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STUDENT HANDBOOK

MASTER'S PROGRAM IN

CLINICAL PROFESSIONAL COUNSELING

2018-2019

DEPARTMENT OF COUNSELOR EDUCATION & FAMILY THERAPY

SCHOOL OF EDUCATION AND PROFESSIONAL STUDIES

CENTRAL CONNECTICUT STATE UNIVERSITYNEW BRITAIN, CONNECTICUT

Table of Contents

INTRODUCTION 4DEPARTMENT MOTTO: “Grow with us.” 6THE DEPARTMENT 7THE CLINICAL PROFESSIONAL COUNSELING PROGRAM (CPC) 7 Program Philosophy 7 The World of Professional Counselors 8 Program Objectives 8 Curriculum 9 Prerequisites 9 Core Counseling Courses 10 Specialization Courses 10 Internship in Professional Counseling (6 credits) 12 Capstone Project 12 Sample Full Time Programs 12

Clinical Rehabilitation Counseling 13 Clinical Mental Health Counseling 14 Clinical Addictions Recovery Counseling 15 Gerontology Counseling 15

FROM APPLICATION TO GRADUATION: THE STEP BY STEP PROCESS

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Obtain Graduate Admission 16 Complete the Planned Program of Study 17 Apply for Approval to begin Supervised Counseling Practicum 17 Complete the Professional Counseling Practicum (503) 18 Complete required coursework in good academic standing 18 Complete the Professional Counseling Internship 20 Plan A Thesis 21 Plan B Comprehensive Examination v 22 Apply for Graduation 23MISCELLANEOUS ISSUES AND CONCERNS 23Policy on Gatekeeping and Assessment of Professional Functioning and

Behavior

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Full-Time or Part-Time Status 27 Student Volunteer Experiences 28 Personal and Professional Growth 28 Membership in Professional Organizations 28 Attendance at Conferences and Professional Meetings 30 Graduate Student Association 30 Central Counseling Society 30 Chi Sigma Iota 31 Tuition and Refund Policies 31 Scholarships and Grants 31 Non-Discrimination Policy 31 Grievance Policy 32FIELD EXPERIENCE – PRACTICUM AND INTERNSHIP 34 Supervised Counseling Practicum


The Professional Counseling Internship Finding the Right Internship Arranging for Interviews Administrative Requirements for Practicum and Internship The Site Supervisor The Student’s Responsibility During Supervision Building Relationships Professional and Ethical Considerations Internship Competencies Internship Completion Caveat For The Helping Professional Appendices

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INTRODUCTION

This Student Handbook has been prepared to serve as a guide throughout the training process for students enrolled in the Master's program in Clinical Professional Counseling at Central Connecticut State University's Department of Counselor Education & Family Therapy. This manual contains vital information for students and faculty in the Clinical Professional Counseling (CPC) Program regarding procedures, policies, requirements, and program content. This manual is not a contract but provides detailed information about each stage of the process toward completing the Master's degree and informs students about the unique characteristics of the program and the practice of Professional Counseling. The program reserves the right to revise statements, policies, curriculum, and schedules as necessary. Additional information affecting students is contained in other University publications, such as the Graduate Catalogue.

IT IS THE RESPONSIBILITY OF THE STUDENT TO BECOME FAMILIAR WITH ALL PERTINENT UNIVERSITY POLICIES AND PROCEDURES IN THOSE RESOURCES.

Advisement

Each student is assigned an academic advisor. The advisor will serve as a guide while the student is in the Clinical Professional Counseling program. It is recommended that students make contact with their advisor periodically to discuss progress, plan schedules, review the program of study, review professional development requirements, and to review required courses covered later in this Handbook. It is the graduate student’s responsibility to set up these appointments with their advisor. Additional meetings can be scheduled, as needed. Students may meet with advisors during regularly scheduled office hours or by appointment.

Matters pertaining to individual courses must be pursued with the instructor of the course. Matters pertaining to registration, tuition, and university procedures must be pursued in accordance with CCSU policies and procedures.

Communication

All students are required to have a CCSU student account via the web page: http://pipeline.ccsu.edu . It can also be accessed via CCSU’s home page at ccsu.edu. Your student account will give you access to valuable resources including the ability to search for available courses, register online, and view your grades. Your CCSU mail address is used by the department for communication distribution so that you may receive regular announcements and information bulletins including information about internship and job opportunities. The Department does not use personal student emails.

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http://pipeline.ccsu.edu/


Technology

All students admitted to the master’s degree program are required to have their own personal computer, printer, and Internet service provider before they begin classes. With regard to computer literacy, students must be comfortable using major programs, such as Microsoft Word, PowerPoint, and Excel. Additionally, students should be proficient using e-mail (including attachments), Internet search engines, and saving documents on portable storage devices (such as “flash” or “thumb” drives). Some courses require that you have access to recording equipment such as a digital recorder for audio or video. If you can borrow from someone, there is no need to invest in equipment. The University has excellent technology user support which can be accessed through http://www.ccsu.edu/page.cfm?p=336

Another important resource is the Forms Spinner outside the department office. Most of the forms that are discussed in this handbook are available in the Forms Spinner outside the office and will be available online effective Fall 2018. The “map” for the spinner is found in Appendix I.

We hope that you find your experience at Central Connecticut State University an enlightening and fulfilling one.

Suggestions on the part of all who use this handbook are encouraged. Please send your comments directly to Dr. Cherie King, Department Chair.

*****This handbook is provided to students and applicants for their general information and guidance only. It

does not constitute a contract, either express or implied, and is subject to revision at the University’s direction.

Revised: May 2018

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http://www.ccsu.edu/page.cfm?p=336


“GROW WITH US.”

The department motto “grow with us” was selected as the result of a student contest. It was chosen by the faculty from several other entries because it best reflects the vision and attitude that we want to aspire to in the Department of Counselor Education & Family Therapy. The mission of our department derives from the mission of the counseling and family therapy professions – i.e., to promote the dignity and welfare of all human beings and to help individuals and families to lead healthy, happy, meaningful, and self-sufficient lives. By fostering healthy human beings, we are, by extension, making for a better human society, with stronger families, stronger schools, and stronger communities.

While all citizens bear responsibility for building a better world, counselors and family therapists willingly assume a larger share of this responsibility because they have chosen helping others as their life’s work. As such, they are people of goodwill and compassion who have great respect for human dignity and diversity, are committed to promoting universal human rights and freedoms, and for working for a sustainable human community that provides for the wellbeing of all its citizens.

As your faculty and advisors, our greatest desire is to help you achieve your goals, not just by succeeding academically, but also by growing as self-aware and emotionally centered person. We recognize that to be effective, we must also continue to grow. So, to the best of our ability, we pledge to practice the values espoused by the counseling profession, to live and practice our profession with integrity and provide the kind of leadership that will help you become the best person and professional practitioner that you can become.

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THE DEPARTMENT

The Department of Counselor Education & Family Therapy prepares students for professional careers in Clinical Professional Counseling, School Counseling, Marriage and Family Therapy, and Student Development in Higher Education. Courses are designed to develop student competence in the application of theory-based counseling models, to understand the concerns of diverse client populations and to enhance students’ personal and professional development. All programs have practica and clinical internships that provide students with valuable opportunities to apply their skills in a field-based setting under close supervision.

THE CLINICAL PROFESSIONAL COUNSELING PROGRAM (CPC)

Our Mission

Central Connecticut State University’s Clinical Professional Counseling program’s mission is to prepare diverse students for the clinical professional counseling field in areas of clinical mental health, clinical rehabilitation and addictions recovery counseling so that they can become multicultural competent practitioners utilizing systemic clinical counseling and ethical practices through adhering to the professional counseling standards [CACREP and National Board of Certified Counselors (NBCC)].

The Clinical Professional Counseling program is a 60/63 credit graduate program designed to prepare students for work in a variety of rehabilitation, mental health, addictions, and community agencies assisting individuals with emotional, mental, social and physical challenges and disabilities. Employment opportunities exist in numerous settings including human service agencies, community mental health centers, community rehabilitation programs, alcohol and drug treatment clinics, state-federal Vocational Rehabilitation agencies, private rehabilitation companies, rehabilitation hospitals, hospitals for individuals with a wide range of mental and emotional

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disabilities, insurance companies, and correctional institutions. Students are taught theories and techniques of practice in individual and group counseling modalities. They also learn about the special problems and concerns of people with a wide variety of physical and mental challenges and disabilities and other socially stigmatizing conditions. The philosophy of the program is that a student must integrate theories and techniques as tools for enhancing one's effectiveness as an agent of intervention and change.

