Counseling Pr
ogram
Master’s
Student Handbook
2021-2022
School of Human Services
College of Education, Criminal Justice and
Human Services
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TABLE OF CONTENTS
PREFACE ........................................................................ 3
INTRODUCTION TO THE COUNSELING PROGRAM AT
THE UNIVERSITY OF CINCINNATI ................................... 4
Program Objectives ................................................... 4
Programs of Study in Counseling .............................. 5
Accreditation and Program Approval ....................... 6
Student Composition ................................................ 6
The University and Community ................................. 6
Support Systems ........................................................ 7
Faculty ....................................................................... 9
Program Advisory Committee ................................. 11
Commitment to Diversity, Social Justice, and
Inclusion .................................................................. 12
Program Communication ........................................ 12
Professional Organizations ...................................... 12
MASTER’S PROGRAMS OF STUDY ............................... 14
Program Overview................................................... 14
School Counseling ................................................... 14
Mental Health Counseling ....................................... 17
School and Mental Health Counseling
Comprehensive Exam .............................................. 19
MASTERS’ THESIS OPTION .......................................... 21
Master’s Thesis Application Process ....................... 21
Master’s Thesis Process and Responsibilities ......... 21
Conducting the Study .............................................. 22
PROGRAM DESIGN AND APPROVAL ........................... 24
Working with the Program Advisor ......................... 24
Program Plan ........................................................... 24
Completing Coursework
.......................................... 25
PROGRAM REQUIREMENTS AND EXPECTATIONS ....... 26
Continuous Progress Monitoring and Selective
Retention................................................................. 26
Academic Performance Requirements.................... 28
FIELD PLACEMENT ....................................................... 30
General Policies ....................................................... 30
Internship Start Time ............................................... 31
Clinical Sequential Courses ...................................... 32
Stage I: Preparing for Practicum and Internship ..... 33
Stage II: Completing Practicum & Internship .......... 35
Security of Client and Student Data for Field
Experiences ............................................................. 37
FINAL TERM, GRADUATION, AND OTHER PROGRAM
CONSIDERATIONS ........................................................ 38
National Counselor Exam (NCE)............................... 38
Graduation Application for M.A. and M.Ed. ............. 39
Switching Between Programs (M.A., M.Ed.) ............ 39
Documenting Your Work.......................................... 40
UNIVERSITY RULES AND REQUIREMENTS .................... 43
Grading Practices ..................................................... 43
Full-time/Part-time Enrollment ............................... 43
Procedures for Registration ..................................... 43
Audit Regulations ..................................................... 44
Unapproved or Inappropriate Courses .................... 44
Withdrawals ............................................................. 44
Graduate Credits and Grading Practices .................. 44
Active Standing and Leaves of Absence ................... 45
Time-to-Degree Requirements ................................ 46
Student Records ....................................................... 46
Grievance Procedures and Other Complaint
Procedures ............................................................... 46
FINANCIAL ASSISTANCE ............................................... 46
Graduate Assistantships (GA) ................................... 47
Graduate Incentive Awards ..................................... 47
Graduate Assistantship Policies ............................... 48
MODIFICATION OF HANDBOOK ................................... 51
APPENDICES ................................................................. 52
APPENDIX A: Master's Degree Program Curricula ... 53
APPENDIX B:Individual Student Program Plan
Templates ................................................................ 56
APPENDIX C: Master's Level Counseling Student
Performance Review ................................................ 58
APPENDIX D: Professional Development Plan
Template .................................................................. 60
APPENDIX E: Internship Application Packet ............ 65
APPENDIX F: Field Placement Forms ....................... 68
APPENDIX G: School Counseling Program
Portfolio ................................................................... 79
APPENDIX H: Mental Health Counseling Exam ........ 85
APPENDIX I: Thesis Option Documents ................... 87
APPENDIX J: Understanding and Acknowledgment
of Handbook Policies ............................................... 93
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PREFACE
The Counseling Program Master’s Student Handbook is intended to provide students with
specific information about the University of Cincinnati; the College of Education, Criminal
Justice, and Human Services (CECH); the School of Human Services; and the Counseling
Program. This Handbook is a tool for students as they progress through the Master’s Degree
Programs in Mental Health Counseling and School Counseling. Program policies exist within
the framework of those of the College and the University (Graduate School). The Master’s
Student Handbook presents policies and procedures specific to the Master’s Degree Programs
(M.A. in Mental Health Counseling, M.Ed. in School Counseling) and is in compliance with the
rules and policies of the Graduate School and the College of Education, Criminal Justice, and
Human Services. Students are responsible for being aware of Program, College, and University
regulations and policies described in the University of Cincinnati Graduate Handbook (available
on-line at www.grad.uc.edu), and the Student Code of Conduct. Direct links to these policies are
provided on the Counseling Program website.
Graduate programs at the University of Cincinnati are organized within the Graduate School.
The Dean of the Graduate School is responsible for coordinating, implementing, and
administering all policies, rules, and regulations pertaining to graduate degree programs,
including those of the School of Human Services. Graduate Faculty determines educational
policy of the Graduate School and regulates admission of students, advancement to candidacy,
and awarding of graduate degrees. The Graduate Faculty have sole power in establishing
requirements, but individual departments and programs determine specific courses of study,
instructional methods, and evaluation of comprehensive examinations.
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INTRODUCTION TO THE COUNSELING PROGRAM AT THE
UNIVERSITY OF CINCINNATI
Counseling Mission Statement
The UC Counseling Program strives for national excellence in implementing an ecological counseling perspective
through research and service with diverse populations, emphasizing underserved groups. As this vision is realized
through faculty, staff, and student efforts, the program continues a tradition of national leadership.
The Counseling Program has four primary programs including the M.A. in Mental Health
Counseling, M.Ed. in School Counseling, Ph.D. in Counselor Education and B.S. in Substance
Abuse Counseling. Recognized as one of the longest running counseling programs in the nation,
the Counseling Program has a long tradition of training quality practitioners to serve in school
(K-12), community, and university settings.
The Counseling Program embraces ecological principles in counseling and research. Its programs
emphasize applied ecological, systems-based counseling in training and scholarship activities
with an emphasis on prevention work. Master’s degree students are trained in the delivery of
culturally competent counseling services while doctoral students are trained in the research and
leadership skills necessary to help shape the delivery of mental health care services, particularly
among those who are traditionally underserved.
Program objectives are based upon three primary sources: (a) criteria established by those bodies
accrediting the program (e.g., the Council for Accreditation of Counseling and Related
Educational Programs [CACREP], the Council for the Accreditation of Educator Preparation
[CAEP]), (b) relevant regulatory agencies (e.g., the Ohio Counselor, Social Worker, Marriage
and Family Therapist Board [CSWMFT; for Mental Health Counselors] as well as the Ohio
Department of Education [ODE; for School Counseling]) and (c) the overarching philosophy
articulated through interactions among faculty, present students, alumni, and personnel in
cooperating agencies and schools.
Program Objectives
The graduate counseling programs are all accredited by the Council for Accreditation of
Counseling and Related Educational Programs (CACREP), and each fully endorse the standards
and objectives adopted by CACREP. Within the Counseling Program, it is expected that all
students will demonstrate their knowledge and skill competence in eight common-core areas and
their associated knowledge and skill competence areas (listed below) as established by CACREP
(2016). This will be accomplished through course and classroom-related assignments and
activities, examinations, research papers, role plays, and supervised clinical practice with actual
clients. The common-core areas of the Counseling Program's knowledge and skill base include:
1. Professional Counseling Orientation and Ethical Practice
2. Social and Cultural Diversity
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3. Human Growth and Development
4. Career Development
5. Counseling and Helping Relationships
6. Group Counseling and Group Work
7. Assessment and Testing
8. Research and Program Evaluation
Beyond these eight general program objectives, the Mental Health Counseling and School
Counseling Master’s programs each have specific program objectives for their curricular
emphases.
Programs of Study in Counseling
The Counseling Program offers both master’s and doctoral training in counseling. In addition,
the program offers an undergraduate degree in Substance Abuse Counseling as well as
undergraduate certificates in the areas of Substance Abuse Counseling, Substance Abuse
Prevention, and Violence Prevention. For more details about these programs, see the College
of Education, Criminal Justice, and Human Services website.
Master’s Degree Study in Mental Health Counseling (M.A.)
The master’s program in mental health counseling is designed for individuals interested in
becoming Licensed Professional Counselors in the State of Ohio. This 60-credit-hour semester
program meets the training requirements established by the state Counselor, Social Worker, and
Marriage and Family Therapist Board for initial licensure as a Licensed Professional Counselor
(LPC) and is aligned with the CACREP accreditation standards. The program consists of a set
of core classes augmented by specialization classes deemed necessary for practice of clinical
mental health counseling in community settings. See Appendix A for more detailed information
on the program curricula. On completion of the program, the student will meet the training
requirements for licensure as a LPC in the State of Ohio and may sit immediately for the
licensure examination (i.e., the National Counselor Examination).
Master’s Degree Study in School Counseling (M.Ed.)
The master’s program in school counseling is designed for individuals interested in becoming
licensed as a Professional School Counselor in the State of Ohio. This 60-credit-hour semester
program in School Counseling meets the training requirements established by the Ohio
Department of Education and is aligned with the both the CACREP accreditation standards and
the American School Counselors Association (ASCA) National Model. In addition, the School
Counseling Program as well as the College of Education, Criminal Justice, and Human Services
align with the Ohio School Operating Standards (OAC Chapter 3301-35), The Ohio Standards
for Professional Development, and the Ohio Core Administrative Requirements. The program is
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organized around a set of core classes augmented by specialization classes deemed necessary for
practice of counseling in the schools. See Appendix A for more detailed information on the
program curricula. On completion of the program, the student will meet the training requirements
for licensure as a School Counselor in the State of Ohio. To be licensed as a School Counselor,
the student must be approved by the Ohio Department of Education having completed the School
Counseling master's program, passed the Ohio Assessment for Educators (#040), and completed
the BCI/FBI background check.
Accreditation and Program Approval
Each of the Master’s degree granting programs (M.A. in Mental Health Counseling and M.Ed. in
School Counseling) is accredited by the Council for Accreditation of Counseling and Related
Educational Programs (CACREP). In addition to CACREP accreditation, the Counseling
Program is located within the College of Education, Criminal Justice, and Human Services which
is accredited by the Council for the Accreditation of Educator Preparation (CAEP). Finally, our
M.A. in Mental Health Counseling is approved as meeting the training requirements for licensure
by the Ohio Counselor, Social Worker, and Marriage and Family Therapist Board.
Student Composition
Each year, a cohort of approximately 40 students across school and mental health counseling is
admitted into the Program. A broad range of geographic areas and undergraduate institutions is
represented. Many first-year students have recently completed their undergraduate training,
although many have relevant work experience. A special effort is made to recruit a diverse
student body. The Counseling Program and the University are deeply committed to providing
the guidance and support necessary for the successful completion of every student's program
of study.
The University and Community
The University consists of 14 Colleges and Schools providing a wide range of graduate and
professional programs. Over the years, the University has achieved an outstanding national and
international reputation in many areas. The Carnegie Commission has designated it a Level 1
University (R1: Highest research activity). The National Science Foundation ranks the
University's sponsored research as 54
th
in the nation among all universities, and U.S. News and
World Report ranks the University as the 65
th
best public institution and 5
th
for co-ops and
internships. The Chronicle of Higher Education called UC a “research heavyweight.” UC has
been cited as one of the most beautiful campuses in the world on the basis of its renowned new
architecture, greenspaces and fountains, and renovations maintaining the majesty of its
traditional buildings.
Over 46,000 students (approximately 11,000 graduate and professional) attend the University of
Cincinnati. The campus includes excellent facilities for a variety of recreational activities
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including a highly rated Campus Recreation Center for swimming, basketball, running, tennis,
racquetball, weight training and other activities. There is wide access to in-person and virtual
computer labs and wireless networks. The University and College has undergone extensive
renovation both in its physical structures and technological supports to modernize and enhance
student learning. It also sponsors movies, concerts, theater, athletic, and musical events. The
Counseling Program holds various social gatherings for Program students.
The University is situated within the city of Cincinnati, rated as being one of the most attractive
and livable cities in the United States. Greater Cincinnati captures the unique characteristics of
three states (Ohio, Kentucky, and Indiana) within a single metropolitan area. Its hills and valleys
surround the Ohio River, providing a setting for one of America's most beautiful inland cities.
