedsofmanystudentsdiagnosedwithLearningDisabilitiesorAttentionDeficitHyperactivityDisorder(ADHD).SALTstudentsreceiveindividualizededucationalplanningandmonitoring,assistancefromtrainedtutorswithcoursework,andanarrayofworkshopsgearedtowardtheindividualacademicneedsofthesestudents.Additionally,studentshavetheopportunitytousetheSALTcomputerlab(completewithanarrayofassistivetechnology)and/or"drop-in"toeithertheSALTWritersLabortheSALTMathLab,bothstaffedwithhighlytrainedtutors.

UponrequestingSALTservices,eachstudentisassignedtoaLearningSpecialist.TheseindividualsassiststudentsastheynavigatethroughtheUniversityofArizona.EachLearningSpecialistisanindividualwhodemonstratesencouraging,accepting,andnonjudgmentalbehaviorscreatingasecureenvironmentforstudentstoprosper.ThissafeatmospherealsoenablesstudentstosuccessfullycollaboratewithLearningSpecialiststocreateauniquelearningplan,entitledIndividualizedLearningPlans(ILP).EachspeciallydesignedILPiscreatedtomeetthepostsecondaryenvironmentalneedsofthestudent.TheSALTCenteralsoprovidesstudentswiththeopportunitytolearnaboutotheravailableresources.

3.DisabilityResourceCenter

TheDisabilityResourceCentercollaborateswithstudents,facultyandstafftocreateeducationalenvironmentsthatareusable,equitable,sustainableandinclusiveofallmembersoftheuniversitycommunity.However,ifyouencounteracademicorphysicalbarriersoncampus,DRCstaffisavailabletopartnerwithyouinfindinggoodsolutionsortoimplementreasonableaccommodations.DRCworksproactivelywithinstructorsinre-imaginingthedesignoftheir

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courses.Ourgoalistoencouragefacultytothinkbroadlyaboutallthedifferentcharacteristicsstudentsmaybringtotheclassroomandtocreateeducationalexperiencesthatwillbemeaningfultoeachofthem.Whenwearesuccessfulinthispartnership,youmaynotneedtousetheindividualclassroomaccommodationsyouhaveusedbefore.Anexampleisnotetaking.WhenaninstructorpostsclassnotesonanopenWebsiteforallstudents,theindividualaccommodationof‘note-taking’maynotberequired.Additionalinformationisavailableathttp://drc.arizona.edu/students.

4.FinancialAssistance

Intermsoffinancialassistance,theuniversitymaintainstheOfficeofFinancialAidintheAdministrationBuildingthatisavailabletostudentsforapplyingforsuchloansasfederalStaffordloans,universityscholarships,andscholarshipandloansfromvariousprivatefoundations.Inaddition,scholarshipfundsandtuitionwaiverfundsareavailablethroughtheOfficeoftheAssociateDeanoftheGraduateCollegeforstudentswhoarefromdiversebackgrounds.

Inthepast,theDPSdepartmenthasbeenabletooffersomefinancialassistancetostudentsintheformoftuitionremissions,scholarships/fellowships,andassistantships.Whenopportunitiesarise,theprogramfacultymakeeveryefforttoinformeligiblestudentsofallpotentiallyavailablefundingsources.Studentsareencouragedtocontacttheiradviserortheprogramdirectorforinformationonothersourcesofpossiblefunding.Studentfundingisnotguaranteed.StudentsarealsourgedtocontacttheGraduateCollegeandthePsychologyDepartmentforpossiblefundingopportunities.Inaddition,studentsshoulddiscusstheirfinancialneedswithpersonnelattheOfficeofFinancialAid,AdministrationBuilding–Room203,Tucson,AZ85721.(520)621-1858oremailataskaid@arizona.edu.

B.ResearchandStudyResources

1.UniversityInformationandTechnologyServices(UITS)

TheUniversityInformationandTechnologyServices(UITS)LabislocatedonthesubflooroftheCollegeofEducationbuilding,andisavailableforuseasanelectronicclassroomequippedwith20studentmachinescontainingthelatestsoftware.Alsoonthesamefloorisaroomfordistanceeducationandvideotapeeditingrooms.ComputerequipmentfromtheUITScanbeborrowedbothbyfacultyandstudentsformakingpresentationsinclasses.Forfurtherinformation,pleasevisittheUITSwebsiteat:http://oscr.arizona.eduor520-621-6727.

2.CenterforComputingInformationTechnology(CCIT)

TheCenterforComputingandInformationTechnology(CCIT/UITS)housestheUniversity'smainframecomputers.ThemainframemachinesarelinkedtopersonalcomputersintheCollegeofEducation.EducationalandinformationalfacilitiesarealsoavailableintheCenterandatechnicalreferenceroomcontainsreferencemanuals,varioustechnicalbooksandperiodicals.ManyComputerCenterpublicationsareavailable.TheCenterprovidesprogrammingconsultingservicesandconductsnon-creditshortcoursesopentothepublic.ForfurtherinformationabouttheirservicesvisittheUITSwebsiteathttp://uits.web.arizona.edu/or520-621-2248.

3.MainLibrary

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TheUniversityofArizonaLibrarycontainsmorethan1.5millionbooks,boundperiodicals,microforms,maps,governmentpublicationsandothermaterials.Thelibraryiscommittedtoprovidingallpossiblesupportservicestostudentstofacilitatetheirlearningandobtainingscholarlydocumentseitherwithinthelibrarysystem,throughinter-libraryloan,orviaonlinecomputerdatabasesearchesbyvisitinghttp://www.library.arizona.edu.Thelibraryevenemailsdocumentstostudentsuponrequest.

4.Library(CollegeofLaw)

TheCollegeofLawLibraryisoneofthebestlegalresearchfacilitiesintheSouthwest,withacollectionofover300,000volumes.Thelatestincomputer-basedlegalresearchisavailablethroughLEXISandWESTLAW,andthereisacomputerlabforwordprocessing,computerassistedlegalinstruction,andresearch.