The philosophy of the program has a mindfulness-based theoretical orientation. The program emphasizes theories that promote recovery, resiliency, and rehabilitation. Students learn to integrate a mindfulness orientation with theories and techniques that enhance one’s effectiveness in facilitation of development and change. Through the process of study and practice, the student has an opportunity to incorporate a wide array of learning gradually and comprehensively. The end product of such training is a Professional Counselor who is well-grounded in theory, and who has had the nurturing through an on-going training and supervisory process to use him- or herself effectively, professionally, and ethically as an agent of change at a variety of levels. The Clinical Professional Counseling program provides the academic background necessary for students to pursue certification as Certified Rehabilitation Counselor (CRC), licensing as a professional counselor (LPC), and Licensed Alcohol and Drug Counselor (LADC).

Program Goals:

1. To develop entry level clinical professional counselors at the point of graduation

2. To advance and disseminate the 8 NBCC and 8 CACREP core standards, and specialty areas (clinical mental health, clinical rehabilitation, and addiction recovery) as a valued systemic basis for teaching and practicing.

3. To promote multicultural competence in a systemic clinical counseling practice

4. To promote mindfulness- based orientation in the clinical counseling field and among our student, faculty, and graduates.

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Student Learning Outcomes (SLO)

Students in the program will be expected to:

Exhibit behaviors and attitudes appropriate to the clinical professional counseling profession

Demonstrate pertinent and professionally relevant foundational knowledge, contextual dimensions, and practices within the 9 NBCC and 8 CACREP standard curriculum content areas and specialty counseling areas (e.g., clinical mental health; clinical rehabilitation, and/or addictions recovery)

Demonstrate professional behaviors (including the ability to articulate a personal theory of counseling) and multicultural competent practice in clinical professional counseling settings (mental health, rehabilitation or addictions recovery

Application of knowledge, skills, and attitudes of current ethical and legal issues that influence one's behavior as a counselor

Promote multicultural competence in systemic clinical counseling practice

Curriculum - The curriculum of the Clinical Professional Counseling program is a 60-63 credit degree designed to provide students with a strong theoretical foundation for ultimately developing counseling skills for working with a wide variety of clients. Students graduating from the Clinical Professional Counseling program will be prepared to function at a high level of professional maturity. The Clinical Professional Counseling Program is presently accredited by the Council for the Accreditation of Counseling and Related Education Programs (CACREP).

The curriculum meets the basic requirements for students to achieve licensure and a variety of advanced certifications in Professional Counseling. The curriculum prepares graduates for taking the Certified Rehabilitation Counselor (CRC) examination and National Counselor Examination (NCE) and provides the foundational coursework for the State of Connecticut Department of Public Health requirements for becoming Licensed Professional Counselors (LPC). The Clinical Addictions Recovery Counseling concentration is in line with licensure requirements for a Licensed Alcohol and Drug Counselor (LADC). There are often additional post-master’s training requirements for licensing and certification.

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Program of Study

Core Counseling Courses (33 credits):- The core counseling sequence is an essential element in development of generic counseling skills in both individual and group modalities. The same courses are required of students in all three tracks in Clinical Professional Counseling. The four tracks in the Clinical Professional Counseling Program are Clinical Rehabilitation Counseling, Clinical Mental Health Counseling, Clinical Addictions Recovery Counseling and Gerontology Counseling. The CNSL 500, CNSL 501, CNSL 504, CNSL 560 and CNLS 569 are courses that prepare the student for beginning clinical training prior to practicum and internship experiences. The CNSL 503 (Practicum) provides the first client contact situation where students work on advancing counseling skills by completing a minimum of 100 of hours of fieldwork in a service agency setting. The student must have completed CNSL 500, 501, 504, 560 and 569 and at least 18 credits before beginning the supervised counseling practicum. More information about the practicum is found in part II of the handbook on field experience.

CNSL 500 Dynamics of Group Behavior (3 cr)CNSL 501 Theories & Techniques in Counseling (6 cr)CNSL 503 Supervised Counseling Practicum (3 cr) CNSL 504 Professional Issues in Counseling (3 cr) CNSL 505 Counseling through the Lifespan (3 cr)CNSL 521 Career Counseling and Development (3 cr)CNSL 522 Appraisal Procedures in Counseling (3 cr)CNSL 568 Alcohol and Drug Counseling (3 cr)CNSL 569 Foundations of Clinical Mental Health Counseling (3 cr)CNSL 598 Research in Counseling (3 cr)

Specialization Courses (21-24 credits) - The specialization courses provide students with an understanding of the special needs and concerns of consumers with emotional, mental, social, aging, physical disabilities and challenges in attaining their life goals. They learn about the history of attitudes and treatment of people with physical and mental disabilities and about the psychosocial impact of facing attitudinal and accessibility barriers. They learn about the impact that a disability has on the family system and about functional and dysfunctional processes within the family setting. They receive training in individual and group counseling as well as systemic community interventions. Additionally, they receive training in assessment,

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treatment planning, case management, crisis intervention, and how to effectively utilize support systems and community resources.

Clinical Rehabilitation Counseling (21 credits)

CNSL 525 Multicultural Counseling (3 cr)CNSL 560 Introduction to Rehabilitation Counseling (3 cr)CNSL 561 Advanced Rehabilitation Counseling (3 cr)CNSL 563 Medical Aspects of Rehabilitation Counseling (3 cr)CNSL 571 Mental Health Counseling (3 cr)CNSL 575 Co-Occurring Disorders (3 cr)CNSL 564 Rehabilitation and Disability Case Management (3 cr) ORCNSL 572 Assessment, Treatment, and Recovery in CNSL (3 cr)

Clinical Mental Health Counseling (24 credits)

CNSL 525 Multicultural Counseling (3 cr)CNSL 560 Introduction to Rehabilitation Counseling (3 cr)CNSL 561 Advanced Rehabilitation Counseling (3 cr)CNSL 563 Medical Aspects of Rehabilitation Counseling (3 cr)CNSL 571 Mental Health Counseling (3 cr)CNSL 572 Assessment, Treatment and Recovery in CNSL (3 cr)CNSL 573 Counseling Families (3 cr)CNSL 575 Co-occurring Disorders (3 cr)

Clinical Addictions Recovery Counseling (24 credits)

CNSL 525 Multicultural Counseling (3 cr)CNSL 560 Introduction to Rehabilitation Counseling (3 cr)CNSL 561 Advanced Rehabilitation Counseling (3 cr)CNSL 563 Medical Aspects of Rehabilitation Counseling (3 cr)CNSL 571 Mental Health Counseling (3 cr)CNSL 582 Assessment, Treatment, and Recovery CNSL (3 cr)CNSL 573 Counseling Families (3 cr)CNSL 575 Co-occuring Disorders (3 cr)

Gerontology Counseling (21 credits)

CNSL 525 Multicultural Counseling (3 cr)CNSL 560 lntro to Rehab Counseling (3 cr)CNSL 561 Advanced Rehab Counseling (3cr) CNSL 563 Medical Aspects of Rehab Counseling (3 cr)CNSL 565 Fnd of Gerontology Counseling (3 cr)CNSL 566 Com Resources, Services, Syst CNSL Older Ad (3 cr) CNSL 571 Mental Health Counseling (3 cr)

Successful completion of CNSL 503 (Supervised Counseling Practicum) is a necessary pre-requisite of CNLS 594, Supervised Clinical Internship). Practicum and Internship cannot be taken concurrently.

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Internship in Professional Counseling (6 credits) - Students in Clinical Professional Counseling participate in a 600-hour internship of which 240 hours are providing direct service to consumers/clients. The internship is completed over the course of an academic year, i.e., 300 hours each semester (fall/spring cycle). The site selection will depend upon the student’s area of interest, e.g., Clinical Rehabilitation Counseling, Clinical Mental Health, Clinical Addictions Recovery Counseling, or Gerontology Counseling.

More information about the internship is found in part II of this handbook. The 600-hour internship meets the standards for licensure (LPC) or (LADC) and certification (CRC).

CNSL 594 Supervised Clinical Practice (3 cr –2 semesters Fall and Spring)

Capstone Project (0- 3 credits) -All candidates for a master’s degree in Clinical Professional Counseling must complete a capstone experience. This can be either a thesis (Plan A) or a comprehensive examination/capstone project (Plan B). The thesis (CNSL 599) is a major scholastic exercise demonstrating the student’s capacity for critical thinking, expressing ideas in writing to a professional audience, and showing the ability to make an original contribution to the field. The comprehensive examination (Plan B) is a major case presentation of an actual counseling or therapeutic intervention that the student is involved in during her or his internship (CNSL 594). It will involve a written case conceptualization and a videotaped case presentation.

Plan A Thesis – CNSL 599Plan B Comprehensive Examination

Sample Full-time Programs - Sample full time sequences for each specialty track are found on the following pages.