Public parks remain a rich resources for the “Queen City,” with wide open spaces for students to
enjoy. Within the region are many opportunities for outdoor recreation including camping, hiking,
rock climbing, downhill skiing, and boating/canoeing. The city is noted for its cultural heritage,
with its nationally known symphony orchestra, opera, ballet, museums, zoo, and public theater.
Professional sports are popular here, especially the Cincinnati Reds baseball team, the Cincinnati
Bengals football team, and its newest professional team, FC Cincinnati (Major League Soccer).
UC’s basketball team enjoys staunch community support as well. Cincinnatians love festivals; the
legendary fireworks display on Labor Day weekend, the Oktoberfest in the fall, and numerous
holiday celebrations between Thanksgiving and New Year’s Day are special favorites. The cost of
living is moderate, as is the climate. There are many moderately priced restaurants in the area, with
outdoor seating and delivery options, along with a year-round Farmer’s Market ten minutes from
UC. Cincinnati’s specialty ice cream (i.e., Graeter’s) is shipped to its devotees all over the country.
The Cincinnati metropolitan area of 2.1 million people has 8 colleges and universities in addition
to the University of Cincinnati. The city is located conveniently along major interstates as well as
airline, train, and bus routes. It is within a 2-hour drive of Columbus, Indianapolis, Louisville, and
Lexington, and within five to six hours of Pittsburgh, Cleveland, St. Louis, Knoxville, Detroit,
and Chicago.
Support Systems
Graduate study is extremely challenging and demanding, both academically and personally. The
counseling faculty expects each graduate student to demonstrate maturity, professionalism,
initiative, and independence, and we also strive to support and assist students in their endeavors
as much as possible. An emphasis on close student-faculty relationships is maintained by
carefully limiting the number of students enrolled in the Program to be aligned with professional
standards and through regular meetings between faculty advisor and advisees. Students also are
actively encouraged to collaborate as a cohort and develop support networks for study.
Various support systems exist within the University itself to assist students. Information about
support services is included in the folder distributed at the Program Orientation. Among these
services are the following:
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Division of Experienced-Based Learning and Career Education
Assists students in obtaining part-time employment; assistance is also available for the spouses
of students (http://www.uc.edu/careereducation.html).
Computer Facilities and E-Mail
Students have wide access to computers, printers, and technical assistance in computer labs in
Teachers College and throughout the campus, as well as wireless access. All students must sign up
for a UC email account which provides access to internet, e-mail, and various campus resources.
This University-assigned e-mail is the official means for university and Program
communications, so students are responsible for checking their e-mail regularly. E-mail from
the program and faculty can only be sent to the student’s UC e-mail account.
Counseling Services, Clifton Campus
Students have access to counseling and mental health care through the University Health Services
(UHS), which can provide both psychotherapy and psychiatric services. In addition, Counseling and
Psychological Services (CAPS) can provide professional counseling upon request; students may
receive three free counseling sessions through CAPS without insurance. Students are encouraged to
seek assistance for anxiety, depression, trauma/assault, adjustment to college life,
interpersonal/relational difficulty, sexuality, family conflict, grief and loss, disordered eating and
body image, alcohol and substance abuse, anger management, identity development and issues
related to diversity, concerns associated with sexual orientation and spirituality concerns, as well as
any other issue of concerns. After hours, students may call UHS at 513-556-2564 or CAPS Cares at
513-556-0648. For urgent physician consultation after-hours students may call 513-584-7777.
Accessibility Resources
The University provides supports and services for students with disabilities through the
Accessibility Resources Office (513-556-6823). The University of Cincinnati is strongly
committeed to maintaining an environment that guarantees students with disabilities full access to
educational programs, activities, and facilities. In addition to academic accommodations in the
classroom, students, faculty, or staff are encouraged to use the Adaptive Technology lab in 408
Langsam, next to the STRC editing suites.
Ethnic Programs and Services
The Office of Ethnic Programs and Services (EPS; 513-556-6008), within the Division of Student
Affairs, embraces the ever increasing diversity of the University of Cincinnati campus by
providing quality programs and services that: 1) enhance the cultural, ethnic, and racial awareness
of the entire university community; 2) support the needs, growth, and development of students of
color; 3) build bridges between the university and the community; and 4) address the academic,
social, spiritual and cultural needs of the campus community.
Financial Aid
See Financial Aid section and Student Financial Aid for more information.
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Health Services
University Health Services (513-556-6655) provides various wellness and health services.
Housing
Special graduate student housing is available in the residence halls and in campus apartment
complexes; married student housing is also available. Current students can be very helpful in
securing off-campus housing.
Parking Services
Students may sign up for a permit for various student parking lots through Parking Services (513-
556-2283). Space may be limited, but other options are available through private lots in the area.
Technology Resources
Assistance with various aspects of technology are available through UC Information Technology
(UCIT) (Help Desk 513-556-HELP)
Faculty
The Counseling Program is housed administratively in the School of Human Services, one of
four Schools in the College of Education, Criminal Justice, and Human Services (CECH). The
other academic programs in the School are School Psychology, Behavior Analysis, Health
Promotion and Education, and Sport Administration.
Eight full-time faculty members are responsible for the Counseling Program. Each faculty
member is trained and experienced in counseling and counseling-related disciplines.
Faculty members are actively involved in professional practice, consultation, training, and
research in schools and community organizations. Additional, faculty members are very involved
in professional service at the local, state, regional, and national levels.
Core Faculty
Jenna Marie Alvarez, Ph.D. (Assistant Professor-Educator) coordinates the School Counseling
Program and serves as the field coordinator for school counselor trainees. Dr. Alvarez received her
doctoral degree from Ohio University (CACREP Accredited) and completed her master’s in
School Counseling from the University of Dayton (CACREP Accredited). She is currently a
licensed professional school counselor with experience working at the elementary level.
Additional school related experiences includes working as a special education teacher at the
middle school and high school. Her clinical experience also extends to community and hospital
settings, where she served children and adolescents, as well as adults with addictions. Her research
interests include disability culture, school counselor identity coupled with training, and
assessment.
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Michael Brubaker, Ph.D. (Professor and Associate School Director) is the associate director of
the School of Human Services and is a graduate of the University of Florida. Licensed to practice
chemical dependency counseling in Ohio, he is also a Nationally Certified Counselor. Dr.
Brubaker’s clinical and research interests have focused on underserved and socially marginalized
populations including the homeless, those who identify as lesbian, gay, bisexual, transgender
(LGBT), and Appalachian.
Amanda La Guardia, Ph.D. (Associate Professor and Coordinator) is primarily responsible for
directing the counseling programs. A doctoral graduate of Old Dominion University, she
completed a double cognate in Research Methodologies and Women’s Studies and a double
concentration in Marriage and Family Therapy as well as Community Agency Counseling (Mental
Health Counseling) in her Masters of Arts in Counseling. Her research interests include adolescent
non-suicidal self-injury and family crisis, professional identity development, collaborative care,
and applications of feminist and Adlerian theory in clinical and educational settings.
Zobaida Laota, Ph.D. (Assistant Professor-Educator) is primarly responsible for field placement
in mental health counseling. Dr. Laota is a Licensed Clinical Mental Health Counselor Associate
and a National Certified Counselor. She received her master’s degree in Clinical Mental Health
Counseling from NC State University and her PhD in Counseling and Counselor Education from
the University of North Carolina at Greensboro. Dr. Laota has experience working with clients in
a wide range of settings including hospice and palliative care, university counseling centers,
counseling clinics, and nonprofit organizations.
George Richardson, Ph.D. (Associate Professor) is a 2011 graduate of the Universty of
Louisville. He coordinates the Substance Abuse Counseling Program track and teaches substance
abuse counseling and counselor education courses. His research applies life history theory to
substance abuse, examines the roles of religiousness and spirituality in substance abuse etiology
and recovery, and evaluates the effects of context-based learning approaches. He also has strong
interests in psychometrics and methods for addressing confounding variables in observational
research.
Rachel Saunders, Ph.D. (Assistant Professor) is a 2020 doctoral graduate of the University of
North Carolina at Charlotte. She is a licensed school counselor and National Certified Counselor
with experience working at middle and high school levels. Dr. Saunders also has experience
working with adolescents in a juvenile detention setting. Her research interests focus on the role of
school counselors in K-12 education, specifically, the impact school counselors have on students
in relation to multicultural acceptance, promoting a culturally-inclusive school environment,
training counselors in cultural competence, and how school counselors can act as social justice
advocates in academic, career, and social/emotional development.
Mei Tang, Ph.D. (Professor) is primarily responsible for coordinating the doctoral Counselor
Education Program track, as well as teaching and advising in the master’s programs. She received
her Ph. D. from the University of Wisconsin-Milwaukee in 1996 and currently teaches foundation
courses in both master’s and doctoral programs. Her research interests include career development
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of minority members, acculturation and cultural identity, counselor education pedagogy, and
crosscultural issues in counseling.
Dr. Andrew Wood, Ph.D. (Assistant Professor) is primarily responsible for coordinating the field
experiences for the Mental Health Counseling track. He received his doctorate from the University
of Central Florida (CACREP Accredited), having completed his master’s in Mental Health
Counseling from the University of North Florida. Dr. Wood teaches in the areas of abnormal
behavior and diagnosis as well as counseling theories. His scholarly interests pertain to chronic
illness and quality of life as well as religious and spiritual issues in counseling.
Associate Faculty
Associate Faculty status is a vehicle to coordinate efforts of faculty who are making contributions
to the education of mental health and school counselors, and especially to contribute to doctoral
education in the area of research and scholarly productivity. We are developing a partnership with
the faculty listed below, drawn from the academic areas of Health Promotion and Education,
Educational Foundations, A&S Psychology, and Social Work. These faculty potentially are
available for dissertation committees, research grants, program development, and involvement
with our emerging Center for Ecological Counseling.
The current Associate Faculty are:
Keith A. King, Ph.D., Professor, Health Promotion and Education
LaTrice Montgomery, Ph.D. Assistant Professor, Psychiatry & Behavioral Neuroscience
Paula Shear, Ph.D., Professor, Psychology and Psychiatry
Giao Tran, Ph.D., Associate Professor, Women’s, Gender, & Sexuality Studies
Lisa Vaughn, Ph.D., Professor, Pediatrics & Educational Studies (Joint Appointment)
Rebecca Vidourek, Ph.D., Associate Professor, Health Promotion and Education
Emeritus Faculty Members
The Counseling Program has four emeritus faculty members:
Robert K. Conyne, Ph.D. [Retired June, 2006]
Ellen P. Cook, Ph.D. [Retired June, 2013]
F. Robert Wilson, Ph.D. [Retired December, 2011]
Geoffrey G. Yager, Ph.D. [Retired August, 2016]
Program Advisory Committee
The Community Advisory Board (CAB), includes Program faculty and community
representatives (e.g., mental health counselors, school counselors, agency administrators,
alumni). This group meets a minimum of twice per year and is an important vehicle for
community input, future planning, collaboration for local professional development, and in
general, receiving feedback and input on program planning and direction.
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Commitment to Diversity, Social Justice, and Inclusion
The Counseling Program at the University of Cincinnati embraces diversity, equity, and advocacy
as core values. Thus, we affirm the dignity and worth of all people, emphasizing inclusion, social
justice, and mutual acceptance. Operating from an ecological model of wellness, we are committed
to adopting an attitude of cultural humility, while developing a climate where students faculty, and
staff are encouraged to actively explore and critically evaluate their personal and professional
attitudes, beliefs, and values. We strive to create a supportive training environment that promotes
multicultural awareness, knowledge, skills, and experiences. In all these efforts, we align with UC’s
Mission and Notice of Non-Discrimination as well as the American Counseling Association’s
(ACA) Code of Ethics and the ACA divisions’ and affiliates’ standards and positions on human
rights, in service to our clients, students, and the community at large.
Program Communication
Faculty and student communication is essential and is fostered through several means, including
communication in Program courses, individual and group meetings between Program faculty and
students, the Program student listserv, Canvas, and other student meetings and social events.
Student and alumni input are actively sought for curricular and program development.