5.Library(BannerUniversityMedicalCenter)

TheArizonaHealthSciencesLibrary(AHS)isamemberoftheNationalNetworkofLibrariesofMedicinefoundedbytheNationalLibraryofMedicine(NLM)andservesasthedesignatedresourcelibraryforArizonathroughthePacificSouthwestRegionalMedicalLibraryService(PSRMLS).TheArizonaHealthSciencesLibraryisafoundingmemberoftheArizonaHealthInformationNetwork(AZHIN).InadditiontoAHSL,theAZHINconsortiumismadeupoftheUniversityofArizona,themajorteachinghospitalsinArizona,andagrowingnumberofotherArizonahealth-relatedorganizations.

TheUniversityofArizonaMedicalCenterLibrary'sprimarypurposeistoservethestudents,faculty,andstaffoftheUniversityofArizonaCollegesofMedicine,Nursing,andPharmacy,aswellasUniversityMedicalCenter.Astrongsecondarypurposeistoserveasaninformationalresourceforlicensedhealth-relatedpersonnelthroughoutthestate.LibrarycollectionsarealsoaccessibleforothermembersoftheUniversityofArizonacommunitywhohaveneedofmaterialfoundonlyinthislibrary.Thelibrarymaintainsastate-of-the-artinformationretrievalsystemenablingstudentstolocatereferencesbycomputerfromtheirhomesorfromUniversityoffices.TheAHSlibrarycollectioncontains225,195catalogedvolumes,95,357monographs,129,838journals,microfiche/files/cards1799,and90computersoftware(s)/CD-ROM.

6.OfficeoftheVicePresidentforResearch

TheOfficeoftheVicePresidentforResearchprocessesallsponsoredresearchproposalssubmittedbythefaculty,students,andstaff,maintainsrecordsofallsponsoredresearch,assiststhefacultyandstaffincertainaspectsofproposalpreparation,andhelpsinlocatingsponsorsforresearchprojects.

AcomputerizedinformationsystemmaintainedbythisofficecanproducevariousreportsonmanyaspectsoftheUniversity'stotalresearchprogram.Informationcontainedinreportsgeneratedbythisofficeisavailabletothegeneralpublicandmaybeofvaluetolocalandstategovernmentagencies.Forfurtherinformationabouttheservicesthisofficeprovides,pleasevisithttp://vpr.arizona.edu/

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Acollectionofbooksandperiodicalsthatprovideinformationontheresearchprogramsofmanyfederalagenciesandfoundationsisavailableinthisoffice.Copiesofmonthlypublicationsthatprovideinformationonresearchprogramsthathaverecentlybeenannouncedalsoareonfile.

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CHAPTERVII

ADDITIONALSTUDENTINFORMATION

A.CourseworkandGrades

1.CourseSyllabiAtthebeginningofeachsemester,professorsarerequiredtoprovidestudentswithacoursesyllabus.Thesyllabuscontainsanoutlineofcoursecontentandrequirementsthataretobecompletedbythestudentthroughoutthesemester.Acoursesyllabusisconsideredtobeacontractbetweentheprofessorandeachstudent;therefore,youmustkeepthoseforfuturereference.Thesyllabusspecifiesparticularrequirementsthatmustbecompletedbystudentsinordertoreceiveagradeinthecourse.Asyllabusmaybechangedbyaprofessorduringthesemesteratanytimewithreasonablenotice.Studentsshouldretaintheirsyllabiaftercompletingtheircoursesastheymaybeaskedtoproducethemmanymonthsoryearslaterwhenapplyingforlicensureorothercredentials.

2.GradesAttheendofeachsemester,studentswillreceivetheirgrade.GradesreceivedforthecoursestakeninthisdepartmentareanA,B,C,D,orE.OthergradesforcoursesincludePass(P)andSuperior(S).AccordingtotheUniversityofArizonagradingpolicies(asdescribedinthelatesteditionoftheGraduateCatalog),a“C”gradeisapassinggradebutdoesnotshowadequatecompetence.Forourpracticumandinternshipcourse,ifastudentreceiveslessthanaB,he/shemaynotbeabletocontinueintheprogram.

Gradesof“I”(Incomplete)Thegradeof"I"for"Incomplete"maybeawardedonlyattheendofthesemesterwhenallbutaminorportionofthestudent’scourseworkhasbeensatisfactorilycompleted.Studentsshouldmakearrangementswiththeinstructortoreceiveanincompletegradebeforethelastdayofclassesinasemester.StudentshaveamaximumofonecalendaryeartoremoveanIncomplete.Incompletegradesarenotincludedinthecalculationofthegrade-pointaverageuntiloneyearfromthedateoftheaward.InstructorsareencouragedtousetheReportofIncompleteGradeFormasacontractwiththestudentastowhatcourseworkmustbecompletedbythestudentforthe“I”gradetoberemovedandreplacedwithagrade.Ontheform,theinstructorstates:(1)whichassignmentsorexamsshouldbecompletedandwhen;(2)howthisworkwillbegraded;and(3)howthestudent'scoursegradewillbecalculated.Boththeinstructorandstudentsignthisagreementandbothshouldretaincopies.Afterthecourseworkiscompleted,theinstructorshouldassigntheappropriategradeontheUAccessGradeRoster.Afterposting,thenewgradewillbeincludedinthecalculationofthestudent'sGPA.AnIncompletenotremovedwithinoneyearisreplacedbyafailinggradeof"E"andcountedasan"E"indeterminingthegrade-pointaverage.Ifthereisapossibilitythatthestudent'scumulativegrade-pointaveragewillfallbelow3.00throughtheconversionofIncompletegradestofailinggrades,astudentwillnotbepermittedtograduate.Note:inraresituations,aninstructormaygrantanIncompleteinaPracticumcourse.Itisuptotheinstructortodeterminewhetherthestudentneedstodoall100hoursthenextsemester.Thatdecisionwilldependonthespecific

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situation.Ifastudentfailspracticum,thestudentwillneedtheadvisor’spermissiontoenrollinasubsequentsemester.