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CLINICAL REHABILITATION COUNSELING PLAN OF STUDY(Example Full Time Program- students will develop their own

individualized program with their advisor)

The following sample plan of study may help you begin to plan your program:Year 1

FALL SEMESTER

CNSL 500 - Dynamics of Group Behavior (3 cr.)

CNSL 504 - Professional Issues in Counseling (3 cr.)

CNSL 560 - Intro. to Rehab Counseling (3 cr.)

SPRING SEMESTER

CNSL 501 - Theories and Techniques in Couns (6 cr.)

CNSL 561 - Advanced Rehabilitation Couns (3 cr.)

CNSL 568 - Alcohol and Drug Counseling (3 cr.)

SUMMER SEMESTER

CNSL 521 - Career Counseling and Development (3 cr.)

CNSL 505 – Counseling through the Lifespan (3 cr.)

Year 2FALL SEMESTER

CNSL 503 - Supervised Counseling Practicum (3 cr.)

CNSL 563 - Medical Aspects of Disability (3 cr.)

CNSL 569 – Foundations of Clinical Mental Health Counseling (3 cr.)

SPRING SEMESTER

CSNL 598 - Research in Counseling (3 cr.)

CNSL 564 – Rehab. & Disability Case Mngmt (3 cr.) ORCNSL 572 – Assess, Tx & Recovery (3 cr)

CNSL 571 - Mental Health Counseling (3 cr.)

Plan B- Student applies for and take Comprehensive Counselor Preparation Examination

SUMMER SEMESTER

CNSL 522 - Appraisal Methods in Couns (3 cr.)

Year 3FALL SEMESTER

CNSL 594 - Supervised Internship in Counseling (3 cr.)

CNSL 575 – Co-Occurring Disorders (3 cr.)

Students take comprehensive examination

SPRING SEMESTER

CNSL 594 - Supervised Internship Counseling (3 cr.)

CNSL 525 – Multicultural Counseling (3 cr.)

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CLINICAL MENTAL HEALTH COUNSELING PLAN OF STUDY(Example Full Time Program - students will develop their own

individualized program with their advisor)


FALL SEMESTER



CNSL 569 – Foundations of Clinical Mental Health Counseling (3 cr.)

SPRING SEMESTER



CNSL 573 – Counseling Families (3 cr.)

SUMMER SEMESTER

CNSL 505 – Counseling Across the Lifespan (3 cr.)


Year 2FALL SEMESTER


CNSL 560 – Introduction to Rehab Counseling (3 cr.)

CNSL 563 – Medical Aspects of Rehabilitation Counseling

SPRING SEMESTER

CNSL 561 – Advanced Rehabilitation CNSL (3 cr)

CNSL 572 Assess, Treat, & Recovery in CNSL ( 3 cr)



SUMMER SEMESTER


CNSL 598 - Research in Counseling (3 cr.)

Year 3FALL SEMESTER




SPRING SEMESTER


CNSL 521 - Career Couns and Development (3 cr.)

CLINICAL ADDICTIONS RECOVERY COUNSELING PLAN OF STUDY

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(Sample Full Time Program - students will develop their own individualized program with their advisor)


FALL SEMESTER




CNSL 569 Foundations of Clinical Mental Health (3cr)

SPRING SEMESTER



CNSL 572 Assess, Treat, & Recovery in CNSL ( 3 cr)

SUMMER SEMESTER



Year 2FALL SEMESTER


CNSL 563 - Medical Aspects of Rehabilitation Couns. (3 cr.)


SPRING SEMESTER



CNSL 573 – Counseling Families (3 cr.)


SUMMER SEMESTER



Year 3FALL SEMESTER




SPRING SEMESTER


.

GERONTOLOGY COUNSELING PLAN OF STUDY(Example Full Time Program students will develop their own

individualized program with their advisor )

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FALL SEMESTER




SPRING SEMESTER




SUMMER SEMESTER



Year 2FALL SEMESTER

CNSL 563 - Medical Aspects of Rehabilitation Couns. (3 cr.)

CNSL 565 Fnd of Gerontology Counseling (3 cr)


SPRING SEMESTER



CNSL 566 Com Resources, Services, Syst CNSL Older Ad (3 cr)


SUMMER SEMESTER



Year 3FALL SEMESTER




SPRING SEMESTER


.

FROM APPLICATION TO GRADUATION: THE STEP-BY-STEP PROCESS

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There are essentially five stages that the student goes through from admission to graduation as depicted below:

I II III IVStudent meets all admission requirements and is accepted into program. Student meets with advisor and completes planned program of study.

After completing at least 18 credits (including CNSL 500 ,501, 504, and 560, 569) student applies for approval to enter practicum (CNSL 503).

Student begins first supervised field experience (CNSL 503) and continues to take required courses.

The students enter into the internship phase of counselor training during which they complete capstone (Plan A or B)

The student can use the simple checklist that follows to eliminate any unnecessary red tape or delays in the program:

Obtain admission.Meet with advisor to complete planned program of study.Apply for approval to take supervised counseling practicum.Complete supervised counseling practicum.Complete required coursework in good academic standing.Departmental midpoint assessment.Complete internship.Complete Plan A or B capstone project.Apply for graduation.

Each of these steps is discussed in more detail in the paragraphs that follow:

Obtain Graduate Admission - Congratulations! You have already done this.

Complete the Planned Program of Study - Once accepted into the graduate school, the student will meet for new student orientation and have opportunity to meet with his or her academic advisor to complete the Planned Program of Study. Students must complete a Planned Program of Study before registering for program coursework.

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The program advisors are:

Dr. Cherie King, Program CoordinatorDr. Evadne NgazimbiDr. Reginald Holt

The Planned Program of Study will identify those courses that the student needs to complete to satisfy requirements for the master’s degree. The Planned Program of Study is forwarded to the Dean of the Graduate School where it is kept on file until the student applies for graduation. With advisor approval, as many as 9 credits of equivalent courses may be substituted from other universities and included on the program of study. The substituted courses must fall within the six-year time limit required to complete the planned program of study.

Apply for Approval to Begin Supervised Counseling Practicum – Students must seek departmental approval to enter the practicum by submitting an application form (see Forms Spinner). After reviewing the student’s transcript and Attitudes and Attributes’ Forms, the student’s advisor will sign the approval form certifying that in her or his opinion the student has completed all required elements and is prepared to begin the practicum experience. The student must have completed CNSL 500, 501, 504, 560 and 569 and at least 18 credits before beginning the supervised counseling practicum. If they currently enrolled in any of these courses their professors will be asked to vouch for the fact that they are demonstrating an acceptable level of emotional maturity and performing at a GPA of 3.00 or better. Deadline for application for Practicum is October 15 for the Spring semester or March 15 for the Fall semester.

Complete The Clinical Professional Counseling Practicum (CNSL 503) The Supervised Counseling Practicum (CNSL 503) provides the first opportunity for the student to perform Professional Counseling activities under close supervision in a counseling or rehabilitation setting. Students perform a minimum of 100 clock hours of field experience of which 40 hours is in direct service with clients. The site supervisor provides a minimum of one hour of individual supervision each week. Students also participate in a weekly

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supervised seminar with a program faculty member and other students in similar practica. Practicum is a prerequisite of Internship (CNSL 594) and cannot be taken concurrently.

Complete required coursework in good academic standing Students must complete all courses identified on the Planned Program of Study to qualify for graduation. All graduate students must maintain a 3.00 cumulative grade point average in order to be in good academic standing. In addition to grade-point requirements for good academic standing, students should note that no more than two grades of C or lower are permitted for courses included on the Planned Program of Study. A grade of C or lower in the core counseling courses, i.e., CNSL 500 or CNSL 501 or in field experience courses, i.e., CNSL 503 or CNSL 594 would not be considered acceptable. Students may consult the graduate catalog for grade appeal process. Students who stop taking a class without officially withdrawing through the Registrar’s Office will automatically get a grade of F in the course. While the course may be taken again for a better grade, the original F will remain and is included in the student’s GPA calculation.

Complete the Clinical Professional Counseling Internship - The Clinical Professional Counseling Internship (CNSL 594) is the culminating experience in the student’s training program. Interns are expected to apply the theories and knowledge learned in the courses to the practical concerns of Clinical Professional Counseling under the supervision of an experienced Master’s level rehabilitation counselor, mental health counselor, drug and alcohol counselor or clinician. The internship involves an agreement between the CCSU Clinical Professional Counseling program, a cooperating agency, and an advanced graduate student to engage in a mutually beneficial program. An agreement is constructed wherein the student spends a total 600 hours of applied experience in an agency/program, with at least 240 hours of direct service to individuals/consumers with disabilities, mental health or addictions (300 hours each semester for two semesters in a fall-spring cycle). The student works twenty hours per week in specified counseling and rehabilitation activities, receives at least one hour a week of supervision with their site supervisor, and participates in a weekly clinical supervision course on campus. Practicum is a prerequisite of Internship (CNSL 594) and

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cannot be taken concurrently. The internship is discussed in more detail in Part II of this handbook.