Students are expected to stay in close communication with faculty teaching courses, their
advisors, and the Program Coordinators to stay apprised of any Program expectations, changes,
news, etc. The Program communicates with students initially via an initial Orientation and this
Handbook (as a primary source of official requirements) and also through communication in
required courses, meetings with students/faculty, and via e-mail. Students are reminded that
University rules require that faculty and students communicate via e-mail using only the
UC account, not other accounts, so students must check UC e-mail frequently and
correspond with faculty only with these accounts. It is the responsibility of students to use
these methods to stay apprised of Program and University expectations and to bring any
questions or concerns to the Program faculty for discussion and resolution.
Professional Organizations
Because of the importance and influence of professional counseling organizations in licensure,
training, and research, all students are strongly encouraged to become members of the American
Counseling Association (ACA) or the American School Counselors Association (ASCA) and
affiliated counseling organizations and divisions representing special interests. Such associations
include the American Mental Health Counselors Association (AMHCA), the Association for
Counselor Education and Supervision (ACES), and the state and local associations for counseling
where they live or work, such as the Ohio Counseling Association (OCA) the Greater Cincinnati
Counseling Association (GCCA), the Ohio School Counselors Association (OSCA), and the
Ohio Mental Health Counselors Association (OMHCA).
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Students will find other opportunities to develop specialty skills, network with other students and
professionals, and engage in advocacy through any of the 18 ACA divisions. Interested students
are encouraged to visit ACA for more details about all of the divisions and how to apply.
Reduced price, student memberships are available for ACA, OCA, GCCA and special interest
divisions. Additionally, students are encouraged to participate in the UC chapter of Chi Sigma
Iota, the academic and professional honorary society for counseling students and professionals.
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MASTER’S PROGRAMS OF STUDY
This section provides a comprehensive description of the Masters Degree Programs in
Counseling (M.Ed. in School Counseling, M.A. in Mental Health Counseling).
Program Overview
The master’s degree programs in Counseling were designed around core classes, selected to be
consistent with national standards for master's programs in counseling, state training requirements
for counselors, and university requirements for graduate programs. Beyond this common core,
each student may choose an area of concentration–Mental Health Counseling in community
human services settings or School Counseling in K-12 educational settings. Graduates of the 60-
credit-hour semester program for a Master of Arts Degree in Mental Health Counseling meet the
training requirements established by the Ohio Counselor, Social Worker, and Marriage and
Family Therapist Board for licensure as a Licensed Professional Counselor (LPC). Graduates of
the 60-credit-hour semester Master of Education degree program in School Counseling meet the
training requirements for the School Counselor License in the State of Ohio. In addition to
coursework, successful completion of a professional portfolio and comprehensive exam is
required for each graduate degree program. Students are encouraged to consult their state
licensing board to determine additional requirements for licensure (e.g., state examination).
To meet general program objectives, a set of courses has been identified as core courses. These
core courses include both academic and clinical (i.e., practica, internship) courses. In addition,
each concentration area (i.e., M.Ed. in School Counseling, M.A. in Mental Health Counseling)
requires additional coursework beyond the required counseling core courses. Please see
Appendix A for a listing of both the core and specialized courses.
School Counseling
The School Counseling concentration prepares students to serve as counselors in educational
settings at the elementary and secondary levels. The program prepares professional school
counselors to perform such functions as individual and group counseling, collaborating with
teachers, administrators and other school personnel, parents, and community agencies in the
provision of appropriate services for the benefit of individual pupils. The program provides for
the integration of counseling and the American School Counselor Association National Model for
school counseling. In addition, the School Counseling Program prepares school counseling
trainees to address PreK-12 student college and career readiness through the Ohio Career
Connections and the Ohio Means Jobs networks.
Objectives for the School Counseling Specialization
School Counseling students will also be expected to gain knowledge of the environment in which
they plan to practice. This will require specialized understandings and skills necessary to work
effectively in PreK-12 educational settings. In addition to the general objectives for all students
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in the counseling program, specific objectives from the 2016 CACREP Accreditation Standards
for the School Counseling specialization include demonstrated knowledge of and skills in each
of the following:
1. Foundations of School Counseling:
a. history and development of school counseling
b. models of school counseling programs
c. models of P-12 comprehensive career development
d. models of school-based collaboration and consultation
e. assessments specific to P-12 education
2. Contextual Dimensions of School Counseling:
a. school counselor roles as leaders, advocates, and systems change agents in P-12
schools
b. school counselor roles in consultation with families, P-12 and postsecondary school
personnel, and community agencies
c. school counselor roles in relation to college and career readiness
d. school counselor roles in school leadership and multidisciplinary teams
e. school counselor roles and responsibilities in relation to the school emergency
management plans, and crises, disasters, and trauma
f. competencies to advocate for school counseling roles
g. characteristics, risk factors, and warning signs of students at risk for mental health
and behavioral disorders
h. common medications that affect learning, behavior, and mood in children and
adolescents
i. signs and symptoms of substance abuse in children and adolescents as well as the
signs and symptoms of living in a home where substance use occurs
j. qualities and styles of effective leadership in schools
k. community resources and referral sources
l. professional organizations, preparation standards, and credentials relevant to the
practice of school counseling
m. legislation and government policy relevant to school counseling
n. legal and ethical considerations specific to school counseling
3. Practice Requirements for School Counseling
a. development of school counseling program mission statements and objectives
b. design and evaluation of school counseling programs
c. core curriculum design, lesson plan development, classroom management strategies,
and differentiated instructional strategies
d. interventions to promote academic development
e. use of developmentally appropriate career counseling interventions and assessments
f. techniques of personal/social counseling in school settings
g. strategies to facilitate school and postsecondary transitions
h. skills to critically examine the connections between social, familial, emotional, and
behavior problems and academic achievement
i. approaches to increase promotion and graduation rates
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j. interventions to promote college and career readiness
k. strategies to promote equity in student achievement and college access
l. techniques to foster collaboration and teamwork within schools
m. strategies for implementing and coordinating peer intervention programs
n. use of accountability data to inform decision making
o. use of data to advocate for programs and students
Required Coursework for the School Counseling Specialization
Courses and clinical experiences involve such competency areas as personal, emotional, and career
counseling; human development; multicultural issues in counseling; the use of assessment
instruments; individual and group counseling techniques; special problems in School Counseling;
curriculum development; and consultative methods. Please see Appendix A for more detailed
information on required coursework. Clinical instruction will focus on working with school-aged
youth and adolescents in school settings.
Electives in the School Counseling Program
Students in the School Counseling program are able to take two graduate course electives to
supplement their core classes. As students may elect to work in different school settings or to
enter doctoral studies, there are various courses to enhance the required course curriculum. In
addition, students bring prior training experiences (e.g. psychology, education, etc.) with them
as they enter the program. Therefore, it is suggested that they select courses that complement
but not duplicate their prior coursework. Students are encouraged to consult with their academic
advisor in order to select appropriate courses for their career trajectory. The U.C. Counseling
Program has developed the following list of pre-approved electives:
Education Studies Focused Electives
EDST 7001 (3G) Politics of Education
EDST 7003 (3G) Introduction to Educational Studies
EDST 7031 (3G) Human Development: Early and Middle Childhood
Education Leadership Focused Electives
EDLD 7035 (3G) Educational Leadership Theory
EDST 7040 (3G) Relational Context of Teaching and Learning
EDLD 8030 (3G) A Study of Change and Innovations in Education
EDLD 8035 (3G) School Law
EDLD 8036 (3G) Curriculum Development & Data Analysis
Special Education Focused Electives
SPED 6002 (3G) Engaging and Supporting Families with Members with Disabilities
SPED 7051 (3G) Partnerships and Collaboration
SPED 7053 (3G) Transition Strategies for Individuals with Disabilities
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Mental Health Focused Electives
CNSL 7071C (3G) Solution-Focused Brief Approaches in Practice
CNSL 7080 (3G) Interprofessional Approaches to Suicide Prevention
CNSL 8005 (1G) Integrated Behavioral Healthcare
CNSL 8031 (3G) Abnormal Human Behavior
CNSL 8034 (3G) Mental Health and Substance Use Assessment
CNSL 8040 (3G) Counseling Supervision
CNSL 8042 (3G) Disaster and Crisis Counseling
CNSL 8046 (3G) Chemical Dependency Counseling
CNSL 8070 (3G) Motivational Interviewing
Research Focused Electives
CNSL 8073 (1-6G) Master’s Thesis Guidance: Counseling (See Master’s Thesis Option
for more details)
CNSL 9040 (1-6G) Individual Study in Ecological Counseling
Professional Portfolio and Comprehensive Exam
In compliance with our School Counseling program’s CAEP accreditation and assessment of the
CACREP Standards, School Counseling students must complete a professional portfolio and
comprehensive exam. The professional portfolio is a summative project, providing a student the
opportunity to demonstrate their knowledge, skills, and attitudes and how they have developed
throughout the program. Students are expected to maintain key artifacts including papers,
presentations, projects, and other documents that may be used for the final electronic portfolio, as
these may demonstrate how they have met accreditation Standards. A description of the
requirements for this portfolio is provided in Appendix G. Additional details about the
Comprehensive Exam are noted following the section below.
Mental Health Counseling
The program for Mental Health Counseling has been developed for students interested in
counseling in human services settings. Graduates of this program will be prepared to serve in
entry-level positions in mental health and related agencies. Depending on the choice of electives
and field experiences, graduates will be qualified for positions in a wide range of mental health
and related agencies including community mental health centers, substance abuse programs,
halfway houses, employee assistance programs, and women's programs and services.
Objectives for the Mental Health Counseling Specialization
Students will be expected to gain knowledge of the specialized skills needed for diagnosis and
treatment of mental and emotional disorders. This will require specialized understandings and
skills necessary to work effectively with individuals experiencing significant distress,
impairment, or risk of life, health, or freedom. Specific objectives for the developing expertise in
diagnosis, treatment, and prevention of mental and emotional disorders from the CACREP
Accreditation Standards include demonstrated knowledge of and skills in each of the following:
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1. Foundations of Mental Health Counseling
a. history and development of clinical mental health counseling
b. theories and models related to clinical mental health counseling
c. principles, models, and documentation formats of biopsychosocial case
conceptualization and treatment planning
d. neurobiological and medical foundation and etiology of addiction and co-
occurring disorders
e. psychological tests and assessments specific to clinical mental health counseling
2. Contextual Dimensions of Mental Health Counseling
a. roles and settings of clinical mental health counselors
b. etiology, nomenclature, treatment, referral, and prevention of mental and
emotional disorders
c. mental health service delivery modalities within the continuum of care, such as
inpatient, outpatient, partial treatment and aftercare, and the mental health
counseling services networks
d. diagnostic process, including differential diagnosis and the use of current
diagnostic classification systems, including the Diagnostic and Statistical Manual
of Mental Disorders (DSM) and the International Classification of Diseases (ICD)
e. potential for substance use disorders to mimic and/or co-occur with a variety of
neurological, medical, and psychological disorders
f. impact of crisis and trauma on individuals with mental health diagnoses
g. impact of biological and neurological mechanisms on mental health
h. classifications, indications, and contraindications of commonly prescribed
psychopharmacological medications for appropriate medical referral and
consultation
i. legislation and government policy relevant to clinical mental health counseling
j. cultural factors relevant to clinical mental health counseling
k. professional organizations, preparation standards, and credentials relevant to the
practice of clinical mental health counseling
l. legal and ethical considerations specific to clinical mental health counseling
m. record keeping, third party reimbursement, and other practice and management
issues in clinical mental health counseling
3. Practice Requirements for Mental Health Counselors
a. intake interview, mental status evaluation, biopsychosocial history, mental health
history, and psychological assessment for treatment planning and caseload
management
b. techniques and interventions for prevention and treatment of a broad range of
mental health issues
c. strategies for interfacing with the legal system regarding court-referred clients
d. strategies for interfacing with integrated behavioral health care professionals
e. strategies to advocate for persons with mental health issues
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Electives in the Mental Health Counseling Program
Students in the Mental Health Counseling program are able to take two graduate course
electives to supplement their clinical training. As students may elect to work in different mental
health settings or to enter doctoral studies, there are various courses to enhance the required
course curriculum. In addition, students bring prior training experiences (e.g. psychology,
substance abuse counseling, etc.) with them as they enter the program. Therefore, it is suggested
that they select courses that complement but not duplicate their prior coursework. Students are
encouraged to consult with their academic advisor in order to select appropriate courses for their
career trajectory. The U.C. Counseling Program has developed the following list of pre-
approved electives:
CNSL 7071C (3G) Solution-Focused Brief Approaches in Practice
CNSL 7080 (3G) Interprofessional Approaches to Suicide Prevention
CNSL 8005 (1G) Integrated Behavioral Healthcare
CNSL 8040 (3G) Supervision of Counselors
CNSL 8014 (3G) Counseling Children and Adolescents
CNSL 8069 (3G) Ecologically-Based Substance Abuse Prevention & Treatment for
Couples, Families and Communities
CNSL 8070 (2-3G) Motivational Interviewing
CNSL 8073 (1-6G) Master’s Thesis Guidance: Counseling (See Master’s Thesis Option
for more details)
CNSL 9040 (3G) Individual Study in Ecological Counseling
HPE 7000 (3G) Human Sexuality and Health
SPSY 8027 (3G) Behavioral Counseling and Mental Health Interventions
Comprehensive and Specialty Exam
Mental Health Counseling students must take and successfully pass a comprehensive and specialy
exam prior to graduating from the program. The specialty exam provides students an opportunity to
demonstrate theoretically-based case conceptualization, diagnosis, treatment planning, and clinical
skills in a standardized format. The exam is taken in the final semester of the student’s program
prior to graduation consisting of a written portion and a recorded demonstration based on a selected
case study. The specialty exam will be evaluated by the student’s advisor and one additional mental
health counseling faculty member. Additional details will be provided through the Counseling
Program Community Canvas site. Additional details about the Comprehensive Exam are noted in
the section below.