IndependentStudyIndependentstudycoursescanbearrangedwithaprofessortopursuearesearchprojectorotheractivitythatisoutsideof,oranextensionof,theregularcurriculum.IndependentStudymayNOTbeusedtotakearequiredcourseatatimeotherthanthescheduledsemester.Rareexceptionsmaybemadeinthecaseofpressingextenuatingcircumstances.ThereisanIndependentStudyFormthatmustbecompletedbythestudentandthefacultymemberpriortoregisteringforanIndependentStudycourse.

WithdrawalfromClassWithdrawalfromacoursewithinthefirstfourweeksafterregistrationwillresultinthedeletionofthecoursefromthestudent’sacademicrecord.Afterthefourthweekandthroughtheendofthetenthweekofclasses,thegradeof"W"maybeawardedtostudentsearningapassinggradeatthetimeoftheofficialwithdrawal.Afterthe10thweek,studentswillreceiveafailinggradeof“E”.Consulthttp://grad.arizona.edu/academics/policies/grading-policiestoobtaindetailedinformationaboutwithdrawalfromcourses.

GradeAppealPolicyAstudentmayappealagradeduringthefirstregularsemesterafterthesemesterorsummerterminwhichthegradewasawarded.Gradeappealsarenotprocessedduringthesummersessionsunlessthedeanofthecollegeinwhichthecourseisoffereddeterminesthatthecasewarrantsimmediatereview.Theappealinvolvesastepwiseandformalprocess,progressivelyinvolvingtheinstructor,thedepartmenthead,andthedeanofthecollegewhichoffersthecourse.Itmayalsoinvolveacommitteeappointedbythedeantoreviewandmakerecommendations.Writtenverificationofeachstepaswellascloseadherencetoatimetableisindispensable.Thedeanofthecollegeofferingthecoursehasthefinalauthoritytomakeadecisionregardingthegradeappeal.Thereisnospecialformforappeals.Thestudentshoulddetailthereasonsfortheirappealinaformalletter.TheGraduateCollegedoesnotprocessorbecomeinvolvedinsuchappeals.TheGradeAppealPolicyandtimetablecanbefoundinTheUniversityofArizonaelectroniccatalog.

Technology,SocialMediaandDistanceCounseling:

Counselorsrecognizethatserviceprovisionisnotlimitedtoin-person,face-to-faceinteractions.Counselorsactivelyattempttounderstandtheevolvingnatureoftechnology,socialmedia,anddistancecounselingandhowsuchresourcesmaybeusedtobetterservetheirclients.Counselorsappreciatetheimplicationsforlegalandethicalpracticewhenusingtechnology,socialmedia,ordistancecounselingandareparticularlymindfulofissuesrelatedtoconfidentiality,accessibility,andonlinebehavior.

Technology,socialmedia,anddistancecounselingarechangingthewaywecommunicateandwork,offeringnewmodelstoengagewithourclients,evaluees,colleagues,andthegeneralpublic.Webelievethiskindofinteractionmay:

·enhanceandembraceevolvingcommunicationstyles;·expediteserviceprovision;and·reduceand/oreliminatebarriers.

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Regardlessofthetechnologyusedoritsapplication,rehabilitationcounselorsareheldtothesamelevelofexpectedbehaviorandcompetenceasdefinedbytheCodeofProfessionalEthicsforCounselors.Theyneedtobeawareofrisksandlimitations,whichmayincludebutarenotlimitedto:

·confidentiality,privacy,andsecurity;·actualorperceivedunethicalbehavior;and·inabilitytoestablishormaintaingoodrapport.

B.StudentGrievanceProcedureTheGraduateCollegehasastudentgrievanceproceduretoensurethatstudentswhofeeltheyhavebeentreatedunfairlyhaveaccesstoastandardprocedureforresolvingthatgrievance.ConsulttheUniversityofArizonaStudentHandbookviainternetathttp://grad.arizona.edu/academics/policies/grading-policiesformoreinformationaboutthisprocedure.Incasesofdiscrimination,includingsexualharassment,casesummariesaresenttotheUniversityAffirmativeActionOfficer.Formoreinformation,pleasevisithttp://equity.arizona.edu/

C.DiscriminationandSexualHarassmentPolicyAstudentwhobelievesthatheorshehasexperienceddiscriminationorsexualharassmentshouldcalltheAffirmativeActionOfficeat621-9449.Thestudentwillbereferredtoanindividualwithexpertiseintheseareasforconfidentialadviceonhandlingthesituationorfilingawrittencomplaint.StudentswithdisabilitieswhowouldlikeinformationonUniversitypolicieswithregardtotheAmericanswithDisabilitiesAct(ADA)shouldcontacttheDisabilityResourceCenterat621-3268http://drc.arizona.edu.StudentsarealsoencouragedtoaccesstheAffirmativeActionhomepagehttp://equity.arizona.eduforinformationondiscrimination,includingsexualharassment,andtheADA.

D.CodeofAcademicIntegrityIntegrityisexpectedofeverystudentinallacademicwork.Theguidingprincipleofacademicintegrityisthatastudent'ssubmittedworkmustbethestudent'sown.Studentsengaginginacademicdishonestydiminishtheireducationandbringdiscredittotheacademiccommunity.StudentsshallnotviolatetheCodeofAcademicIntegrityandshallavoidsituationslikelytocompromiseacademicintegrity.StudentsshallobservetheprovisionsoftheCodewhetherornotfacultymembersestablishspecialrulesofacademicintegrityforparticularclasses.FailureoffacultytopreventcheatingdoesnotexcusestudentsfromcompliancewiththeCode.Anyattempttocommitanactprohibitedbytheseruleswillbesubjecttosanctionstothesameextentascompletedacts.TheproceduresforreviewingasuspectedviolationarefoundinthecompleteCodeofAcademicIntegrityavailableintheDeanofStudentsOffice,OldMain,Room203,orvisithttp://deanofstudents.arizona.edu/codeofacademicintegrity.