Plan A –CNSL 599 – Thesis- student may choose with the guidance of their advisor to complete a thesis in addition to the required Comprehensive Examination.

Thesis Guidelines and PolicyCNSL/MFT 599 (Plan A)

The thesis is a major scholastic exercise demonstrating the student’s capacity for critical thinking, expressing ideas in writing to a professional audience, and showing the ability to make an original contribution to the field. Such a project involves considerable time and effort. Students who choose to do a thesis must present a formal proposal to the School of Graduate Studies. In addition to the CCSU Graduate School Thesis guidelines, http://www.ccsu.edu/grad/resources/thesis.html, a student who choose the thesis option, must follow the Counselor Education and Family Therapy Department guidelines and timelines required for successful completion:

The first step in the thesis process is identifying a Primary Thesis Advisor. The Department requires a core department faculty member in your major specialization as your Primary Thesis Advisor. The student works closely with his or her advisor in the design, implementation, and writing of the thesis project.

A thesis is a major project and the Department requires that a student begin the thesis project at least one year prior to graduation. Deadline for completion of a Thesis is April 15. With your advisor, early complete registration and proposal paperwork for the Thesis (Plan A) -CNSL/MFT 599 is recommended.

The Department also requires that if a student chooses to complete a thesis, they must have successfully completed CNSL 598 or MFT 598 (Research Methods course) and at least 18 credits in their program of study prior to starting a thesis.

No student is permitted the Thesis option if they have an Incomplete in any course.

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http://www.ccsu.edu/grad/resources/thesis.html


At least one second thesis reader who also must be chosen prior to beginning the thesis. A reader can be another faculty member in the department, adjunct faculty member, or subject matter expert in your thesis topic. The second reader provides input and an "outsider's" critique of the thesis. It important to discuss your options for reader(s) with your Primary Thesis Advisor prior to inviting the reader to serve on your committee.

If the student chooses to complete a quantitative research project for the thesis, the Department suggests that the student also take a Statistical Methods course outside the department. Please discuss with your advisor what course options you may pursue.

It is also wise to keep a project simple and manageable, since most thesis students have limited resources with which to do the project. Some student research grants may be available; the student may wish to check with the School of Graduate Studies or private sources to learn how to obtain grant funding for thesis projects.

The Human Subjects Committee of the University must approve all projects involving the use of human subjects.

Three credits are awarded for completion of the thesis

For detailed timelines, required paperwork, and processes required for a thesis, please refer to the Graduate Studies Thesis Handbook. http://www.ccsu.edu/grad/resources/files/thesis/THESIS_HANDBOOK_AUGUST2017_REVISIONSv2.pdf

Plan B –Comprehensive Examination

All candidates for a master’s degree in Clinical Professional Counseling must complete a comprehensive examination (Plan B).

Students must apply in advance to take the Plan B-Comprehensive Examination before they start internship and comprehensive exam is taken in the Fall of internship (CNSL 594).

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http://www.ccsu.edu/grad/resources/files/thesis/THESIS_HANDBOOK_AUGUST2017_REVISIONSv2.pdf

http://www.ccsu.edu/grad/resources/files/thesis/THESIS_HANDBOOK_AUGUST2017_REVISIONSv2.pdf


Apply for Graduation - In applying for graduation the student must have completed or be in the process of completing all courses listed on his or her Planned Program of Study. "Application for Graduation" forms must be filed with the School of Graduate Studies. March 1 is the filing deadline for May graduation and September 15 is the filing deadline for the December conferral of the degree. It is the student's responsibility to ensure that the proper paperwork is filed by the appropriate deadline. The Graduate School will then compare the student’s application with the official Planned Program. If the student has fulfilled all the requirements of the program, permission to graduate will be granted.

MISCELLANEOUS ISSUES AND CONCERNS

Policy on Gatekeeping and Assessment of Professional Functioning and Behavior

Because of the special nature of a therapeutic counseling relationship, it is critically important that students are able to manage emotional distress, interpersonal challenges, or any psychological problems that may impair their effectiveness as a counselor or therapist.

The American Counseling Association (ACA), American School Counseling Association (ASCA), American College Personnel Association (ACPA), and American Association for Marriage and Family Therapy (AAMFT) indicate the need for students and supervisees to monitor themselves for signs of impairment from their own physical, mental, or emotional problems and refrain from offering or providing professional services when such impairment is likely to harm a client or others. Students/supervisees are encouraged to notify their faculty and/or supervisors and seek assistance for problems that reach the level of professional impairment, and, if necessary, they limit, suspend, or terminate their professional responsibilities until it is determined that they may safely resume their work (ACA, 2014).

As gatekeepers of the profession, department faculty and site supervisors have an ethical responsibility to monitor and intervene (when necessary)

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when there are signs of impairment in professional functioning and behavior. Through initial and ongoing evaluation, faculty and supervisors are aware of student/supervisee limitations that might impede performance. Faculty and supervisors assist students/supervisees in securing remedial assistance when needed. They can recommend dismissal from training programs, practicum or internship, counseling settings, and state or voluntary professional credentialing processes when those students or supervisees are unable to demonstrate that they can provide competent professional services to a range of diverse clients. Faculty and supervisors can seek consultation and document their decisions to dismiss or refer students/supervisees for assistance. They also can ensure that student/supervisees are aware of options available to them to address such decisions (this may include personal counseling or treatment) (ACA, 2014).

As referenced by Wolf, Green, Nochajski, and Kost (2014), a definition of impairment in counselor professional functioning in Lamb, Presser, Pfost, Baum, Jackson, and Jarvis (1987), and then amended by Bemak et al. (1999) to include students is:

An interference in professional functioning that is reflected in one or more of the following ways: (a) an inability and/or unwillingness to acquire and integrate professional standards into one’s repertoire of professional behavior, (b) an inability to acquire professional skills in order to reach an acceptable level of competency, and (c) an inability to control personal stress, psychological dysfunction, and/or excessive emotional reactions that interfere with professional functioning. (p.598)

Assessment of Professional Functioning and Behavior

In addition to meeting acceptable academic standards, the faculty evaluates all students on the basis of certain personal characteristics and professional behavior that have been deemed essential to becoming effective counseling

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and therapy professionals. Students are expected to be mature, motivated for graduate studies, and invested in the welfare of others.

Research has shown that effective counselors and therapists possess characteristics that include: openness, flexibility, cooperation, a positive attitude, willingness to use and accept feedback, awareness on one’s impact on other, ability to deal with conflict, ability to accept personal responsibility, and ability to express feelings effectively and appropriately. Additionally, the student must adhere to standards of ethical conduct and recognize and appreciate the worth of all people regardless of individual differences.

Faculty will complete an assessment instrument which measures attitudes, attributes, professional functioning and behavior, and competencies on all students that take CNSL 501 (CNSL Theories and Techniques) and 504 (Professional Studies in CNSL). The purpose of this is to ensure that no student has personal or professional functioning problems significant enough to limit his or her effectiveness as a as a counselor/ therapist in training and future professional counselor. CNSL 501 and 504 are two courses that typically involve a good deal of self-exploration and afford opportunities for student self-disclosure. In addition to these academic courses, students will be evaluated in their first field placement experience in MFT 583/593 or CNSL 503 (practicum) at the midterm and final point of their placement. The assessment will continue the evaluation of attitudes, attributes, professional functioning and behavior and competencies while in field placement.

It is important that students are aware that they are being evaluated and that it is both their right and responsibility to monitor and set appropriate limits on the degree of self-disclosure. Students have the right to see their assessment instrument and discuss the results with their professor and/or advisor.

In addition to evaluation of attitudes, attributes, professional functioning and behavior, and competencies for counseling or marriage and family therapy, the Department faculty reserve the right to assess its students as it pertains to academic and clinical performance and ethical professional behavior. Faculty also are permitted to complete the assessment instrument on a student at any point in their program of study. If problems are identified that

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call into question the suitability of counseling as a career option for a student the recommendation for continuation in program may be deferred.

Additionally, students are held to the ethical codes of ACA, ASCA, ACPA, or AAMFT. If, after having been given an opportunity to be heard concerning allegations of ethical violations, it is found a student has violated any code of ethics for counselors or therapists, the Department will recommend to the Dean of Graduate Studies that the student be dismissed from the Graduate School. In such an instance, the student would be advised of their appellate rights.