School and Mental Health Counseling Comprehensive Exam
All master’s degree students must take a comprehensive examination prior to receiving their
master’s degree. The Counseling Program uses the standardized, Counselor Preparation
Comprehensive Examination (CPCE) published by the National Board for Certified Counselors,
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Inc. (NBCC). The examination which consists of 200 multiple choice questions covering the core
areas of counseling instruction defined by our accreditation agency is offered each term, including
summer.
Application for the comprehensive examination must be made by the application deadline,
publicized through the program on Canvas. Prior to applying, students must submit a current copy
of their Degree Progress Audit to the student’s advisor for approval. Once the advisor’s approval
signature has been obtained, the student will apply for and submit payment for the CPCE through
testing services. To apply, the student must complete the application form through testing services
and submit a copy of registration through the Counseling Program Canvas site. You will register
for the CPCE through testing services the year you plan to graduate.
Recommended study materials are listed on the NBCC website, the Center for Credentialing in
Education (CCE), and through several commercial examination preparation companies.
Examination preparation workshops are offered through the program.
When exam scores are obtained and submitted, faculty will review results and compare to your
total score to the National Descriptive Statistics Exit Exam report information provided by NBCC
each year. Your score will need to be at one standard deviation below the mean national average
or higher in order to pass. If you do not pass, you may be offered a second opportunity to take the
CPCE. If you do not pass a second time, you can petition the faculty to complete a written
alternative. If your second CPCE score is again below one standard deviation from the national
exit exam mean, and you are approved to complete an alternative exam, you will respond to essay
questions in the content areas falling at or below the national exit exam mean. A rubric will be
used to score these essays.
On being approved for re-examination, the student will be notified which of the CACREP areas
will be included in the re-examination and provided with the set of questions to be answered. The
student will be given a period equivalent to one academic quarter (i.e., 3 months) to prepare
responses to the questions. Failure to submit responses to all examination questions by the
submission deadline will result in an automatic failing grade for the re-examination. Responses
will be graded by pairs of faculty. Should a pair of readers not be unanimous in their judgment of
the response, a third faculty member will also read and grade the question. Determination of
whether the student is judged to have passed will be based on a review by the faculty of the
student's overall performance on the re-examination.
Failure to pass the comprehensive examination after three tries (twice on the CPCE and once on
the alternative exam) is grounds for termination from the program. Any student who is terminated
under this policy has the right to petition the faculty for reconsideration of the termination
decision. However, students should also consider if they cannot pass the CPCE, they may not be
able to pass state licensing exams required for counseling licensure.
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MASTERS’ THESIS OPTION
Both Mental Health and School Counseling students have the option to complete a masters’ thesis
research project. Students who are interested in pursuing doctoral studies are strongly encouraged
to apply for the master’s thesis option. Students are eligible to apply during the Fall semester of
their first year. If selected to participate in the thesis option, students must work with faculty
members on existing (e.g., secondary analyses of public datasets) or ongoing IRB approved
projects. Without exception, thesis projects must be data-based empirical projects (experimental,
associational or descriptive). The thesis project must be prepared according to the thesis format
set forth by the graduate school and in conformance to the latest edition of the American
Psychological Association Publication Manual.
Students completing the thesis option are expected to complete and successfully defend their
thesis project by the prescribed deadlines in their second year of their program. Failure to
complete this requirement will result in a delay of graduation from the program.
Master’s Thesis Application Process
Students will be invited to attend a thesis option information session in the Fall semester of their
first year. The information session will provide an overview of the thesis option and an
opportunity to connect with graduate faculty members who are accepting students for the thesis
option. After the information session, students who are interested in the thesis option will be
invited to complete an application. The required materials for the application include a
resume/CV, writing sample, and a future goal statement (2-3 double spaced pages) that describes
(a) future career goals and (b) the proposed research problem and question (see Appendix H-1).
Faculty members will then meet, review applications and select students to participate in the
thesis option (1 new student per qualified faculty member per year, as discussed below). Students
will receive notice of the committee’s final decision during the Fall semester of their first year.
All students who are selected to participate in the thesis option will be required to attend an
orientation session to discuss next steps. Students on the thesis option track are required to
successfully complete the thesis option, CPCE, and portfolio/specialty exam before graduation.
Students who are not selected because they do not meet the criteria and/or there are not enough
qualified faculty members will be encouraged to work with a faculty member on an informal
research project. Students working on informal research projects will meet with supervising
faculty to determine their roles on existing studies.
Master’s Thesis Process and Responsibilities
The overall process for completing a master’s thesis involves: (a) orientation attendance and
application submission (Fall), (b) initial conceptualization of project (Fall), (c) formally enroll in
CNSL 8073 (Master’s Thesis Guidance: Counseling) from the Spring semester of year 1 until
graduation, (d) preparing a master’s thesis proposal (Spring/Summer), (e) review and approval of
proposal (Summer), (f) applying for Institutional Review Board (IRB) approval (Summer), (g)
conducting the research (varies), (h) writing the master’s thesis manuscript, (i) holding a master’s
thesis defense, and (j) submitting the final version of the master’s thesis to the Graduate School.
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During this supervised process, all students will receive ongoing feedback on their progress and
will work closely with their thesis advisor and committee to follow requirements and meet
deadlines. All students are required to abide by the deadlines set forth by the Graduate school
(http://grad.uc.edu/student-life/etd.html) and Counseling program. A sample timeline and detailed
explanation of each activity is included in Appendix H-2.
Master’s Thesis Committee Chairperson
The chairperson (also referred to as thesis advisor) must be a full-time Counseling program
faculty member who is also a member of the University Graduate Faculty (research active).
Eligible faculty members will be limited to chairing one new master’s thesis project each
academic year. Students must work closely with their chairpersons to plan the proposed thesis
project and to write an acceptable proposal for review by the master’s thesis committee. The
chairperson typically discusses plans for the literature review, research question, and methodology
with the candidate, and reviews multiple drafts of the proposal for clarity, comprehensiveness,
contributions to the field, and soundness of the research plan. Candidates may consult with other
committee members during the planning process, but rarely do other members review early drafts
of the proposal. Students are expected to maintain close and regular contact with their chairperson
while working on the proposal.
The Master’s Thesis Committee
The thesis committee must consist of at least three full-time faculty members, the majority of
whom are faculty members in the Counseling program. More than half of the committee members
must be full-time faculty members in the Counseling program. All full-time Counseling faculty
members may serve as committee members. External faculty members from other UC programs
and scholars in the surrounding community (e.g., clinician at a community mental health center)
who hold doctoral degrees and have a demonstrated track record of research and scholarly
accomplishments are eligible to participate and provide expertise and assistance in content,
research methodology, or professional experience with a population of interest. These policies are
consistent with the rules set forth by the Graduate School.
Master’s Thesis Proposal Hearing
Students are responsible for presenting the master’s thesis proposal in a face-to-face or virtual
meeting to their committee by the end of the summer following their first year. The thesis hearing
provides an opportunity for (1) students to elaborate on the proposal and discuss any questions or
concerns that they may have and (2) the committee to assess the proposal and provide
constructive feedback and advice. The committee will determine the acceptability of the proposal
and make recommendations for moving forward. Formal approval may be delayed, pending
significant changes to the proposal. Students should consult with their thesis chairperson prior to
scheduling this meeting to ensure readiness. The proposal is officially approved once all members
of the master’s thesis committee have signed the proposal hearing form (see Appendix H-3).
Conducting the Study
The approved research proposal is a contract between the student and the master’s thesis
committee. To insure that the final research will be acceptable, the student must adhere to the
contract and follow the plans described in the proposal. Naturally, at times, problems may arise
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which necessitate changes. It is critical that the student involves the chairperson if any changes
are needed. If major changes are indicated, the chairperson may suggest involving all committee
members in the decision. Before making any research changes the student must also comply with
all IRB policies for reporting and/or additional permission.
Institutional Review Board (IRB)
The IRB is a committee that has been formally designed to approve, monitor and review research
that involves human subjects. All students are required to work with their thesis advisor to obtain
IRB approval before collecting data or viewing data on existing projects. It is important to note
that the length of the IRB review process varies based on a number of factors that are out of the
Counseling program’s control. Therefore, students are strongly encouraged to submit their full
IRB proposal or modifications to existing proposals as soon as possible through the Research
Administration Portal (RAP) system. The IRB process will be discussed in great detail at the
orientation and in meetings with your thesis advisor.
The Master’s Thesis Defense
The purpose of the defense is to permit the student and his or her committee members to have a
face-to-face meeting in which the student will present the findings of the master’s thesis research.
The committee bears official responsibility on behalf of the University for approving the quality
of the thesis. The committee requires ample time (at least two weeks) to review the final draft
prior to the defense. Committee members expect the final draft to be complete and free of stylistic
errors. Students are required to abide by the rules of the graduate school when scheduling the
defense. The defense is officially approved once all members of the master’s thesis committee
have signed the master’s thesis defense form (see Appendix H-4).
Submitting the Master’s Thesis
The final step in this process is to have the final, corrected draft of the thesis and submitted
electronically according to Graduate School and University requirements. Please noted that
electronic thesis submission deadlines are well in advance of graduation and may be found on the
Graduate School Graduation Deadlines page.
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PROGRAM DESIGN AND APPROVAL
Working with the Program Advisor
All students in the Counseling Program have a program advisor. Regular contact with the
program advisor is essential for the student's smooth progression through the program. Among
other tasks, the program advisor will help explore career options; complete a program plan;
process routine paperwork; consider field placement alternatives; develop solutions to problems
with classes, requirements, or faculty; and conduct initial graduation check-out. The Program
Coordinator will certify each student’s graduation following review of the student’s degree
audit through Catalyst.
To make contact with the advisor most productive, the student should be prepared for advising
meetings (e.g., carefully review course schedules prior to the meeting) and should bring
necessary paperwork such as their degree audit report, which can be found on Catalyst.
Changing Advisors
At admission, each student is assigned an advisor. Occasionally, during the course of one's studies,
one may wish to change advisors. To change advisors, the student must request a change of
advisor in writing from the Program Coordinator. The Program Coordinator will determine the
appropriate action.
Program Plan
Prior to or within the first term of study, each master’s degree student must meet with his or her
advisor and develop a program plan. The approved Individual Student Program Plan (see
Appendix B) will be placed on file in the School of Human Services office. The program plan
will include a listing of required counseling core courses, specialization courses for human
services or educational settings, and elective courses. The program plan will also include planning
for completion of field experience requirements. The program plan should be developed in
collaboration with the program advisor and must be approved by the student’s advisor before it is
valid. The program plan is a vital part of the academic record; it will be used at graduation as the
basis for graduation check-out. Blank Individual Student Program Plan forms are available in
Appendix B.