E.RightsandResponsibilitiesRegardingDisabilityAccessTheUniversityofArizonaiscommittedtoequaleducationalopportunitiesforstudentswithdisabilitiesandrecognizesthatreasonableaccommodationsormodificationsmaybenecessarytoensureaccesstocampuscourses,services,activities,andfacilities.TheDisabilityResourceCenter(DRC)istheofficedesignatedbytheUniversitytoreviewdisabilitydocumentation,determinereasonable

34

accommodations,anddevelopplansfortheprovisionofsuchaccommodations.AnequallyimportantpartoftheDRCisservingfacultyindesigningeducationalenvironmentsthatareinclusive.Formoreinformation,visittheDRCwebsiteathttp://drc.arizona.edu/

F.CounselingCredentialsTheCounselingprogramisdesignedtopreparegraduatestoobtaininitialstatelicensureand/orcertificationasacounselor.Counselorsarerequiredtokeepskillscurrentbytakingadditionaltrainingforlicensure/certificationrenewal.Eachstatehasitsownrequirementsforcontinuingeducation.StudentscompletingtherehabilitationandmentalhealthspecialtymayapplyduringtheirlastsemesterofcourseworktobecomeCertifiedRehabilitationCounselors(CRC),acredentialadministeredbytheCRCC.Informationaboutthiscredentialcanbefoundathttp://crccertification.comAfteranappropriateperiodofsupervisedpractice,graduateswiththeSchoolCounselingspecializationmayseektoobtainaNationallyCertifiedSchoolCounselorcertificationfromtheNationalBoardforCertifiedCounselors.Informationaboutthiscredentialcanbefoundathttp://nbcc.org/ncscDependingonthestateinwhichtheypractice,allgraduatesareencouragedtobecomeLicensedProfessionalCounselors(LPC).InthestateofArizona,theBoardofBehavioralHealthExaminersregulatestheLPC.InformationabouttheLPCinthestateofArizonacanbefoundathttp://azbbhe.us/Afterbecominglicensed,graduatesareencouragedtostaycurrentoninformationregardingportabilitytootherstatesthroughtheAssociationofStateCounselingBoards(AASCB).Formoreinformationgoto:http://www.aascb.org

G.StudentReviewandRetentionStudentsintheCounselingProgramatTheUniversityofArizonaareevaluatedonaregularbasisonbothacademicandnonacademicstandards.

AcademicStandards• AminimumgradeofCmustbeachievedonallcourseworktoobtaingraduatecredit.• AcumulativeBaveragemustbemaintainedinallgraduatelevelcourses.• Studentsunabletomeettheserequirementsbecomeineligibleforgraduationandareplaced

onacademicprobation.• Students will remain on probation until an additional 9 credit hours have been attempted.

Those unable to remove the probationary status are subject to academic dismissal. · Withdrawalfromacoursewhileonprobationwillnotbeallowed.

NonacademicStandardsInadditiontomaintaininghighscholasticstandards,studentsenrolledintheprogrammustdevelopskillsnecessarytoworkwithpeoplewithdiverseneeds.Thefacultyexpectsstudents,asfuturementalhealth,rehabilitation,andschoolcounselors,to:• becommittedtopersonalgrowthandprofessionaldevelopment;• demonstrateappropriatesocialskills;• beconcernedaboutpeople;

35

• demonstrateemotionalandmentalfitnessintheirinteractionswithotherstudentsandfaculty;andbeabletoreceiveandgiveconstructivefeedback;and

• usetheskillsandtechniquesthataregenerallyacceptedbyothersintheprofession.Further,studentsareexpectedtoadheretothecodesofethicsoftheirprofessionalassociations(ACA,ASCA,CRCC,etc.)andtherelevantregulatoryboardsofthestateofArizona.Astudent'sacceptanceintheprogramdoesnotguaranteehisorherfitnesstoremainintheprogram.Thefacultyareresponsibleforassuringthatonlythosestudentswhocontinuetomeetprogramstandardsareallowedtocontinueintheprogram.Eachyear,areviewofeverystudent’sprogressintheprogramwillbeconductedbyprogramfaculty.SeeFormAbelowthatguidesthisreview.Thepurposeofthereviewistoprovidestudentswithspecificfeedbackthatgoesbeyondwhatisconveyedinthecoursegrade.Insomecases,thereviewcouldresultinthecreationofanImprovementPlantogivethestudentanopportunitytoaddressareasinwhichimprovementisneeded.Multiculturalsensitivityandappreciationofdiversityinthebroadestsenseisanessentialcomponentofbeinganeffectiveprofessionalcounselor.Ifastudentdemonstratesdeficitsintheseareas,and/ordoesnotactinamannerconsistentwiththeACACodeofEthics,anImprovementPlanwillbedevelopedbythestudent,his/heradvisor,andtheprogramdirector.H.EndorsementPolicySiteandFacultySupervisorsendorsesupervisees(CounselingProgramstudents)forcertification,licensure,employment,orcompletionofanacademicortrainingprogramonlywhentheybelievethatsuperviseesarequalifiedfortheendorsement.Regardlessofqualifications,SiteandFacultySupervisorsdonotendorsesuperviseeswhomtheybelievetobeimpairedinanywaythatwouldinterferewiththeperformanceofthedutiesassociatedwiththeendorsement.

I.EvaluatingStudentFitnessandPerformanceMembersofthefacultyevaluatestudentfitnessandperformanceattheendofeachsemester.Thefacultymakejudgmentsastothestudent'sprofessionalfitnessandperformancebasedonobservationsofcourseperformance,evaluationsofstudents’performancesinsimulatedpracticesituations(roleplays),supervisor’sevaluationsofstudents’performancesinclinicalsituations(practicumandinternship),andtheiradherencetotheirdiscipline’scodesofethics.Facultywillidentifyadditionalhelpstudentsmayneedtobesuccessful,andtorecognizeoutstandingachievementsofstudentsintheirwork.Inadditiontoreviewingstudent’sacademicperformance,students’professionalfitnesswillbeevaluatedusingtheProfessionalFitnessReviewForm(SeeAppendix).Allstudentswillreceivefeedbackafteranyformalevaluationbythefaculty.Ifastudentisnotmakingsatisfactoryprogressasevidencedbygradesand/orprofessional/personalbehaviors,thefacultyadvisorwillmeetwiththestudenttodiscussevaluation.Astudentprogressformwillbecompletedbythefaculty,reviewedwiththestudent,signed,andplacedinthestudent’sfileeachsemesterthatthestudentisenrolledintheprogram.Onrareoccasions,facultymaybecomeconcernedaboutastudent'ssuitabilityforentryintothecounselingprofessioneventhoughthestudentmaybeevidencingsatisfactoryperformanceinacademiccoursework.Examplesofbehaviorsthatmaybeevidenceofprofessionalimpairmentinclude,butarenotlimitedto,thefollowing:

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• Violationofprofessionalstandardsorethicalcodes;• Inabilityorunwillingnesstodemonstrateappropriateprofessionalskillsatanacceptablelevelof

competency;• Behaviors that can reasonably be predictive of poor future professional functioning, such as

extensivelatenessinclientrecord-keepingorpoorcompliancewithsupervisoryrequirements;• Interpersonal behaviors and interpersonal functioning that impairs one’s professional

functioning;and• Inabilitytoexercisesoundclinical judgment,exhibitingpoor interpersonalskills,andpervasive

interpersonalproblems.Aneffortwillbemadetoidentifytheproblemandtoworkoutasolutionwiththestudentandtheprogram.Whenstudentdifficultyisnotedbytheindividualprofessor,thefollowingprocedureswillbeused:

• Professorinitiatesameetingwiththestudenttodiscusshis/herconcerns;• Facultymemberpresentsinwritinghis/herconcerntotheProgramDirector;• Theconcernsofthefacultymemberarediscussedinafacultymeeting;• Theadvisorwill arrangeanadvisor-student conference inwhich the concernsof theProgram

Facultyaresharedwiththestudentandanagreementofremedialstepsiscontracted;• Theadvisorpresentsthecontracttotheotherfacultymembers;• The advisor will monitor subsequent progress in carrying out the recommendations of the

ProgramFaculty;• TheadvisorpresentsanevaluationtoProgramFaculty;• TheadvisorprovidesfeedbacktotheProgramFacultyonstudentprogress;• A student not satisfied with the decision can follow the Graduate College Grievance Policy

availableat:http://grad.arizona.edu/academics/policies/academic-policies/grievance-policy.• If it isdeemedthatastudent'sprofessional fitness is inquestion,thefacultymayrecommend

thefollowingactions:! Aformalreprimand;! Additionalpracticumand/orclinicalwork;! AdditionalAssignments! Personalmentalhealthcounseling(individualorgroup);! Temporaryleaveofabsencefromtheprogram;! Additionalacademiccoursework;! Additionalsupervision;! Formalprobation;! Encouragementtowithdrawfromtheprogram;and/or! Formaldismissalfromtheprogram.

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APPENDIXA

REQUIREDCOURSES

I. CORECOURSES(48UNITS)1

SERP CourseTitle Completed

525 CounselingTheories

545 Psychosocial,Cultural,andFamilialDiversityinCounseling

546 CounselingSkillsandTechniques

547 GroupCounseling

556 ResearchMethods

563 AssessmentinCounseling

579B Diagnosis&TreatmentofMentalHealthDisorders

580 MedicalAspectsofDisability

584 ProblemsofDrugAbuse

588 Ethical,Legal,&ProfessionalIssuesinCounseling

594 Practicum:MentalHealth

593 Internship

579C CounselingwithCouplesandFamilies

II. SPECIALIZATIONINREHABILITATIONANDMENTALHEALTHCOUNSELING(12UNITS)

SERP CourseTitle Completed

565 PrinciplesofRehabilitation

585 VocationalPlanningandPlacement

594 PracticumRehabilitationSpecialty

Elective(TBDbyAdvisor)

OR

III. SPECIALIZATIONINSCHOOLCOUNSELING(12UNITS)

1Studentsmaynottaketwopracticumexperiencesinthesamesemester,normaytheytakepracticumandinternshipatthesametime.

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SERP CourseTitle Completed

506 IntroductiontoSchoolCounseling

510 CounselingovertheLifespan

550 CareerDevelopmentandAdvancedEducationalPlanningforSchoolCounselors

594 Practicum–SchoolCounselingSpecialty

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APPENDIXB

UACATALOGCOURSEDESCRIPTIONSFORREQUIREDCOURSESTheMaster’sDegreeinCounselingProgramcurriculumisguidedbythestatestandardsforprofessionalcounselors,whicharebasedonexistingCACREP,ASCAandCOREStandards.SERP506–IntroductiontoSchoolCounseling(3units)Description:OrientationtotheroleandactivitiesofaK-12schoolcounselor.Emphasisonthecomponentsofadevelopmentally-orientedschoolguidancecounselingprogram.GradingBasis:RegularGrades:A,B,C,D,ESERP510-CounselingovertheLifespan(3units)Description:SchoolCounselingstrategiestoenhancehumandevelopment,basedonmajorfindingsofdevelopmentaltheoriesandresearchfrominfancytolateadulthood.GradingBasis:RegularGrades:A,B,C,D,ESERP525-CounselingTheory(3units)Description:Thiscourseprovidesabasisintheoriesofindividualcounseling.GradingBasis:RegularGrades:A,B,C,D,ESERP545-Psychosocial,Cultural,andFamilialDiversityinCounseling(3units)Description:Individual,family,andcommunitydiversityareexaminedinrelationtoworkingwithcommunityagencies,individualcounseling,andsmallgroupfacilitation.GradingBasis:RegularGrades:A,B,C,D,ESERP546-CounselingSkillsandTechniques(3units)Description:Knowledgeandapplicationofbasiccounselingskillsinresponsetoindividuals/familiesinavarietyofsettings;crisisinterventionstrategiesandethicalissuesforthecounselor.GradingBasis:RegularGrades:A,B,C,D,ESERP547-GroupCounseling(3units)Description:Thiscoursewilladdresssmallgroupcounselingtechniques.GradingBasis:RegularGrades:A,B,C,D,ESERP550-CareerDevelopmentandAdvancedEducationalPlanningforSchoolCounselors(3units)Description:Emphasizesdecisionmakingforschoolcounselorsrelatedtoassistingstudentswithassessmentofinterests,personality,values,skills,andgoalsforcareerplanningandattainmentofnecessaryadvancededucationand/ortrainingtomeetcareerplanningobjectives.GradingBasis:RegularGrades:A,B,C,D,ESERP556-ResearchandProgramEvaluationinCounseling(3units)Description:Basicconceptsessentialtothecomprehensionofresearchincounseling,includingmeasurementprinciples,descriptivestatistics,andprogramevaluation.GradingBasis:RegularGrades:A,B,C,D,ESERP563-AssessmentinCounseling(3units)Description:Theemphasisisoninstruments,techniques,andissuesrelatedtoassessment.Thecourseexaminestheoretical,legal,andethicalissuesthatstemfromtheadministration,use,andinterpretationofassessmentinstruments.GradingBasis:RegularGrades:A,B,C,D,E