At its regular meetings, the department faculty may review student progress as needed. If problems are noted, the following process is utilized:

Probationary Process for the Department of Counselor Education and Family Therapy

If and when adequate mastery of attitudes, attributes, professional functioning and behavior, and/or competencies are not demonstrated (including during practicum and internship), it may be necessary to initiate a probationary process resulting from a majority vote of the Department faculty. The faculty members reserve the right to place a student on probationary status if it is clear that student is not progressing in a manner expected at that particular time or has exhibited impairment in professional functioning and/or behavior and competencies. The student will be notified, in writing, that the probation has been initiated.

The process of probation may include a remediation plan to enhanced student self-awareness and how their behaviors may impair academics, interpersonal relationships, and clinical progress in the program.

The remediation plan means that a student, with their professor, advisor, or program coordinator, and the Department Chair (as necessary), will meet to review specific feedback related to the performance criteria required and expected of a student at that particular point in time, and an action plan with a timeline will be developed to address identified deficits. This information is

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specific and documented for clarity. All parties sign the remediation plan and a copy is placed in the student’s department file. It is the responsibility of the student, their advisor, and program coordinator to monitor student status in meeting plan recommendations (this can include providing documentation of personal counseling). If the academic and/or professional issues are resolved within the designated remediation or probationary period, the student will be removed from probation.

If a student initially resolves issues identified in remediation, and then displays further problematic issues at a later point in the program, the faculty can decide if further remediation is necessary or make a decision to recommend to the Dean of Graduate Studies that the student be dismissed from the Graduate School.

If a student is unable to successfully resolve the conditions of their remediation probationary status within the designated probationary period, the department will recommend to the Dean of Graduate Studies that the student be dismissed from the Graduate School. In such an instance, the student would be advised of their appellate rights.

Full-time or Part-time Status - Central Connecticut State University prides itself on its diversity and its emphasis on the "Non-traditional Student". The Clinical Professional Counseling program has been designed to accommodate both full-time and part-time students. Most of the courses in the program are offered in the evenings; some are offered during Intersession and Summer. The program is designed to allow both full-time and part-time students to stay together as a "cohort" through critical stages in their training, thus creating an atmosphere of cohesiveness and connection to each other and the program. Students value this atmosphere, finding that it generates support, reinforcement, collegiality, and a sense of "ownership" in the program.

Since professional counselor training requires intensive study, practice, and supervision in a systematic fashion, both full-time and part-time students are expected to follow the sequence of: (1) Prerequisites (2) Core Courses (including practicum) (3) Specialization Courses, and (4) Internship. Other

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required courses may be taken when offered following completion of the prerequisites, and following full acceptance into the specialization. Part-time students are advised to plan on taking two courses per semester prior to taking the practicum sequence. Full-time students carry a minimum of 9 credit hours per semester. Part-time students carry less than 9 credit hours per semester. Part-time students are not required to take an internship during their third year, but are expected to follow the program's sequential pattern over a longer period of time. Full-time students can complete the program in three years; all students must finish the program within a six-year time frame from the time they begin the program. It is very important for students to notify the Registrar’s Office if they are changing their full-time or part-time status.

Student Volunteer Experiences - All students are strongly encouraged to participate in volunteer experiences in community human service settings. Volunteer work can be a valuable developmental experience for the potential professional counselor. It can help to confirm the student’s choice of career early in their educational program and prepare the student for practica and internship experiences. Faculty advisors can assist students to identify appropriate opportunities for volunteer work.

Personal and Professional Growth - The Professional Counselor’s development involves socializing into a new professional identity. This is no small task. In the course of learning how to be a Professional Counselor, a student will find him/herself encountering unresolved personal issues and situations that have not been mastered in one's own life. The student will begin to question roles and rules played in one's own family (both family of origin and family of choosing), which may generate stress and changes in relationships with family members and friends. Part of the training as a counselor is the exploration of patterns in one's own life (both functional and dysfunctional) that may become activated in the course of working with others. The counselor is constantly utilizing various parts of one's self as instruments of change for clients, and as such, must be able to discover both strengths and "stuck points". You will be asked, in an atmosphere of safety and respect, to share some of these patterns with instructors through assignments, and sometimes with classmates in a classroom discussion or

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supervisory context. It is understood that any personal information divulged by students will be treated with respect and discretion. While confidentiality cannot be assured in such a public setting, each student has a responsibility to contribute to creating a safe environment in which deeply personal information may be disclosed for training purposes.

Membership in Professional Organizations – Membership in professional organizations is strongly encouraged as a means to strengthen your professional identity and provide you with opportunities to network with fellow professional counselors, to receive journals and newsletters that will enable you to stay current with professional literature, and to attend training seminars and conferences. The national organizations also provide many member benefits and services including professional liability insurance. Many CCSU students and graduates belong to the Connecticut Counseling Association and attend and/or make presentations at the annual spring conference. Attending the statewide conference provides an excellent chance for students to network and lay the groundwork for possible employment opportunities. Applications for CCA membership are available in the forms spinner outside the department office. Many students belong to both the state and national counseling association as shown below:

The American Counseling Association (ACA). The ACA is the largest “umbrella” counseling organization in the United States. It represents the interests of all professional counselors, and has been actively involved in promoting the profession of counseling throughout the country. Information about the ACA can be obtained on site at http://www.counseling.org.

The Connecticut Counseling Association (CCA). Membership in the CCA provides an opportunity for students to attend meetings and conferences within the state and to meet other counseling students and professionals. CCA has many specialty subdivisions, one of which can be joined for free with CCA membership. Applications are available in the Department of Counseling and Family Therapy.

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There are additional professional associations relevant to rehabilitation and drug & alcohol counseling such as:

American Rehabilitation Counseling Association (ARCA) www.arcaweb.org

National Rehabilitation Association (NRA) www.nationalrehab.org

International Association of Rehabilitation Professionals www.rehabpro.org

The Association for Addiction Professionals http://naadac.org/

Attendance at Conferences and Professional Meetings - Students are encouraged to attend professional conferences and meetings. Such activities provide broad exposure to the field and an opportunity to meet others at various levels of professional development in the field of Professional Counseling. The Graduate Student Association has some funds to help subsidize a limited number of workshops and conferences. Contact the president of the Counseling Graduate Student Association for details.

Graduate Student Association - The Graduate Student Association of Central Connecticut State University includes as members all full-time graduate students and, as associate members, any part-time student who pays a nominal membership fee. (Full-time student dues are included in the fees paid by full-time students.)

The Graduate Student Association (GSA) sponsors orientation activities for new graduate students, lectures, the GSA Scholarship, and Leadership Development Grants. The latter assists graduate students to attend conferences and workshops or to complete research associated with the preparation of a thesis. The GSA also funds the activities of graduate student societies in the academic departments. In addition to sponsoring graduate student programs and activities, the GSA serves as a representative organization promoting graduate student interests on the

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Central Connecticut State University campus. The GSA president serves as a member of the President's Cabinet which includes the University's administrative officers and the presidents of the Faculty Senate and the Student Government Association. In addition, full-time and part-time students are represented on the University Planning Committee, the University Budget Committee and the Graduate Studies Committee.

Central Counseling Society - The Central Counseling Society is organized and run by graduate students who are in the Professional and Rehabilitation Counseling, School Counseling, and Student Development in Higher Education programs. CCS provides excellent opportunities for student interaction and collegiality, training and development, financial support for student research and attendance at professional conferences, and social events. Joining and participating in the CCS is an excellent way to make friends, broaden one’s professional identity, and advocate for students, the department and the profession. Officers are elected each year.

Chi Sigma Iota – Chi Sigma Iota, an international honor society for counselors, counselor educators and counselors-in-training started a new chapter at CCSU. The first members of the Chi Alpha Mu Chapter were inducted on May 10, 2013. To qualify to be a member you must attain at least a 3.5 Grade Point Average (GPA) after your first and subsequent semesters, have successfully completed at least 9 credits, and must also be of good character. The faculty chapter co-advisors are Dr. Cherie King and Dr. Evadne Ngazimbi.

Tuition and Refund Policies - Policies regarding registration for courses, tuition, fees, and refunds are listed in the Graduate Catalog. Please refer to the catalog for detailed information regarding such policies.

Scholarships and Grants - The Graduate Catalog describes various opportunities for financial assistance, including Graduate Assistantships, scholarship opportunities, and loans. Graduate merit scholarships are periodically offered by the School of Graduate Studies and are announced through the Department of Counselor Education and Family Therapy. The

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library is also an excellent source of information regarding the availability of scholarships and other sources of funding for education.