Transfer of Coursework
Students may transfer a maximum of 18 graduate semester credits, upon approval of the program
advisor, for classes taken from another CACREP accredited program. Other graduate coursework
from an approved college or university may be transferred in to meet graduate elective credit upon
approval of your Advisor, Program Coordinator, and Graduate School. Only courses with grades of B-
or higher taken within five years prior to formal admission to the counseling program will be
considered. In addition, a maximum of 6 graduate semester credits of UC Counseling Program
coursework taken as a non-classified (non-matriculating) student at U.C. prior to admission’s offer
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acceptance may be applied to the degree. An additional 6 credits (12 total) of non-matriculating
coursework may be taken during the summer immediately prior to admission. Students seeking to
transfer credits must submit their request to their Doctoral Advisor and Counseling Program
Coordinator in their first semester as a matriculated student.
Modifying the Program Plan
As needs change, it may be necessary to modify the program plan. Changes to the program plan
must be described in writing, must have advisor approval, and must be filed as part of the formal
program plan. Note: the program plan is, in fact, a planning document, not a record of activities
completed. Once a student has received a grade for a course, the student may not then decide to
add that course to or take that course off the program plan.
Completing Coursework
A scheduled plan for completion of the M.A. in Mental Health Counseling and the M.Ed. in
School Counseling has been designed to ensure that full-time students can complete their
programs in an orderly and efficient manner. Full-time master's degree students must adhere to
their curricular schedule to avoid graduation delay. Part-time students must complete first year
courses prior to enrolling for second year courses and should work closely with an advisor to
avoid problems in course sequencing which could delay graduation. See Appendix A for the
suggested program completion schedule and Appendix B for developing an Individual Student
Program Plan with your advisor.
Students may track their completion of the curricular requirements for their program by referring
to the Degree Progress Audit system available through Catalyst. Drawing on the Registrar’s
database of courses attempted and completed, this service compares the student’s record of
completed coursework to the required curriculum for the student’s academic program. Regular
review of one’s completion status can help the student avoid graduation delays.
Satisfactory completion of coursework and program requirements is subject to Program
standards for academic and professional performance and behavior. The following section
reviews in detail the program requirements and expectations, including policies on selective
retention.
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PROGRAM REQUIREMENTS AND EXPECTATIONS
Continuous Progress Monitoring and Selective Retention
Program Expectations and Review Processes
The Counseling faculty is dedicated to training and graduating legal, ethical, and professional
counselors. In order to ensure the development of professional competencies and to ensure
satisfactory progress toward degree completion, the faculty continually monitors student
performance. Students likewise are expected to engage in goal setting, self-monitoring of progress
academically and professionally, and reflection on skills, progress, and areas for continuous
improvement. This process of review, feedback, and continuous improvement is critical to any
applied professional training program. Faculty advisors meet with each advisee and provide
overall feedback on progress in the program at least twice each year, at a minimum. Specific
feedback related to coursework and applied work is provided by instructors and field supervisors.
Faculty members complete a review of every student each term during faculty meeting, reviewing
student knowledge, skills, attitudes, and professional dispositions. At the end of each semester,
students receive a Student Performance Review, using the Professional Disposition Competency
Assessment-Revised (PDCA-R; Garner, Freeman, & Lee, 2016). This review is a summary
evaluation encompassing faculty ratings across courses and field experiences, and includes
disposition ratings on students’ conscientiousness, self-awareness, coping & self-care,
interpersonal skills, ethical behavior, emotional stability, moral reasoning, openness, cultural
sensitivity, and cooperativeness. As needed, a written Professional Development Plan may be used
to set specific targets and goals for improvement, delineate plans, and note review dates and
expectations for good progress. A template of the Professional Development Plan is included in
Appendix F.
Progress Monitoring and Selective Retention Criteria
Students must adhere to University, College, and Program rules and regulations regarding
academic performance and professional conduct. Furthermore, because counseling is an applied
profession, all students must demonstrate not only knowledge but skill competency and personal
characteristics (dispositions) appropriate to the requirements of the profession. The following list
of criteria describes Program expectations for professional behavior/dispositions. Students are
expected to reflect on their own development across behaviors (and complete regular self-
evaluations), and faculty and field supervisors also rate students on these behaviors to provide
feedback. These criteria also can be the basis for action plans for targeted improvement. As
warranted, these criteria may be the basis for selective retention decisions when there is lack of
improvement or serious concerns.
On-going evaluation regarding selective retention is focused on student demonstration of the
following criteria:
•
Adherence to the University of Cincinnati Student Code of Conduct
(http://www.uc.edu/conduct/Code_of_Conduct.html).
•
Adherence to the ethical standards and standards of best practice of the American
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Counseling Association (and American School Counselors Association for school
counseling students) with conduct becoming a professional counselor.
•
Adherence to the legal and Professional Counseling standards of the State of Ohio.
•
Ability to work effectively with clients, colleagues, parents, families, agency and/or
school personnel, students, supervisors, faculty, and peers in simulated and actual
situations.
•
Performance in a professional manner as documented by University and/or field site
supervisors.
•
Effective thinking and problem-solving skills consistent with professional performance.
•
Effective communication skills (written and verbal).
•
Receptive attitude toward learning as indicated by attendance and active
participation in university classes and field experiences as well as responsiveness
to feedback from faculty, supervisors, and peers.
•
Commitment to one’s own development as demonstrated by taking personal
responsibility, seeking positive solutions, and personal initiative
.
•
Achievement of knowledge and skills based on quality of both foundational and
specialization coursework.
•
Demonstration of scholarly skill in research and coursework.
•
Quality of clinical skills as demonstrated in skills-based courses, practica, and internship.
•
Positive feedback on review of progress by faculty based on comprehensive progress
monitoring criteria.
•
In personal behavior, dispositions, and characteristics, a student's professional work must
be characterized by the following:
• Satisfactory progress towards degree
completion and academic
performance
• Acceptable quality of clinical,
academic and interpersonal skills
including assessed in counseling
techniques, practicum, and internship
• Positive professional dispositions
including:
o conscientiousness
o self-awareness
o coping & self-care
o interpersonal skill
o ethical behavior
o emotional stability
o moral reasoning
o openness
o cultural sensitivity
o cooperativeness
The Student Performance Review will include a review of the summary PDCA-R, degree audit,
and clinical performance as assessed in clinical sequence coursework (Counseling Techniques,
Practicum, and Internship).
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Academic Performance Requirements
Students must adhere to all University and Colleges rules, policies, and requirements for
graduate students. Students also must meet Program requirements for good academic standing,
which include:
•
All master’s level courses except for clinical instruction courses must be taken for a letter
grade and all students are expected to earn a B average (3.0) or better with no single
course grade below a B-.
•
A minimum grade point average of 3.0 for graduation
•
Clinical instruction courses offered by the Counseling Program (i.e., Counseling
Techniques, Field Practicum, and Master’s Internship) are graded on a Pass/Fail basis.
The Counseling Program awards a grade of “Pass” if the student’s work would have
been worth a grade of B- or better were the course to have been graded using the
University’s letter grade scale.
•
A course grade of a B- or better is needed in all required coursework. Whenever a student
obtains a substandard grade (C+, C, or F) in a course required as part of the student’s
program plan, the student must meet with their advisor to discuss their status in the
program and develop a Professional Development Plan (Appendix F). This will include
retaking the class and earning the grade B- or better work. The student has one academic
year to demonstrate competence or probation or dismissal may occur, depending on the
severity of the deficit and the lack of progress to remediate. According to University
policy, the original substandard grade remains on the official transcript.
•
Three situations can lead to an Academic Probation status including: (a) failure to remediate
a substandard grade (C+, C, or F) in a course required in the student’s program plan, (b)
more than one substandard grade in graduate work, or (c) a failing grade in any clinical
instruction course. Failure to remediate probationary status may lead to dismissal from the
Program. A student who has been terminated under this policy may appeal the decision by
following the University Graduate Student Grievance Policies (http://grad.uc.edu/student-
life/policies/grievances.html).
Professional Development Plans
In addition to the Counseling Student Performance Reviews, counseling students who in some way
do not meet the expectations for professional practice will be remediated using Professional
Development Plans (PDPs). Situations that lead to the development of a PDP include, but are not
limited to, performance in academic, clinical, or professional disposition progress. A copy of this
form is included in Appendix D. The counseling faculty implement PDPs as needed to document
and address: (a) expectations of the student, (b) specific behaviors required of the student, both on
campus and at practicum/internship sites, (c) remediation tasks that faculty will implement to
support the student’s success, as well as tasks that the student must engage in to facilitate her/his
success, and (d) consequences the student faces for not successfully addressing the expected tasks
and engaging in the required behaviors.
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The remediation process can be detailed in the following steps: (a) A faculty member identifies
areas of concern regarding a student’s academic or professional behavior or tasks. These concerns
will be separate from “normal” developmental progression of students or typical academic issues.
In fact, the faculty member will identify specific behavior(s) which are problematic academically
or professionally, and connect those behaviors to competencies expected by the faculty of students.
(b) Faculty will then list specific remediation activities related to each task or behavior of concern.
(c) Students will be an active participant in this process, and receive formative feedback from a
specific faculty member (usually their advisor), to integrate into their behavior to remedy the areas
of concern. (d) The student will have an opportunity to review and discuss the PDP, clarify issues,
ask questions, and bring concerns to the faculty prior to signing the document thereby agreeing to
the PDP.
The successful completion of a PDP is needed to advance within the program once a remediation
process has begun. The faculty may allow certain courses to be completed concurrently with the
PDP. However, certain violations (ethical and legal violations) are grounds for immediate
dismissal from the program, and the remediation process and PDPs are superseded in these cases.
(Adapted from Kress, V.E. & Protivnak, J.J. (2009). Professional Development Plans to Remedy
Problematic Counseling Student Behaviors. Counselor Education and Supervision, 48, 154-166.)
Academic Dishonesty
Academic dishonesty in any form is a serious offense and cannot be tolerated in an academic
setting. Dishonesty in any form (e.g., cheating, plagiarism, unauthorized assistance, fabricating
data) may result in a failing grade in a course or graduate research credits and/or immediate
suspension or dismissal from the program. Further information about academic misconduct
may be found on the University information regarding the Academic Misconduct Process.
Misconduct
Instances of counseling student academic or non-academic misconduct should be reported, in
writing, to the Program Coordinator. Next steps will be guided by the University of Cincinnati
Student Code of Conduct.
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FIELD PLACEMENT
General Policies
Field Practicum and all Master’s Internship courses require that the student be placed in a
field experience site. All students must complete 3 semester credits (150 clock hours) of a
Field Practicum placement prior to proceeding to Internship. The Field Practicum will consist
of 150 hours related to working as a counselor. At least 40 of these hours must be direct client
contact hours. For a description of what are considered client contact hours, please see
Appendix G.
Internship requirements are:
• M.Ed. students must complete 6 semester credits (700 clock hours) of Internship
(CNSL-7060) in a school setting to complete their degree program.
• M.A. students must complete 6 semester credits (700 clock hours) of Internship
(CNSL-7060) in a mental health setting to complete their degree program.
Of the 700 clock hours, at least 240 of these hours must be direct client contact hours. In addition
of those 240 hours, at least 10 must be group counseling hours. For a description of what are
considered client contact hours, please see Appendix G.
Prior to beginning their field placement, all students must complete a background check and be
pre-approved by faculty for service in the field. If the faculty determine that a student is not fit
due to prior legal convictions, the student will not be allowed to begin the field placement
experience. Students must also complete the following courses prior to beginning the Field
Practicum (CNSL 7050): Counseling Techniques (CNSL 7021), Counseling Theories (CNSL
7023) and Group Work in Ecological Counseling – Theory, Research, and Practice (CNSL
7025).
All students who take Field Practicum must be supervised by a counselor or school counselor
with appropriate credentials; that is a counselor with a Master’s degree in counseling and two
years’ experience with equivalent qualification, including appropriate certifications and/or license
(i.e., LPCC-S for mental health students; School Counseling License for school students). The
U.C. Counseling Program will also provide simultaneous supervision to students while enrolled
in Field Practicum class.
All M.A. students who take Internship must be supervised by a counselor with a LPCC-S
supervision credential, or equivalent if serving in Kentucky or Indiana, at their site.