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SERP565-PrinciplesofRehabilitation(3units)Description:Principlesunderlyingrehabilitationprogramsandinterdisciplinaryrelationshipsofagenciesengagedinrehabilitationservices.Graduate-levelrequirementsincludesubmissionofagroupresearchexercise/presentation,conductNCREemailnetworking,submitscholarlypaper.Opentorehabilitationmajorsonly.GradingBasis:RegularGrades:A,B,C,D,ESERP579B-DiagnosisandTreatmentofMentalHealthDisorders(3units)Description:Examinationofthediagnosticandtreatmentprocessusedinassessingandcounselingpersonswithpsychiatricdisabilities.ThecourseisorganizedandstructuredusingtheDiagnosticandStatisticalManualofMentalDisorders.GradingBasis:RegularGrades:A,B,C,D,ESERP580-MedicalAspectsofDisability(3units)Description:Etiology,therapy,andprognosisofthemajordisabilities,includingdrugandalcohol;assessmentofphysicalcapacitiesandlimitations;typicalrestorativetechniques.GradingBasis:RegularGrades:A,B,C,D,ESERP597C–CounselingwithCouplesandFamilies(3units)Description:Thiscoursewillfocusonthetheories,skillsandtechniquesassociatedwiththepracticeofcounselingwithcouplesandfamilies.GradingBasis:Regulargrades:A,B,C,D,ESERP584-ProblemsofDrugAbuse(3units)Description:Surveycourseforcounselorsconcernedwithdrugabuse;diagnosticandcounselingapproachestodruguseandabuse.GradingBasis:RegularGrades:A,B,C,D,ESERP585-VocationalPlanningandPlacement(3units)Description:Problemsofphysical,mental,social,andemotionaldisability,astheyrelatetotheformulationofarehabilitationplan;explorationofthevarioussourcesofoccupationalandcareerchoiceinformation,casemanagementandjobplacementanddevelopment.GradingBasis:RegularGrades:A,B,C,D,ESERP588-Ethical,Legal,andProfessionalIssuesinCounseling(3units)Description:Examinationofvariousissuescrucialtothepracticeofcounseling.Topicsincludeethical,cultural,legal,andprofessionalconcerns.GradingBasis:RegularGrades:A,B,C,D,ESERP593-Internship(12units)Description:Specializedworkonanindividualbasis,consistingoftrainingandpracticeinactualserviceinatechnical,business,orgovernmentalestablishment.FlatFee$35.00GradingBasis:RegularGrades:S,P,FSERP594-Practicum(3units)Description:Thepracticalapplication,onanindividualbasis,ofpreviouslystudiedtheoryandthecollectionofdataforfuturetheoreticalinterpretation.GradingBasis:RegularGrades:S,P,F

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APPENDIXC

RECOMMENDED2YEARPLANOFSTUDY(FULL-TIMESTUDENTS)

Fall,YearOne

1. SERP525CounselingTheory2. SERP546CounselingSkillsandTechniques3. SERP580MedicalAspectsofDisability4. SERP588Ethical,Legal,andProfessionalIssuesinCounseling5. SERP565PrinciplesofRehabilitation(SpecializationinRehabilitation)OR

SERP506IntroductiontoSchoolCounseling(SpecializationinSchool)

Spring,YearOne1. SERP545Psychosocial,Cultural,andFamilialDiversityinCounseling2. SERP587PsychosocialAspectsofDisabilityasanelective(SpecializationinRehabilitation)OR

SERP510CounselingovertheLifespan(SpecializationinSchool)3. SERP547GroupCounseling4. SERP584ProblemsofDrugAbuse5. SERP594Practicum(SpecializationinRehabilitation)OR

SERP594BPracticum(SchoolCounseling)

Summer,YearOne

1. SERP594DPracticumMentalHealthSetting(SpecializationinSchool)Fall,YearTwo

1. SERP579BDiagnosisandTreatmentofMentalHealthDisorders2. SERP597CCounselingwithCouplesandFamilies3. SERP563AssessmentinCounseling4. SERP585VocationalPlanningandPlacement(SpecializationinRehabilitation)OR

Spring,YearTwo

1. SERP556ResearchandProgramEvaluationinCounseling2. SERP593Internship3. SERP550CareerDevelopmentandAdvancedEducationalPlanning(SpecializationinSchool)

Summers*Studentsmaycompleterequiredcoursesduringthesummerstoreducetheircourseloadduringtheacademicyear.Thefollowingcoursesfrequentlyareofferedduringthesummer:

SERP556ResearchandProgramEvaluationinCounselingSERP580MedicalAspectsofDisabilitySERP584ProblemsofDrugAbuseSERP594DPracticum(MentalHealthSetting)

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APPENDIXD

RECOMMENDED3YEARPLANOFSTUDY(PART-TIMESTUDENTS)Fall,YearOne

1. SERP525CounselingTheory2. SERP546CounselingSkillsandTechniques3. SERP565PrinciplesofRehabilitation(SpecializationinRehabilitation)OR

SERP506IntroductiontoSchoolCounseling(SpecializationinSchool)

Spring,YearOne1. SERP587PsychosocialAspectsofDisabilityasanelective(SpecializationinRehabilitation)OR

SERP510CounselingovertheLifespan(SpecializationinSchool)2. SERP547GroupCounseling3. SERP584ProblemsofDrugAbuse