Non-Discrimination Policy - The University has a clear policy statement on the prohibition against discrimination, which can be found in the graduate catalog and on promotional materials for the program. The policy states:

Central Connecticut State University is committed to a policy of non-discrimination and equal opportunities for all persons regardless of race, color, religion, sex, sexual orientation, age, national origin, ancestry, marital status, veteran status, or the presence of any sensory, physical, or mental handicap. This policy is applicable to employment practices, admission of students, and services to students, staff, faculty, and the community. The University's affirmative action program seeks to include minorities, women, veterans and people with disabilities in the educational programs of the University and in all areas of the work force..."

Grievance Policy - Complaints or disputes concerning the behavior of a professor or supervisor, including concerns with advising, should first be addressed directly with the party involved. If a satisfactory outcome cannot be worked out, concerns can be discussed with the Program Director. Every attempt will be made to explore the issue thoroughly and to work out an informal remedy. If no satisfactory solution can be achieved, the Department Chair can mediate the concern or settle the matter. If further appeal is warranted, the Dean of the School of Education and Professional Studies should be contacted. Disputes regarding grades are resolved through the Grade Appeals process, which can be found in the Graduate Catalog.

The university also has an Ombudsman, whose role is described in the University Student Handbook. The Ombudsman serves as an impartial and confidential mediator of disputes among members of the University community. He or she is an excellent source of information and assistance in addressing concerns with faculty and other students.

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Students with Disabilities

Central Connecticut State University is committed to making the necessary modifications of programs, services, and facilities in order to provide qualified students with documented disabilities the opportunities necessary to pursue their educational objectives without fear of discrimination. CCSU’s Office for Student Disability Services is committed to providing our students with services and resources that help to level the playing field. We encourage you to learn more about our services and wish you the best in achieving all of your academic goals.

Student Disability Services, Carroll Hall, Room 1501615 Stanley Street

[email protected]

Phone: (860) 832-1952 Fax: (860) 832-1865

The Forms Spinner (forms will be available on line effective Fall 2018)

The forms spinner is located outside of the office of the Department of Counselor Education and Family Therapy. An invention of one of our graduate students, it is an important resource for students and a significant time saver for department staff. While the department secretary and faculty will make every effort to assist you, they would also appreciate your efforts to acquaint yourself with the forms spinner scheme shown in Appendix I. The spinner is designed to provide the student with easy access to forms when the office is closed or the secretary is not available.

Wolf, M. R., Green, S. A., Nochajski, T. H., & Kost, K. A. (2014). Graduate student impairment: The impact on counselor training programs. Journal for International Counselor Education, 6, 61-74

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COUNSELOR EDUCATION AND FAMILY THERAPY

STUDENT HANDBOOK PART II

THE PRACTICUM AND INTERNSHIP

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FIELD EXPERIENCE: THE PRACTICUM AND INTERNSHIP

Many students who have graduated reflect back on their clinical placements as being among the most critical components of both their personal and professional development. The student’s practicum and internship provide an opportunity to apply counseling theory to practice and to further develop one’s knowledge, skills, abilities, and broaden one’s professional identity. Because field placements represent new ventures into unknown territory, it is not uncommon for students to feel a little nervous and unsure of themselves. Hopefully, students also realize that moving from the safety of “role-plays” in the classroom to counseling people who present real life recovery and personal growth challenges represents a significant responsibility. The on-site supervision and on-campus seminar class provide an excellent opportunity for students to process these feelings.

SUPERVISED COUNSELING PRACTICUM (CNSL 503)

The practicum provides an opportunity for the student to perform Clinical Professional Counseling activities under supervision in an agency setting. Students perform a minimum of 100 clock hours of field experience of which 40 hours are direct service with clients and 10 hours of which must be in facilitating groups. The field-based supervisor provides a minimum of one hour of supervision per week. Students also participate in a weekly group supervision class and receive a minimum of one hour per week of individual supervision or at least 1.5 hours per week of group supervision.

The student must complete 18 credits (CNSL 500, 501, 504, 560, and 569 are required before practicum) and receive departmental approval before beginning the supervised counseling practicum.

Successful completion of CNSL 503 (Supervised Counseling Practicum) is a necessary pre-requisite of CNSL 594 and students must complete 42 credits before Supervised Clinical Internship. Practicum and Internship cannot be taken concurrently.

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The objectives of the practicum are to:

gain experience in performing strength-based Clinical Professional Counseling.

exposure to working with individuals with many diverse backgrounds, disabilities, and needs.

become familiar with a variety of professional activities other than direct counseling such as case conferences, recording keeping and report writing, administering and interpreting appropriate tests, and contact with community resources.

develop knowledge of a variety of professional resources such as assessment instruments, computers, print and no print media, and professional literature.

become familiar with the organizational structure management hierarchy and mission, values and goals of the agency.

discuss and work through issues, concerns, and problems that emerge from the practicum.

demonstrate the ability to critique his/her work and provide feedback to peers.

demonstrate the ability to apply specific individual and group counseling techniques appropriate to the needs and developmental level of the consumer

demonstrate the ability to promote consumer success through prevention, intervention, and advocacy.

develop an understanding of professional code of ethics that govern the professional behavior of rehabilitation counseling and other counseling specialties such as mental health and/or drug and alcohol.

THE CLINICAL PROFESSIONAL COUNSELING INTERNSHIP (CNSL 594)

The Professional Counseling Clinical Practice (CNSL 594) is the culminating experience in the program (CNSL 503, Practicum, is a pre-requisite of CNSL 594). For the internship, students are required to complete 600 hours of supervised counseling experience of which 240 hours is direct service to individuals/clients with disabilities. Interns have the opportunity to apply the theories and knowledge in a community agencies or setting. The clinical experience is designed to further develop and demonstrate the student’s competencies in all aspects of the Professional Counseling process. In addition, interns will further develop their professional skills and competences

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with specialized client populations. Both the on-site supervisor and the university faculty supervisor provide supervision. Students are required to submit and discuss representative materials that reflect the work they are doing with individual clients. At a minimum, the on-site supervisor provides both an interim and a final evaluation of the student’s demonstrated knowledge, skills and abilities. You will become acquainted with your internship site’s philosophy, mission and goals, its management style, and its unique culture. You will be considered part of a team in which you will have an opportunity to consult and work collaboratively with other counselors, administrators, family members and members of the community. While differences will exist across sites, it is expected that you will have the opportunity to practice the full array of counseling services including, interviewing, assessment, case management, consulting, and individual and group counseling.

You will be expected to be a cooperative team member who develops the ability to critique your own work, learn from the constructive criticism of others, and develop an increased level of awareness of your relationship and interactions with fellow workers, supervisors, and clients. You will be expected to conduct yourself in a manner consistent with your new professional identity adhering to the highest standards of practice and ethical conduct.

Primary Objectives of the Internship To foster the development and formation of the role as a Professional

Counselor To articulate and implement, under supervision, a personal theory of

counseling which guides the clinical practice To develop knowledge and understanding of ethical standards of practice

and how to use ethical decision making strategies To acquire a feeling for the realities of the counselor-client relationship

and the role of self-understanding in the process To develop knowledge of clinical perspective of medical, psychological,

functional, social, educational and vocational issues related to individuals with a wide range of disabilities

To gain understanding of agency organizational structure, protocol, relationships, processes, work conditions and mission.

To develop an understanding of the process of strength-based rehabilitation and recovery.

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Finding the Right Internship - The internship may be the single most important part of your graduate learning experience. Consequently, it is very important that you choose your internship carefully. Convenience of location and opportunities for employment often figure prominently in the student’s selection of a site. However, even more important is the type and quality of the training and supervision that the site will offer. You would be best served by finding a site that is in alignment with the philosophy and objectives of CCSU’s Clinical Professional Counseling program. The department maintains a file on agencies and centers, mental health and addiction agencies and treatment facilities, hospitals, social service agencies, and clinics that are usually available for internships. Students may feel free to review this file by simply asking the department secretary.

Arranging for Interviews - Looking for an internship is very similar to looking for a full time job. If you have personal contacts that will help you get you interviews, by all means, take advantage of them. In the absence of any direct connections we highly recommend that you take a professional approach in seeking internship opportunities by taking the following steps:

Step 1. Speak to your advisor and other students about approved sites that will provide you with a worthwhile training experience. Review “student evaluations” of sites to get perspective from previous students about the quality of their clinical experiences. Send a resume and a cover letter to the desired sites with a comment that you will be contacting them within the next 7 days to arrange for an interview.Step 2. If the facility schedules an interview, dress in a professional manner, bring a blank copy of the internship contract used by CCSU and review with the site supervisor. Describe your goals, ask any questions and raise any concerns. Step 3. If the site has never been used before, see your advisor about site approval procedures.Step 4. If a favorable site placement decision is made, determine whether a contract between the agency and CCSU is already in place. If not bring a copy of the contract to your site supervisor for review and signature. Submit

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your completed contract to your Seminar Faculty Member at the time of the first class meeting along with your professional liability insurance certificate. Administrative Requirements for Practicum and Internship -

1. Apply for the internship to the department on or before March 15 for the Fall and October 15 for the Spring. Students must complete CNSL 500, 501, 504, 560, and 569 and have completed at least 18 credits to be eligible for practicum (CNSL 503). Students must have completed 42 credits on their planned program of study to be eligible for the internship (CNSL 594).