The student is required to secure a field experience site prior to beginning the Field Practicum or
Internship class. The program community Canvas site has a list of approved practicum and
internship sites from which the student must choose. All students are encouraged to seek
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consultation from their Advisor prior to selecting a practicum site. It is strongly encouraged that
students work with their Advisor and Field Service Coordinator during the fall semester while
taking Counseling Techniques (CNSL 7021) to assist in determining an appropriate field
practicum setting.
Prior to the Internship, students must seek approval with their Advisor using the Internship
Application Packet Checklist form (Appendix E) before signing their field placement forms
(Appendix F). If students choose to work at a site not on the list of approved sites they must
contact the Field Placement Coordinator at least one full semester prior to request for site
approval. Approval is not guaranteed as each site must meet criteria for appropriateness for
counselor training.
All students need to apply to proceed to Internship following the approval process during the
term prior to their Internship class. See the “Stage I: Preparing for Internship” in the following
pages.
Internship Start Time
This section provides clarification for the start time for accumulating hours toward the 700
clock hours required for the Internship (CNSL-7060).
Starting the CNSL 7060 Internship
School Counseling students and Mental Health Counseling students follow different rules
pertaining to their respective program of study:
Mental Health Counseling: Because Mental Health Counseling students must comply with state
statutes governing the practice of mental health counseling, they are not permitted to provide
counseling services for clients unless they are enrolled in an internship. Before the first week of
class, Mental Health Counseling students may start collecting indirect service hours (attending
orientation meetings, observing counseling sessions, shadowing mentors) but may not start
collecting direct service client contact hours until the first internship class meeting of the
semester.
School Counseling: Because School Counseling students are regulated by state statutes and rules
which govern the practice of counseling in the schools, they may start collecting indirect service
hours in the summer before internship from the time their school site starts its school calendar,
regardless of whether the internship in which they are enrolled has actually started. However, if
school counseling students are asked to provide direct service hours, they must receive permission
from the School Counseling Field Placement Coordinator after making arrangements for university
supervision.
Continuing Counseling Activities During the Break Between Terms
Both Mental Health Counseling and School Counseling students may continue collecting both
indirect and direct service hours during the period of time between the first and second internship
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terms provided they inform the Counseling Field Placement Coordinator and Internship Instructor
to provide for interim academic supervision. Their respective licensing boards permit the provision
of services across our term break. This provision applies only for students who are remaining at
their current site.
Starting a New Placement with a New Supervisor
Mental Health Counseling students may start a new placement under a new Counseling Program
approved supervisor with the term of the internship class; however, the student must receive
approval from the Field Placement Coordinator and communicate this change to their Internship
Instructor. If they start a new placement under a new supervisor during the term break, they must
wait to collect direct service hours until the first week of class.
Clinical Sequential Courses
Master’s Clinical Instruction Courses (Semester)
18-CNSL-7021 Counseling Techniques
18-CNSL-7050 Field Practicum in Counseling
18-CNSL-7060 Master’s Internship in Counseling
With the exception of the Counseling Techniques course (CSNL 7021), all clinical instruction
courses are reserved for matriculated counseling students or students matriculated into other
programs for which one or more of the counseling clinical instruction courses are a required
part of the program's curriculum.
Clinical Training Sequence
Course
Timing
(M.A. & M.Ed.)
Student Responsibilities & Steps to
Clinical Training Completion
Counseling
Techniques
Yr 1:
Fall Term
Consult with Advisor to determine
Field Placement site, submit site application form,
apply for CT status, submit background checks
Field Practicum
Yr 1:
Spring
Term
Complete Internship Application
Checklist and obtain advisor approval
(Appendix E)
Internship
Yr 2: M.A.
Summer/Fall
Yr 2: M.Ed.
Fall/Spring
Complete all the initial forms needed
(Appendix F)
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Stage I: Preparing for Practicum and Internship
At the beginning of the term prior to Field Practicum a student should begin preparing
the following:
Background Checks
After entering the Counseling Program and prior to starting practicum, all Master’s students
must complete a criminal background check/fingerprint check through the Federal Bureau of
Investigation (FBI) and the Ohio Bureau of Criminal Investigation (BCI) or their respective state
bureau of criminal investigation. It is the responsibility of each student to verify the accuracy of
their record and report any felony charges that are not included on the report. Should a student
receive a new legal charge, it is her or his responsibility to report this to their Academic
Advisor and Counseling Program Coordinator. The faculty will review all legal records and
self-reported charges to determine the fitness of the student to proceed in the program.
Unreported felony charges that are discovered by the program are immediate grounds for
dismissal. As the faculty share a fiduciary responsibility to protect the public, they may deem
any prior or new legal charge as grounds for dismissal upon review.
The Counseling Program requires all Mental Health Counseling interns to register with the
Ohio CSWMFT Board as a Counselor Trainee (CT). In doing so, students will submit
background checks directly to the Board in the fall semester of their first year. If any problems
are anticipated, the student should inform their advisor or the Program Coordinator and seek
assistance early to avoid delays in placement. Detailed information on Ohio licensure
requirements and background checks is on the Ohio CSWMFT Board website and Ohio
Department of Education (ODE) website. Exceptions may be granted for students wishing to
complete their practicum and internship in Kentucky or Indiana. If a student intends to complete
their practicum and/or internship hours out-of-state, it is the student’s responsibility to
communicate this to the Field Placement Coordinator prior to the start of work to obtain a CT
status waiver.
Professional Liability Insurance
All students are required to obtain and maintaing professional liability insurance prior to beginning
field-placement practica and internships. Written verification of insurance is required to be given to
the course instructor and then be placed in each student's file at the beginning of Field Practicum
and each internship class. Typically, Mental Health Counseling students obtain professional
liability insurance by joining ACA and/or AMCHA and applying for coverage by the
organization's recognized insurance carrier without an additional charge. School Counseling
students will become American School Counselor Association (ASCA) members and obtain the
ASCA liability insurance prior to starting Field Practicum. Failure to obtain professional liability
insurance and provide verification will result in a student not being admitted to field-placement
practica and internship courses and/or not being placed in a field-placement setting. Advisors can
provide assistance in securing insurance.
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Rules Pertaining to Counselor Trainee Status
Counseling interns whose field placement sites are located in Ohio and bill clients for the
counseling intern's services must register with the Ohio CSWMFT Board as Counselor Trainees
(CT). Application is made electronically through the Board’s website. It is the intern's
responsibility to monitor his or her own CT status. If an intern allows his or her CT status to lapse
and his or her agency continues to bill clients for the intern's services, both the intern and the
agency may be charged with illegal practice. It is solely the intern's responsibility to comply with
rules governing the practice of counseling.
Apply for Internship Approval
At the beginning of the term before the student intends to enroll for Internship, the student must
apply for and be approved for internship enrollment by the Field Placement Coordinator. This
approval process will examine whether the student has demonstrated the knowledge, skills,
attitudes, and values necessary for effective, efficient, and ethical performance of the duties of a
counseling intern. To be approved, the student must:
•
Complete or be enrolled in all first year foundational and specialization. The student
must have earned a grade of B- or better in all completed courses and be making
satisfactory progress in those courses for which the student is currently enrolled. All
incomplete work (i.e., “I”) must be cleared. SP grades will not be approved.
•
Complete or be enrolled in all first year clinical instruction courses. The student must
have earned a grade of P (in clinical instruction courses graded P/F) or a letter grade of
B- or better (in those graded with a letter grade). The student must be making
satisfactory progress in those clinical instruction courses in which the student is currently
enrolled. All incomplete work must be cleared.
•
Submit a completed Internship Placement Application Checklist (Appendix E) for
Internship accompanied by the application packet detailing and analyzing the student’s
accomplishments by at least mid-way through the term prior to desired start of
internship. This application packet must include:
o The Internship Application Checklist form(Appendix E) with attachments:
•
A copy of the student’s Degree Progress Audit documenting courses
completed
•
A Student Self-Assessment of Internship and Counseling Skills Rating
Form
Students deemed ready to advance and whose internship site is approved will be notified by
email to proceed with completing their Internship forms (e.g. “Confirmation of Internship
Responsibilities” and “Counselor Field Placement Site Description” in Appendix F).
Students who the faculty determines are not ready to assume the responsibilities of a counseling
intern must meet with their advisors to construct a written Professional Development Plan (see
page 23) to remediate deficiency in knowledge, skills, attitudes, or values necessary for effective,
efficient, and ethical performance of the duties of a counseling intern. This individualized,
collaboratively designed plan will consist of behavioral learning objectives and action steps to be
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implemented by the student typically within a timeframe of an academic term. The plan must be
signed by both the student and the advisor. Refusal to sign the plan or failure to complete the
plan within the timeframe stipulated in the plan may result in termination from the program.
Upon acceptance and successful completion of the professional development plan, the student
may reapply for advanced master's student status.
Stage II: Completing Practicum & Internship
Students need to enroll in the pertaining class, complete and submit the appropriate forms
(Confirmation of Internship Responsibilities, Counselor Field Placement Site Description) to the
instructor of the class, fulfill the intern duties at the site, attend weekly seminar on campus, and
submit the logs and the evaluation forms (Student Self-Assessment, Supervisor Evaluation of
Intern, Intern Evaluation of Site) at the end of each term they are enrolled in the practicum or
internship class. All forms needed for documenting one’s field based activities, and the
information needed to make the field based experience a success are found in this Handbook (see
Appendix F). Additionally, all policies are reviewed below.
Maintaining CT Status
The Counseling Program requires all Mental Health Counseling interns to register for CT status
with the Ohio Counselor, Social Worker, and Marriage and Family Therapists Board (CSWMFT
Board). The Trainee Supervision Agreement form necessary for obtaining CT status must be
obtained online from the Ohio CSWMFT Board website.
It is the intern's responsibility to monitor and maintain his or her own CT status. If an
intern allows his or her CT status to lapse and his or her agency continues to bill clients for
the intern's services, both the intern and the agency may be charged with illegal practice. It
is solely the intern's responsibility to comply with rules governing the practice of
counseling.
To ensure that all applicants for CT status are duly enrolled in an internship, the Ohio CSWMFT
Board must verify student enrollment each term. To facilitate the process of verification, the
Counseling Program sends the Board the names of students enrolled in Field Practicum, Master's
Counseling Internship, and the Doctoral Internship.
Mental Health Counseling Internship
All Mental Health Counseling students must complete field-based clinical instruction coursework
in a mental health counseling setting supervised by an independently licensed mental health
counselor with authority to supervise (LPCC-S). M.A. students must complete 700 clock hours of
internship.
Policy on Initiation of the Internship and Practicum: Mental Health Counseling students
may not begin accumulating direct contact hours until they are enrolled in and begin their
first week of their practicum or internship sections.
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Policy on Completion of Internship Requirements: Mental Health Counseling students who have
not completed the 240 direct contact hours (including 10 hours of group counseling) required
during their 6 semester credits worth of Master's Internship (CNSL 7060) must:
• Enroll for at least 1 term semester hour of CNSL 7060 internship (because OH
CSWMFT Board rules require all individuals who do not possess a LPC or LPCC-S
license but who, as part of their educational requirements, must engage in supervised
counseling practice, to be enrolled in an internship during the time they are engaging
in such practice).
• Attend all weekly internship seminar meetings until the required hours are complete.
• Document sufficient service hours to meet the total service hour requirement
commensurate with the number of credits for which the student is enrolled (i.e., 100
hours minimum per one semester credit). [Note: The total service hours for
additional internship credit(s) may be any combination of direct, indirect, on-site
supervision, and seminar hours. All direct service hours may be counted toward
meeting the 240 direct contact hour requirement of the 6 semester credit Master's
Internship (CNSL 7060).]
• No minimum number of direct service hours will be required above the 240 total
for the additional internship credits for which the student is enrolled.
Exception: If a Mental Health Counseling student who has an incomplete for the Master's
Internship (CNSL 7060) is short 20 or fewer direct service hours, the student may complete these
direct service hours without having to enroll for additional internship credits. If completion of
these direct service hours (20 or fewer hours) extends into a subsequent academic term, the
student will be required to attend an internship seminar weekly until the hours have been
completed. The student will report these hours, once completed, to their supervision instructor who
awarded the incomplete grade. The instructor will review these hours to determine if a passing
grade may be awarded. Should the student have more than 20 hours of direct service hours to
complete after the end of the term, the student will be required to enroll in Internship (CNSL 7060)
for the subsequent term.