Summer,YearTwo

1. SERP556ResearchandProgramEvaluationinCounseling

Fall,YearTwo1. SERP580MedicalAspectsofDisability2. SERP588Ethical,Legal,andProfessionalIssuesinCounseling3. SERP585VocationalPlanningandPlacement(SpecializationinRehabilitation)

Spring,YearTwo1. SERP545Psychosocial,Cultural,andFamilialDiversityinCounseling2. SERP594Practicum(SpecializationinRehabilitation)OR

SERP594BPracticum(SchoolCounseling)3.SERP550CareerDevelopmentandAdvancedEducationalPlanning(SpecializationinSchool)

Summer,YearThree1. SERP594DPracticumMentalHealthSetting(SpecializationinSchool)

Fall,YearThree

1. SERP563AssessmentinCounseling2. SERP597CCounselingwithCouplesandFamilies3. SERP579BDiagnosisandTreatmentofMentalHealthDisorders

SpringYearThreeSERP593Internship

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APPENDIXEScheduleofCourses

Fall

IntrotoSchoolCounseling–506

PrinciplesofRehab–565

MedAspects–580

Ethics–588

Theories–525

Skills–546

Assessment-563

Marriage&FamilyCounseling–597C

VocationalPlanning–585

Diagnosis&Treatment–579

MH&RehabPracticum–594

SchoolPracticum–594b

Internship–593(or593bforschool)

Spring

LifespanDevelopment-510

MulticulturalCounseling–545

PsychosocialAspects-587

ResearchMethods–556

GroupCounseling–547

Internship–593

Practicum–594b

CareerPlanning-550

ProbinDrugAbuse–584

SummerI

MHPracticum–594

MedAspects–580(RSAonlyorbypermission)

SummerII

ProblemsinDrugAbuse-584

ResearchMethods–556

MI–554(RSAonlyorbypermission)

CoursesavailabletoNonDegreeSeekingstudents:

PrinciplesofRehab-SERP565

MedAspectsofDisability-SERP580

PsychosocialAspectsofDisability-SERP587

ProblemsinDrugAbuse-SERP584

IntroductiontoSchoolCounseling–SERP506

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APPENDIXF

PROFESSIONALORGANIZATIONS

Studentsandgraduatesareencouragedtojoinandbecomeactiveinprofessionalorganizationsorassociations.Therearemanybenefitsderivedfrommembershipinaprofessionalorganization.Asamemberofaprofessionalorganization,thestudent:

1. Will receive publications and other material (e.g., conference announcements, online forumdigests,jobannouncements,etc.)availabletotheorganizations’andassociations’membership

2. Is entitled to reduced membership rates and reduced registration rates for professionalmeetings/workshops

3. Is eligible for suchmembership servicesasprofessional liability insurance, legaldefense fund,libraryresourceuse,etc.

4. Hasamethodofdirectinvolvementwithactivitiesandissuespertinenttotheprofession.5. Isaffiliatedwithotherprofessionalshavinginterestsandareasofsimilarexpertise.6. Hasawaytostayup-to-dateintheknowledge,practices,andresearchfindingsinthefield.

StudentsintheCounselingprogramshouldfollowtheprofessionalcodeofethicsandcertificationguidelinesestablishedbythefollowingorganizations:

AmericanSchoolCounselingAssociation(ASCA)1101KingStreet,Suite625AlexandriaVA22314http://www.schoolcounselor.org

AmericanCounselingAssociation(ACA)5999StevensonAve.Alexandria,VA22304(703)823-9800http://www.counseling.org

AmericanMentalHealthCounselingAssociation(AMHCA)801N.FairfaxStreet,Suite304Alexandria,VA22314800-326-2642or703-548-6002http://www.amhca.org/

ArizonaSchoolCounselorsAssociationP.O.Box30776Mesa,AZ85275-0776http://www.azsca.orgAssociationforSpecialistsinGroupWorkhttp://www.asgw.org

CommissiononRehabilitationCounselorCertification(CRCC)1699EWoodfieldRoad,Suite300Schaumburg,IL60173http://www.crccertification.com/

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FORMAUniversityofArizona

DepartmentofDisabilityandPsychoeducationalStudiesCounselingProgram

COUNSELINGMASTERSSTUDENT

ANNUALREVIEWFORM

StudentName:______ AcademicYear:________________ Advisor:______________________________

ThisformevaluatesprogressinachievingthecompetenciesrequiredforgraduationfromCounselingProgramattheUniversityofArizona.ItisexpectedthatthenumberofcompetenciesachievedwillincreaseyearlyasstudentscompletevariousProgramrequirements.TheCompetenciesareboldedandexamplesofthespecificskillsarelistedbelow.

CompetencyAchieved

Acceptable NeedsAttention

N/A Comments

ProfessionalDispositions–personalcharacteristicsandbehaviorsthatimpactone’sabilitytobeaneffectivecounselor.

(1) Demonstratesanawarenessofhis/herownbeliefsystems,values,needs&limitations(hereincalled“beliefs”)andtheeffectof“self”onhis/herworkwithclients.

(2) Demonstratesemotionalstability(i.e.,congruencebetweenmood&affect)&self-control(i.e.,impulsecontrol)inrelationshipswithsupervisor,peers,&clients.

(3) Respondsnon-defensively&altersbehaviorinaccordancewithsupervisoryfeedback

(4) Demonstratesabilitytoflextochangingcircumstance,unexpectedevents,&newsituations

(5) Maintainsappropriateboundarieswithsupervisors,peers,andclients

(6) Ismotivatedandengagedinthelearninganddevelopmentofhis/hercounselingcompetencies

(7) Managesconflictsand/ormisunderstandingsinaproductivemanner.

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ProfessionalOrientationandEthicalPractice–Anunderstandingofallofthefollowingaspectsofprofessionalfunctioning:

(1)Professionalroles,functions,andrelationshipswithotherhumanserviceproviders,includingstrategiesforinteragency,inter-organization,collaboration,andcommunications.

(2)Professionalorganizations,includingmembershipbenefits,activities,servicestomembers,andcurrentissues.