2. Complete the contract and hand it in by the first seminar class meeting. It is the student’s responsibility to complete all relevant sections of the contract and present it to the site supervisor for discussion and signature. Internship hours will begin to accrue ONLY after the contract has been signed and handed in.

3. Obtain professional liability insurance. Students are required to be covered by Professional Liability (malpractice) insurance throughout their practicum and internship experiences. Very inexpensive student insurance can be purchased as a benefit of membership in a professional organization such as the American Counseling Association (ACA) or the American School Counseling Association (ASCA). You can join ACA on line at http://www.counseling.org. Minimum recommended limits are $1,000,000/$1,000,000. Higher limits, $1,000,000/$3,000,000, are usually only a few dollars more and are strongly recommended. Please note that a copy of the student’s certificate showing proof of liability insurance is required prior to registering for the internship course. If a student does not provide copy of coverage for either practicum or internship within first week of field work, the program reserves the right to withdraw student from field work site until student provides proof of coverage.

4. Make sure that all of your immunizations and tuberculosis testing is up to date with the university Health Department. All students enrolled in the practicum or internship are expected to provide evidence that

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they have received immunization for Measles, Mumps, Rubella and Hepatitis B. You are also required to take a test for tuberculosis. Exemptions – Check the website of the CCSU Health Department for information about exemptions.

5. Maintain a weekly and a monthly log of your practicum and internship hours. The monthly log will be signed by the site supervisor and handed in to the seminar faculty member. The monthly log will summarize direct, indirect, and supervision hours. The monthly logs will be placed in the student’s official file. Students should make a photocopy of the documentation for their own records.

6. At the end of the semester, the supervisor and student will have a meeting to review the supervisor’s written evaluation of the student. At this meeting both the supervisor and student will sign the evaluation form. The student will submit the evaluation by the deadline specified by the seminar faculty member.

7. If you are receiving financial aid and your course load drops below half-time status, send an e-mail to the Department Chair and ask her to notify the Financial Aid Department of your internship status. Be sure to provide your student ID number.

8. All students within the School of Education and Professional Studies (SEPS) are required to submit electronic evidence at various points in their training. Therefore, a Taskstream account is required for all students. It is the responsibility of the student to purchase a Taskstream subscription as part of practicum and internship and to have that subscription activated during any semester in which the submission of electronic evidence is required.

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The Site Supervisor - The site supervisor must have a Master’s degree in Counseling or closely related clinical field and have had at least 4 years of experience. Preference is given to site supervisors who have received training in clinical supervision. Internship experiences are carried out under the weekly supervision of a Licensed Professional Counselor (LPC), Certified Rehabilitation Counselor (CRC), or Licensed Alcohol and Drug Counselor (LADC). In cases where a CRC is not available in the internship setting, a Counseling faculty member (who is a CRC) will supervise the student intern weekly, in addition to the on-site supervision provided by the field site supervisor. In signing the internship agreement, the site supervisor agrees to:

1. Provide the student with opportunities to engage in the full variety of rehabilitation counseling activities.

2. Provide the student with adequate workspace, telephone, office, supplies, and staff to conduct professional activities.

3. Provide a minimum of one hour of face-to-face supervisory contact each week, which involves review of student work using audio/video tapes, live observation, and discussion of salient clinical and rehabilitation issues.

4. Provide a written evaluation of the student based on criteria established by the university program.

The Student’s Responsibility During Supervision - The degree to which the student will benefit from clinical supervision will depend on the student’s advanced preparation. In supervision, students play an important role in their own learning process and need to be proactive. It is the supervisee’s responsibility to construct a supervision agenda that may include, but is not limited to such topics as: new cases, a review of audio or video tapes, ethical and legal issues, personal issues, client problems, counseling technique questions, treatment planning issues, and administrative questions. Your faculty instructor and site supervisor will provide more information about how to prepare for a supervisory session. A sample of a hypothetical supervisory agenda is contained in Appendix V.

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Building Relationships - The ultimate success of your experience as an intern will be strongly influenced by the quality of the personal and professional relationships that you have developed during your tenure as an intern. It will be through your cooperative efforts with fellow counselors, family members, parents and administrators that you will be able assist consumers to achieve their academic, career, and personal goals. Your ability to function in helpful and caring ways, to treat everyone with respect, and to maintain close communication and cooperation with fellow counselors, family members, administrators, and community members will be critical to the success of your clinical experience.

Professional and Ethical Considerations - Professional conduct during coursework and the internship influence a student’s reputation, acceptability and employability after graduation. Trainees are expected to be socialized into the important dimensions of their new professional identity as counselors. Appropriate dress, decorum, respect for confidentiality and standards of performance must be maintained at all times. Students should have a copy of the Ethical Code of Standards for the American Counseling Association and Code of Ethics for Certified Rehabilitation Counselors readily available. They should also become familiarized with the agency’s policies pertaining to ethical, legal, and administrative procedures. The student should seek supervision whenever there is any doubt or confusion regarding ethical or legal requirements.

Maintaining confidentiality is an essential element of professional behavior. Students should be familiar with the ethical and legal requirements concerning confidentiality and the rare circumstances when confidentiality is limited. Students do not discuss cases with persons who are not involved with the case or involved in supervisory activities around the case, including your significant others. Students do not speak to authorized persons in inappropriate contexts, such as in hallways or in cafeterias or restaurants. Students will ensure that there is privacy when discussing cases on the phone. The student will obtain signed releases from the clients before any discussion regarding a case can occur with parties not associated with the agency. The student will check with the agency regarding policies on releases. Also, the student will insure that clinical documentation is

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protected at all times, is never being taken outside of the facility and always kept in locked files in a secured room. For written materials used for university-based supervision, the student will make notes on clinical record-keeping forms provided by the supervisor and use codes to disguise any identifying information in the case. For audio and videotaping, the student will obtain signed releases prior to proceeding with taping. Tapes will be secured at all times. No other person will be allowed to review a tape of clinical material without written permission of the client or clients. Please see section under Probationary Process for additional ethical expectations and requirements of students in fieldwork sites.

Internship Competencies - During the course of the internship the student is expected to demonstrate the competencies listed below. Your final evaluation will be based on the manner and degree to which you are able to demonstrate the knowledge, skills and abilities associated with each competency. The following competencies also serve as excellent topical areas to discuss during your weekly supervision sessions.

1. Provides individual and group counseling, to clients in the agency setting.2. Demonstrate knowledge of the social and psychological implications of

physical and psychiatric disability and the rehabilitation and recovery process.

3. Demonstrates knowledge of multicultural counseling issues, including possible effects of culture, race stereotyping, family, socio-economic status, gender and sexual identity, language, and values on client development and progress.

4. Demonstrates knowledge of methods and techniques for prevention and early intervention in order to affect the client’s maximum success in the community.

5. Demonstrates knowledge and skill in the consultation process, effectively consulting with counselors, physicians, social workers, administrators, family members, community groups, and agencies as appropriate.

6. Demonstrates knowledge of the ethical standards and practices of the Professional Counseling profession, and skill in applying these ethical standards to specific counseling situations.

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Internship Completion - As you near the end of your internship you will need to plan the termination process carefully. You will undoubtedly develop emotional attachments to both staff and clients. As you prepare to terminate counseling relationships, it is important that you work closely with your supervisor and your seminar professor. Clients who have experienced problems with separation and rejection in the past may be particularly emotionally vulnerable. Therefore, it is wise to prepare the clients early and, if appropriate, discuss who might be serving in your absence. Having spent a year at your agency, you will also undoubtedly have difficulty saying your good-byes. But, it’s also a good time to reflect on your own development and accomplishments. The culmination of your internship also signals the completion of your graduate program at CCSU and, as soon as you find employment, the beginning of your career as a professional counselor.

With that in mind we entrust you with the following Caveat for the Professional Counselor written by Patricia Deegan. So as to serve as a constant reminder of our responsibility to the people we serve, we encourage you to consider framing it and hanging it in your office.