School Counseling Internship
Policy on Initiation of the Internship: School Counseling students are strongly encouraged to
begin their internships when school opens, typically at the middle to the end of August. In many
cases, both public and private schools will begin within a week or two of the start of the fall term.
Should it occur that the intern plans to begin working in the school before the start of the fall term,
he or she must notify the Field Service Coordinator prior to beginning their service hours. Students
may not conduct direct contact hours prior to the beginning of the term. Indirect service hours are
permitted, including orientation activities, shadowing, and attending staff meetings. As soon as the
fall term has begun, interns will start attending their regularly scheduled internship meetings and
may begin collecting direct service hours.
Policy on Liability Insurance: All School Counseling interns must join ASCA. In becoming a
member, the student will also gain an ASCA professional liability insurance policy.
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Policy on Completion of Internship Requirements: School Counseling students who have not
completed all clock hour requirements of their 700 clock hour internship, 240 of which are direct
contact hours including 10 group hours, during the Fall and Spring terms will be given an
incomplete (“I”) grade and may continue to work at their internship site without enrolling for any
further internship credits (because the OH Board of Education does not require school counseling
students to be enrolled in an internship while engaging in supervised counseling activities).
However, these students will be required to attend an internship class meeting up to the point at
which they have completed the required 700 hours, 240 of which are direct contact hours
including 10 group hours. Students who are enrolled in Internship to fulfill the requirements of
an incomplete, exceeding their minimum six credit hours, may discontinue participation in the
internship seminar meetings once their required clock hours are satisfied. Students who are
enrolled in their first or second semester of Internship must continue to serve at their internship
site and attend the internship seminar meetings throughout both semesters even if they have
satisfied their clock hour requirements early. In accordance with professional practice behavior,
it is expected that school counseling students remain at their sites until the end of the site school
year, even though the University semester has ended. The Field Service Coordinator and/or
Practicum or Internship instructor will make provisions for faculty support during this time.
Security of Client and Student Data for Field Experiences
As counselors in training in a professional training program that follows federal privacy laws, all
students are required to be aware of and follow federal, state, and district policies for handling of
confidential client/student records and data. Information on these requirements is shared in
courses and in specific field experiences. When client/student data (e.g., assessments, records
from observation, case notes, interviews, etc.) are kept by trainees, identifying data must be
removed or all documents with identifying information must be secured in a locked box and all
electronic records must be stored in password secured devices and transmitted only through
approved, encrypted software.
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FINAL TERM, GRADUATION, AND OTHER PROGRAM
CONSIDERATIONS
National Counselor Exam (NCE)
All master’s degree students who wish to obtain Ohio Licensed Professional Counselor (LPC)
designation must take the National Counselor Examination (NCE) for Licensure and
Certification. This examination, published by the National Board for Certified Counselors, Inc.
(NBCC), consists of 200 multiple choice questions covering the core areas of counseling
instruction defined by our accreditation agency. It is offered each term, including summer.
Application for the NCE is made directly through the state by the student. Application materials
include a verification letter from the Counseling Program that the student is in his or her final term.
Students may request this letter at the beginning of their final term. Students who have an
incomplete on their academic record or are not in good standing will not be considered in their
last semester until such deficiencies are corrected. The Ohio CSWMFT Board will provide further
instuctions following notification by the Counseling Program. Study materials may be found in the
reserved section of the CECH Library and are also available through several commercial
examination preparation companies, including the National Board for Certified Counselors. An
examination preparation workshop is offered through the program.
Those who pass successfully will be eligible to become Nationally Certified Counselors
(NCCs) and meet the examination criteria for licensure as a Licensed Professional Counselor
(LPC) in Ohio and comparable credentials in many other states.
Post-Internship and Post-Graduation Clinical Supervision
According to State of Ohio licensure law, one may provide counseling services to clients if (a)
one has obtained a license to practice counseling, or (b) one is enrolled in a counseling
internship. Individuals who have graduated with a master’s degree in counseling but have not yet
obtained their Licensed Professional Counselor (LPC) license or who have completed the clinical
instruction sequence required within their programs must either discontinue their clinical work or
enroll for additional internship credit.
To help students and program graduates continue to engage in clinical work within the constraints
of the law and to offer additional training experiences, the Counseling Program will allow current
students to enroll for additional internship credit and will grant “guest status” in our internship to
graduates of our academic programs.
Students and graduates who want to use this option to continue clinical practice until licensure is
granted should request permission to enroll in CNSL-7060 Internship for 1 credit hour.
Individuals given permission to enroll under this plan will be required to complete all internship
related enrollment paperwork and meet all internship requirements (including attending weekly
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supervision) and any other forms or products deemed necessary by the internship seminar
professor.
Graduation Application for M.A. and M.Ed.
Upon meeting all requirements for the M.A. and M.Ed. degrees, students must apply for
graduation online through the Graduate School Graduation site. Deadlines for graduation are
strictly adhered to by the Graduate School. Students are required to be aware of these dates
which are posted on the Graduate School Website. It is the student’s responsibility to apply at
the online graduation website before the deadline posted for the term in which they plan to
graduate.
Before the program can certify that a student can graduate, the student must meet the following
requirements:
•
The student must earn satisfactory grades for all courses required in the pertaining
program.
•
The student must satisfactorily complete the required comprehensive examination.
•
The students must satisfactorily complete their portfolio or specialty exam, meeting
requirements of their respective counseling program track.
•
The student must satisfactorily complete all applicable College and program requirements
specific to the student’s program of study.
•
The student must maintain active student status; meaning the student must register for at
least one graduate credit in their program in an academic year, after having met minimum
degree course/candidacy requirements.
•
All grades of NG, I, UP, SP must be satisfactorily resolved to ensure on time graduation.
If students have any outstanding issues in their graduation application progress report, they should
work with their advisor to resolve these issues prior to graduation.
Switching Between Programs (M.A., M.Ed.)
From time to time, a student enrolled in one of our two master’s degree programs may wish to
switch to the other program. In order to change from one degree program to another, a student
must submit a complete application through the Graduate School to the new program. A student
cannot graduate from a program different from the one to which they are officially accepted and
in which university records show the student to be matriculated. For further information, go to
the Graduate School website: https://grad.uc.edu/fac-staff/handbook.html.
Students wishing to switch master’s programs, Mental Health Counseling to School Counseling
or visa versa, must make a formal request to the Program Coordinator by the fourth week of the
first semester in their course of study in order to avoid delays in program completion. There may
be financial penalties due to switching coursework after drop/add deadlines (see University
Registrar for deadlines and costs). Students who change after this date may be delayed by a year
in order to follow course sequencing.
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Documenting Your Work
As you prepare to graduate from the Counseling Program, you should make sure you have
documentation of your work as a graduate student and as a counselor trainee.
Academic Work:
•
A copy of your transcript and/or degree progress audit
•
A copy of your notification of passing the comprehensive examination
•
A copy of your learning contract for every independent study course you completed
•
A copy of any individual professional development plans you were required to complete
because of deficiencies in academic knowledge, skill, or attitude
Clinical Work:
Documentation for clinical courses:
•
For Field Practicum (CNSL 7050)
o A copy of your site description form (Appendix F)
o A copy of your service hour log showing 150 clock hours (with at least 40 hours of
direct client contact) for CNSL 7050 (Appendix F)
o A copy of your field practicum campus supervisor's and site supervisor's
evaluation of your work for Internship (Appendix F)
•
For Internship (CNSL 7060)
o A copy of your site description form(s) (Appendix F)
o A copy of your service hour log(s) showing 700 clock hours (with at least 240 hours of
directly client contact) for CNSL7060 (Appendix F)
o A copy of your internship site supervisor evaluation of your work (Appendix F)
o A copy of any individual Professional Development Plans (Appendix D) you were
required to complete because of deficiencies in clinical knowledge, skill, or attitude
Credentialing / Endorsement Policy
Because credentialing is necessary for program graduates to practice the profession of counseling,
it is important that each student be aware of the credentialing process. The Counseling Program has
adopted specific policies regarding endorsement for credentialing. A brief review of counselor
licensure and school counselor certification is presented below accompanied by a statement of the
program endorsement policy.
The Counseling Program faculty will endorse a student for only those professional certifications,
licenses, and placements for which the student has been adequately trained. Endorsement will be
given only on the basis of evidence of demonstrated proficiency in the vocational and/or
credentialing area for which endorsement is sought. A student requesting endorsement for a
professional credential or placement must have completed a substantial portion of their graduate
program in the Counseling Program at the University of Cincinnati including relevant supervised
practicum and internship experiences.
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Within-Program Monitoring: Student completion of courses and experiences required for
endorsement will be monitored in several ways. Each student must complete a program plan
during the early stages of training. This program plan is keyed to the degree and major sought.
Graduation checkout is conducted with reference to the program plan. In addition, faculty
check class lists each term to determine whether each student is registered under the proper
major code. Yearly, listings of transcripts for all students are reviewed to insure that each
student is taking classes consistent with their program plan and is not in violation of program
academic performance standards.
Endorsement by the Counseling Program for Professional Counselor Licensure: By Ohio state
law, all individuals who wish to call themselves counselors and practice counseling independently
must be licensed. Holders of a CACREP Clinical Mental Health Counseling degree, passing all
courses with a minimum of a B- and who have also passed their National Counselor Examination
may qualify for licensure as a Licensed Professional Counselor (LPC) in the State of Ohio. As
noted earlier, holders of the LPC license who satisfy supervised work experience requirements
may be granted the LPCC license. Guidelines for licensure will be discussed in various classes
during your program.
The individual student is responsible for obtaining copies of the counselor licensing law and
license board regulations governing licensure in Ohio and/or licensure in any other state in
which the student wishes to practice, and for understanding and following their contents.
A variety of instructions related to counselor licensure in Ohio are readily available on the
Counselor, Social Worker, and Marriage and Family Therapist Board's website. To prepare for
application for licensure after graduation, we strongly recommend that each student assemble a
file containing all course syllabi, independent study or readings contracts, field placement
activity logs, names and addresses of field placement supervisors, program descriptions, and
course catalogs. Questions about individual qualifications or applications of the law should be
addressed to:
State of Ohio Counselor, Social Worker, and Marriage and Family Therapy Board
77 South High Street
24
th
Floor, Room 2468
Columbus, Ohio 43215-6171
Tel: (614) 466-0912 Fax: (614) 728-7790
http://www.cswmft.ohio.gov
Graduates from the Mental Health Counseling Program will have completed the necessary
academic requirements for licensure as a Licensed Professional Counselor. The licensure
applicant would also need to pass the entry level licensure examination (NCE) prior to being
granted a license by the Board. Under Ohio law, to qualify for independent licensure as a
Licensed Professional Clinical Counselor, the individual must meet additional requirements for
post-master’s degree supervised experience and must pass the clinical counselor licensing
examination (National Clinical Mental Health Counseling Examination [NCMHCE]).
41
Revised August 2021
Endorsement for the School Counselor License: At the completion of a student's academic
training in School Counseling, the Coordinator for School Counseling program will review the
complete file of the student to determine if all academic requirements have been met.
Completion of all academic requirements will lead to program endorsement for School
Counselor licensure. A college representative will communicate your satisfaction of these
requirements to the Ohio Department of Education should you apply for Ohio licensure.
The individual student is responsible for obtaining copies of the counselor licensing law and
license board regulations governing licensure in Ohio and/or licensure in any other state in
which the student wishes to practice, and for understanding and following their contents.
Under the requirements of the Ohio Department of Education, the Professional Pupil Services
License shall be issued to an individual deemed to be of “good moral character who (a)
successfully completes an approved program of preparation and (b) who is recommended by the
dean or the head of teacher education, (c) who has completed an examination prescribed by the
State Board of Education”, and (d) who has a master’s degree. The Counseling Program policy
for endorsement for the Professional Pupil Services License is as follows:
•
A person who holds a master’s degree in school counseling from a CACREP accredited
program can receive the Counseling Program endorsement without any additional
coursework.
•
A person who holds a master’s degree in School Counseling, Community Counseling,
Mental Health Counseling, or a doctorate in Counselor Education, must have their
transcripts evaluated for equivalency to the University of Cincinnati M.Ed. program in
School Counseling. Additional coursework to satisfy deficiencies must be completed in
order to receive Counseling Program endorsement.