(3)Advocacyprocessesneededtoaddressinstitutionalandsocialbarriersthatimpedeaccess,equity,andsuccessforclients.

SocialandCulturalDiversity–Anunderstandingoftheculturalcontextofrelationships,issues,andtrendsinamulticulturalsociety,includingallofthefollowing:

(1)Multiculturalandpluralistictrends,includingcharacteristicsandconcernswithinandamongdiversegroupsnationallyandinternationally.

(2)Counselors’rolesindevelopingculturalself-awareness,promotingculturalsocialjustice,advocacyandconflictresolution,andotherculturallysupportedbehaviorsthatpromoteoptimalwellnessandgrowthofthehumanspirit,mind,orbody.

(3)Counselors’rolesineliminatingbiases,prejudices,andprocessesofintentionalandunintentionaloppressionanddiscrimination.

HumanGrowthandDevelopment–Anunderstandingofthenatureandneedsofpersonsatalldevelopmentallevelsandinmulticulturalcontexts,includingallofthefollowing:

(1)Theoriesofindividualandfamilydevelopmentandtransitionsacrossthelifespan.

(2)Humanbehavior,includinganunderstandingofdevelopmentalcrises,disability,psychopathology,andsituationalandenvironmentalfactorsthataffectbothnormalandabnormalbehavior.

(3)Theoriesforfacilitatingoptimaldevelopmentandwellnessoverthelifespan.

CareerDevelopment–Anunderstandingofcareerdevelopmentandrelatedlifefactors,includingallofthefollowing:

(1)Careerdevelopmenttheoriesanddecision-makingmodels.

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(2)Careerdevelopmentprogramplanning,organization,implementation,administration,andevaluation.

(3)Careerandeducationalplanning,placement,follow-up,andevaluation.

HelpingRelationships–Anunderstandingofthecounselingprocessinamulticulturalsociety,includingallofthefollowing:

(1)Counselorcharacteristicsandbehaviorsthatinfluencehelpingprocesses.

(2)Essentialinterviewingandcounselingskills.

(3)Counselingtheoriesthatprovidethestudentwithmodelstoconceptualizeclientpresentationandthathelpthestudentselectappropriatecounselinginterventions.Studentswillbeexposedtomodelsofcounselingthatareconsistentwithcurrentprofessionalresearchandpracticeinthefieldsotheybegintodevelopapersonalmodelcounseling.

GroupWork–studiesthatprovideboththeoreticalandexperientialunderstandingsofgrouppurpose,development,dynamics,theories,methods,skills,andothergroupapproachesinamulticulturalsociety,includingallofthefollowing:

(1)Principlesofgroupdynamics,includinggroupprocesscomponents,developmentalstagetheories,groupmembers’rolesandbehaviors,andtherapeuticfactorsofgroupwork.

(2)Groupleadershiporfacilitationstylesandapproaches,includingcharacteristicsofvarioustypesofgroupleadersandleadershipstyles.

(3)Groupcounselingmethods,includinggroupcounselororientationsandbehaviors,appropriateselectioncriteriaandmethods,andmethodsofevaluationofeffectiveness.

(4)Directexperiencesinwhichstudentsparticipateasgroupmembersinasmallgroupactivity,approvedbytheprogram,foraminimumof10clockhoursoverthecourseofoneacademicterm.

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Assessment–Anunderstandingofindividualandgroupapproachestoassessmentandevaluationinamulticulturalsociety,includingallofthefollowing:

(1)Basicconceptsofstandardizedandnon-standardizedtestingandotherassessmenttechniques,includingnorm-referencedandcriterion-referencedassessment,environmentalassessment,performanceassessment,individualandgrouptestandinventorymethods,psychologicaltesting,andbehavioralobservations.

(2)Socialandculturalfactorsrelatedtotheassessmentandevaluationofindividuals,groups,andspecificpopulations.

(3)Ethicalstrategiesforselecting,administering,andinterpretingassessmentandevaluationinstrumentsandtechniquesincounseling.

ResearchandProgramEvaluation–Anunderstandingofresearchmethods,statisticalanalysis,needsassessment,andprogramevaluation,includingallofthefollowing:

(1)Theimportanceofresearchinadvancingthecounselingprofession.

(2)Principles,models,andapplicationsofneedsassessment,programevaluation,andtheuseoffindingstoeffectprogrammodifications.

(3)Ethicalandculturallyrelevantstrategiesforinterpretingandreportingtheresultsofresearchand/orprogramevaluationstudies.

StudentSignature__________________ _____________ Date:___________________FacultyAdvisor’sSignature _____________________________________ Date:___________________ProgramDirector’sSignature: Date:

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FORMB

FACULTY/STUDENTRESPONSIBILITIESFORM

AsagraduatestudentintheCounselingProgram,DepartmentofDisabilityandPsychoeducationalStudies,CollegeofEducation,UniversityofArizona,IherebycertifythatIhave:

(1) Metmyfacultyadvisorpriortoorduringthefirstsemestertoplanmycourseofstudy.

(2) Been informed about the student retention policy, including procedures for possible studentremediationand/ordismissalfromtheprogramforreasonsotherthanacademic.

(3) Beeninformedabouttheprogram'sacademicappealpolicy.

(4) Beengiveninformationaboutappropriateprofessionalorganizations.

(5) Been informed of where to find a copy of the Code of Professional Ethics for RehabilitationCounselors, the American School Counseling Association Code of Ethics and Standards ofPractice, and other appropriate professional standards of practice such as the AmericanCounselingAssociation.

AsIcontinuethroughtheprogram,Iwill:

(a) Obtain information about the type and level of skill acquisition required for successfulcompletionoftraining.

(b) Participate in thetrainingcomponents thatencourageself-growthorself-disclosureaspartofthetrainingprocess.

(c) Becomeknowledgeableaboutthetypeofsupervisionsettingsandrequirementsofthesitesforrequiredclinicalfieldexperiences.

(d) Obtaininformationabouttheevaluationprocedures.

(e) Becomeawareofwheretoreceiveup-to-dateemploymentprospectsforgraduates.

(f) Meetwithmyadvisoratleastonceeachsemester.

StudentSignature Date

FacultySignature Date