CAVEAT FOR THE HELPING PROFESSIONALWhen we make the transition from being a student to being a professional clinician, our culture and human service institutions grant us a broad range of power over the lives of people who are in distress. With that power comes enormous responsibility and great risk. Our responsibility is to never lose sight of the fundamental sanctity, dignity and sovereignty of another human being no matter what their diagnosis may be, no matter how "regressed" or "poor" their prognosis may be, and no matter what their disability may be. The risk is that the power which is granted and which we also assume as clinicians, can begin to eat away at our values and ideals such that we fail to safeguard

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and uphold the fundamental sanctity, dignity and sovereignty of those whom we seek to serve. The danger is that we can over identify with the professional roles we play and forget the people we are. The danger is that our minds can become severed from our hearts such that our human hearts no longer guide, inform and shape our work with people.

*Patricia Deegan, 1990*from: Spirit Breaking: when the helping professions hurt, The Humanistic Psychologist, Vol. 18, No. 3, pp. 301-313.

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APPENDICES

Appendix I. The Counseling Forms Spinner

Appendix II. Attitudes and Attributes Survey

Appendix III. Sample Supervision Agenda

Appendix V. Important Points to Remember

APPENDIX I

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THE FORMS“SPINNER”Professional Counseling Miscellaneous

PC-1 PC Application for Practicum – CNSL 503

M-1 Admissions Informational Packet for Master of Science Degrees

PC-2 PC Practicum Agreement –CNSL 503

M-2 Graduate Application Form

PC-3 PC Practicum – Site Supervisor’s Evaluation –CNSL 503

M-3 Recommendation Form

PC-4 PC Practicum and Intern Evaluation of Site – CNSL 503 & 591

M-4 Advising Sheet

PC-5 PC Application for Internship –CNSL 594

M-5 Application for Degree Candidacy

PC-6 PC InternshipAgreement –CNSL 594

M-6 Release Forms for Audio Taping

PC-7 PC Internship Site Supervisor’s Evaluation –CNSL 594

M-7 CCA Membership Application andRenewal Form

PC-8 Learning Goals for Practicum & Internship

M-8 Brochures

PC-9 PC Site Supervisor Monthly Evaluation Form

M-9

PC-10 PC – Monthly Practicum Log –CNSL 503

M-10

Application for Master’s Comprehensive Examination(Plan B)

PC-11 PC Monthly Internship Log –CNSL 594

M-11

Application for Graduation

APPENDIX II

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POLICY ON EVALUATING STUDENTS’ ATTITUDES AND ATTRIBUTES

Because of the special nature of a counseling relationship, it is critically important that students are relatively free from emotional distress or any psychological problems that may impair their effectiveness as counselors. People who request counseling are often in emotional crisis and need to make important decisions about their lives. They have a right to expect that their counselor is competent, ethical and psychologically healthy.

Therefore, the counselor education faculty evaluates all students on the basis of personal characteristics that have been deemed essential to becoming effective counseling professionals. Instructors in CNSL 501, CSNL 504, MFT 541, and certain other courses at the prerogative of the professor, complete an Attitudes and Attributes Survey (A&A) on each student. The A&A becomes part of the student’s file and is seen by the student’s advisor prior to rendering a decision regarding admission into candidacy. It may also be used to assess a student’s qualifications for continuing in a pre-professional program.

Research has shown that effective counselors possess characteristics that include: openness, flexibility, cooperation, a positive attitude, willingness to use and accept feedback, awareness of one’s impact on others, ability to deal with conflict, ability to accept personal responsibility, and ability to express feelings effectively and appropriately. Additionally, effective counselors adhere to standards of ethical conduct and recognize and appreciate the worth of all people regardless of individual differences.

No student is expected to be a perfect self-actualized human being. But it is important that students are motivated to grow personally and constantly evaluate their own needs, values and personality traits that may have a bearing on their counseling effectiveness. The counseling curriculum is designed to provide ample opportunities for self-growth and self-awareness and the faculty is committed to working with students throughout their training program. The CNSL 500 and CNSL 501 courses tend to be experiential in nature and may provide opportunities for student self-disclosure. Students are expected to monitor and appropriately limit their self-disclosure and to determine for themselves the extent to which they wish to participate in classroom group discussions and exercises.

No student is counted out of the program strictly on the basis of Attitudes and Attributes Survey results alone. When faculty have concerns about a student’s readiness for entrance into the counseling profession, they work with the student to provide sufficient opportunity for improvement. In the rare instance where all efforts to remedy the situation have failed, the student is counseled to discontinue the program. In such an instance the student is advised of her or his appellate rights.

I have read and understand the Department of Counseling and Family Therapy policy on evaluating students’ personal attitudes and attributes.

___________________________________________________ ________________Student’s Signature Date

__________________________________________________Student’s Name (please print)

Attitudes and Attributes Scale – Part I.

Student: ______________________________ Date: ____________

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Please rate the student according to the scale described below.

1 = I have observed behavior in student that indicates that the student possesses this attitude or attribute.2 = I have not observed this attitude or attribute. Neither have I observed any problematic behaviors associated with these attitudes or attributes.3 = I have observed specific behaviors that suggest that the student has a problem with this attitude or attribute. These behaviors are discussed on the reverse side.

ATTITUDE OR ATTRIBUTE RATING

1 Communicates personal enthusiasmComment:

2 Shows appropriate level of patienceComment:

3 Demonstrates ability to work cooperativelyComment:

4 Able to express feelings effectively and appropriatelyComment:

5 Able to deal with conflictComment:

6 Aware of impact of self on othersComment:

7 Willing to articulate/demonstrate personal convictionsComment:

8 Displays interest in further personal growthComment:

9 Uses feedback from others constructivelyComment:

10 Able to accept personal responsibilityComment:

11 Demonstrates ethical behaviorComment:

12 Demonstrates sensitivity to and respect for the needs and feelings of othersComment:

13 Recognizes and understands the worth of all individuals and the opportunity that racial, cultural, sexual and religious diversity presents in

the classroom.Comment:

Attitudes and Attributes Scale – Part II.

Student: ____________________________ Date: __________________

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TO BE COMPLETED BY INSTRUCTOR

Special strengths noted in student:

Areas in which improvements are needed:

________________________________________________Instructor’s Signature

________________________________________________Instructor’s Name (please print)

I have reviewed the completed A&A scale and the instructor’s comments.

________________________________________________Student’s Signature

TO BE COMPLETED BY ADVISOR (Required when a rating of 3 is noted on the reverse side)

Plans for improvement:

I have consulted with the student regarding the above plan of improvement. ____________________ Advisor’s Signature

I have met with my advisor and understand the plans for improvement. ________________________ Student’s Signature

Student Telephone Number: _______________________________________

Date

APPENDIX IIIAPPLICATION TO BE PUT ON E-MAIL DISTRIBUTION LIST

Appendix III

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Sample Supervision Agenda

January 23, 2004

New Cases

Erroll Johnson

Margaret Smith

Previously Discussed Cases

Barbara Jones – review of audio tape

Ethical and Legal Concerns

Mandated Reporting Concern

Possible dual relationship concern

Personal Awareness Concerns

Values conflict I am experiencing

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APPENDIX V

DEPARTMENT OF COUNSELOR EDUCATION & FAMILY THERAPY

IMPORTANT POINTS TO REMEMBER

Prior to entering into the practicum portion of the Professional Counseling program, faculty will complete the Attitudes and Attributes scale (See Appendix) on all students that take CNSL 501 and 504. The purpose of this is to ensure that no student has personal problems significant enough to limit his or her effectiveness as a professional counselor. It is important that students are aware that they are being evaluated and that it is both their right and responsibility to monitor and set appropriate limits on the degree of self-disclosure. Students have the right to see their Attitudes and Attributes scale and discuss the results with their professor and/or advisor.

Students must complete a planned program of study before completing 15 credits of graduate work.

Up to nine credits of equivalent graduate courses may be transferred in with the permission of the advisor. The courses must carry a grade of B or better. Courses taken on a pass-fail basis will not transfer. All courses on the planned program of study, including courses transferred in, must be finished within a six-year period. Students may request an extension through the Dean of the Graduate School.

Students must maintain a 3.0 grade point average to be in good academic standing.

Students must apply for departmental approval prior to beginning the supervised counseling practicum and internship.

Students must have a departmental midpoint assessment as a prerequisite to entering the internship.

If a student withdraws from class without officially notifying the Registrar’s Office, he/she will automatically receive an “F” for the course.

If a student takes an incomplete in a course and does not complete the required work within one year, the incomplete grade will automatically convert to an “F.”

All field experience courses require the student to have professional liability insurance and an up-to-date immunization record with the University Health Department.

Students must apply in advance for their comprehensive examination and for graduation.

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ACCOMMODATIONS

Individuals with disabilities are encouraged to contact Student Disability Services to discuss any support services or accommodations they may need. Please also notify instructors if you require any accommodations and contact the Student Disability Services Office:

http://www.ccsu.edu/sds/

Phone: (860) 832-1957Fax: (860) 832-1865

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