•
A person who holds a master’s degree in other disciplines must be admitted to and must
complete M.Ed. program in School Counseling.
School Counseling students planning to work in Ohio following graduation will need to sit for
the Ohio Assessment for Educators (OAE #040) examination for licensure. Students are
encouraged to take the OAE in December of their second year if graduating in the proceeding
spring semester. The examination is administered at the University of Cincinnati. The
registration materials and a schedule of test administration dates, published in NTE Programs:
Bulletin of Information, is available through the Student Services Center in the College.
For further information, contact:
Ohio Department of Education
Office of Educator Licensure
25 South Front Street
Columbus, Ohio 43215-4183
614-466-3593, http://www.ode.state.oh.us
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Revised August 2021
UNIVERSITY RULES AND REQUIREMENTS
Students are expected to adhere to all University rules. Pertinent requirements are highlighted
here.
Grading Practices
The Counseling Program uses the grading practices specified in the University of Cincinnati
Graduate School Graduate Hanbook
.
Full-time/Part-time Enrollment
All students receiving a University Graduate Incentive Award (GIA) or a Graduate
Assistantship (GA) must qualify as full-time graduate students during the period covered by the
award. Full-time students must complete 12 graduate semester credit hours (exclusive of courses
taken as audit courses) per term to receive this financial support. Students do not have to register
for summer semester courses to maintain their status. Students taking courses for audit or to
satisfy undergraduate deficiencies must still take 12 graduate credit hours.
Procedures for Registration
A student who has applied to and been admitted by the Graduate School registers each term by
obtaining, completing and processing registration materials and promptly making full payment
when billed. A student may not attend classes until registration is completed. Registering
involves the use of your student login and password to the university's on-line registration site
(http://onestop.uc.edu ). The full listing of available courses is included online as part of the
registration process.
To assist the student in planning and scheduling, the Counseling Program website lists classes
being offered in the Counseling Program. Forewarned is forearmed: (a) courses are not likely to
be offered in terms other than those specifically noted in the bi-yearly Course Schedule, (b) some
courses are offered only in alternate years. It is important that the student plan coursework
according to these course contingencies. Certain sets of courses must be taken in sequence.
Changes in course scheduling are typically announced through the Counseling Program
LISTSERV, in classes, and on the Canvas website.
Registration Change Procedure
Once a student has completed registration, the official record can be changed only with a
registration change form (Drop/Add Form). The Drop/Add form can be obtained School Offices
(Suite 460, Teachers Dyer Complex) and U.C. One Stop. Students should consult the Registrar's
Website and the UC One Stop Center for current information about add/drop deadline and refund
policies and procedures.
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Revised August 2021
Audit Regulations
The audit option is intended for cases in which coursework is desired or advised but in which a
grade is deemed unnecessary by the student in consultation with the student's program advisor.
Admissions and conditions for participation in audit courses are at the discretion of the
instructor, who is not obligated to accept a student for audit. Audited courses cannot be used to
satisfy any graduate degree course requirements. Audited courses cannot be charged to a
Graduate Incentive Award (GIA) unless 12 graduate credits are taken that same semester (and if
the total is less than 19 total credits). Further, no more than one audit course may be charged to
a GIA in any academic period.
Unapproved or Inappropriate Courses
Unless approved by their program advisor, a student may not charge courses unrelated to their
graduate program to a GIA. Students doing so are at risk of having their GIA withdrawn and may
be placed on probation.
Withdrawals
During the term, a student may choose to withdraw from a course for various reasons. It is
important that you discuss this with your advisor and consult with the U.C. Registrar prior to
withdrawing as there are penalties and deadlines to consider. Students requiring a withdrawal
should consult the Office of the Registrar to confirm the correct policies and procedures:
Note: In addition, withdrawals may impact a student’s financial aid status and should be
considered carefully with the student’s advisor to determine the impact of the withdrawal on
graduation and other academic issues.
Graduate Credits and Grading Practices
Change-of-Grade Policy
Incomplete work in a non-research course, given a grade of I, must be completed by the deadline
established by the instructor, which may not exceed one calendar year. Failure to complete the
work within the set time limit results in automatic assignment of a failing grade. Grade changes are
made by the faculty member of record through an
electronic grade management website.
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Revised August 2021
Active Standing and Leaves of Absence
Active Standing
Students must register for at least one credit per academic year to maintain active student status.
This credit must contribute to the degree requirements as determined by the Counseling Program.
Students who register in the Fall will maintain graduate student status through the entire academic
year, through the summer term.
Leaves of Absence
Because counselor training is sequential, any breaks in study are disruptive. Under special
circumstances, graduate students may apply for leave of absence from the University for a specific
period up to one year. Assuming appropriate documentation is provided, the circumstances
justifying a leave include but are not limited to personal or family medical conditions, call to active
military duty, maternity leave, or death in immediate family. The rationale must be documented by
the applicant.
An approved leave of absence preserves the student’s status in his or her degree program, and the
time off will not be counted against the time limits for awarding degrees. Registration is not
required during the leave period. A leave may be renewed for up to one additional year if the
student applies for a leave extension at least four months prior to the end of his or her initial leave.
Renewal of a leave is subject to the approval of the program, college, and the Graduate School. In
no case may any student be granted a leave for more than two years.
Students are encouraged to work closely with their advisor and the Program Coordinator
throughout this process. Upon return to the Program, the student's status will be the same as when
he/she started the leave. Students should be aware that any change in progress with their cohort
may affect subsequent decisions such as availability of funding for scholarships/assistantships,
such as a Graduate Assistantship or a Graduate Incentive Award, they may have had at the time
of their leave. Please consult the Graduate Student Handbook for further details regarding leave
of absence, reinstatement and readmission policies.
Reinstatements
Students who have not been registered for at least one graduate credit hour at UC that contributes
to degree requirements (as determined by the graduate program) in an academic year are
considered inactive and are no longer considered UC students. To regain active student status,
students may petition the Associate Dean of the Graduate School, through their program, for
reinstatement. Additionally, students will need to apply for reinstatement and pay reinstatement
fees to continue degree. Reinstatements are available to students who have been inactive for up to
three years. Students who have not been enrolled for any credits in their graduate program for a
period longer than three consecutive years are not eligible for reinstatement and must apply for
readmission to the University.
45
Revised August 2021
Readmission
A student who has not been granted a leave of absence and who fails to register for coursework
for a period of three years will be dropped from the program and cannot petition for
reinstatement. In this case, the student must reapply through the normal admissions process to
seek readmission to the program. Readmission is not guaranteed and will be subject to faculty
review. Readmission does not change the student’s original entry date. Time to degree will be
calculated from date of first entry. Further information about the readmission process may be
found on the Graduate School Policy Forms/Petitions page.
Time-to-Degree Requirements
University policy specifies total time-to-degree limits. The University limit is 5 years for the
master’s degree.
Student Records
As a student at the University of Cincinnati, your records are protected by the Family Education
Rights and Privacy Act of 1974 (FERPA). As such, you have rights to access your information,
much of which is available through means such as a degree audit or other digital records that
faculty will share with you while a student at UC. Should you wish to review other records not
readily available or update your FERPA Preferenes, you may do so through the University
Office of the Registrar.
Grievance Procedures and Other Complaint Procedures
Grievance on the part of any student will be processed as described in the University of
Cincinnati Graduate Handbook and Graduate Student Grievance Procedures. This includes
but is not necessarily limited to grievances pertaining to probation, dismissal from a graduate
program, or improper handling of financial aid. Allegations of discrimination will be handled
according to the University of Cincinnati Discrimination Policy administered by the Office of
Equal Opportunity (513-556-5503). Allegations of sexual harassment, including sexual
violence and retaliation, will be handled according to the University of Cincinnati Institutional
Policy on Sexual Harassment administered by the Office of the Title IX Coordinator (513-556-
3349). Students are encouraged to consult with the University Ombuds Office regarding
procedures, http://www.uc.edu/ombuds.html.
FINANCIAL ASSISTANCE
The Counseling Program actively assists as many students as possible in obtaining financial
assistance. The Counseling Program offers two kinds of financial aid, (a) assistantships (GA,
Graduate Assistantships), and (b) scholarships (GIA). Financial aid decisions are made by the
46
Revised August 2021
Program Coordinator subject to review by the Counseling Faculty. Applications for financial
aid should be made at the time of application to the program and may be re-initiated yearly
thereafter.
An applicant for financial aid must confirm their acceptance of the award offered within 10 days
of the date of the award letter. If acceptance of the award if not confirmed within this period of
time, the offer is automatically withdrawn unless a specified extension has been granted by the
Program Coordinator and approved by the School Director.
Graduate Assistantships (GA)
A limited number of graduate assistantships are available to counseling students through the
Counseling Program (normally four assistantships). Full-time advanced masters and doctoral
students in good academic standing may qualify for a graduate assistantship in the Counseling
Program, though priority is given to doctoral students. An assistantship is awarded for an academic
year and is ordinarily not renewable. Students receiving an assistantship are expected to participate
in research, teaching, supervision of master's practicum and/or internship students; to perform
program related tasks; and to assist faculty with other scholarly activities. A graduate assistantship
carries a Graduate Assistant Scholarship plus a stipend. University funds for assistantships are
severely limited. In addition to the program Graduate Assistantships described above, several
Graduate Assistantships are available within various University agencies and offices. Typically,
Counseling students are able to obtain these positions which carry support similar to those described
for the program Graduate Assistantships.
Graduate Incentive Awards
Awards
Graduate Incentive Awards shall be awarded based on merit as judged by the faculty holding the
responsibility for making decisions regarding these awards. The awarding of Graduate Incentive
Awards (GIA) shall be by the Director of the School of Human Services in a letter which outlines
the conditions of the award.
All awards are for a period of 1 academic year (Fall and Spring Semesters) or for 1 summer term.
The award will pay partial-full tuition costs for 12-18 graduate credit hours each semester
(graduate academic credit only). Students are encouraged to register for at least 15 credit hours
each term, but must register for at least 12 credit hours. Only graduate credit hours count toward
this requirement. Registration for more than 18 credit hours will require the student to pay for
those hours in excess of 18. A student's eligibility to be awarded a GIA is limited to no more than
3 years at the specialist-level. GIAs will not be awarded to students who have accumulated 174 or
more graduate credit hours.
47
Revised August 2021
A Graduate Incentive Award will not cover the general fees unless specifically indicated in the
award letter. In addition, students receiving Graduate Assistantships are not eligible for Graduate
Incentive Awards.
An applicant for financial aid must confirm their acceptance of the award offered within 10 days
of the date of the award letter. If acceptance of the award if not confirmed within this period of
time, the offer is automatically withdrawn unless a specified extension has been granted by the
Program Coordinator and approved by the School Director.
Termination of Award
Termination of the award may be initiated by the financial aid recipient, the School Director, or
the Dean of the Graduate School.
Award recipients wishing to terminate the award prior to the expiration date must notify the
School Director in writing. Except in emergency situations, such early terminations should occur
only at the end of an academic semester.
If termination during an academic semester results from self-initiated action by the award recipient
for other than medical reasons, they may be required to repay tuition costs for that term.
Termination also may be based on unsatisfactory academic performance (including unsatisfactory
progress in the degree or certification program of study), or academic dishonesty. Immediate
termination also may result if the award recipient fails to maintain full-time student status (a
minimum of 12 graduate credit hours each term). Termination based on unsatisfactory academic
performance will become effective at the end of the academic term during which the termination
decision is made.
Termination based on academic dishonesty may become effective prior to the end of the academic
term.
Procedures for appeal and possible redress of grievances pertaining to Graduate Incentive Awards
are set forth in Graduate Student Grievance Procedures.
Graduate Assistantship Policies
Policies, procedures, rights and responsibilities pertaining to graduate assistantships in the
School of Human Services are based upon the Graduate Handbook and interpreted or clarified in
this document. Copies of the Graduate Handbook. All faculty, staff and graduate assistants should
familiarize themselves with both this document and the Graduate Handbook.
48
Revised August 2021
Appointments and Reappointments
A. All graduate assistant appointments or reappointments are for a period of one academic year
(nine months) beginning August 15 and terminating with the fulfillment of normal academic
responsibilities (examinations and the submission of grades) for the Spring term. Graduate
Assistant appointments are limited to a maximum of three years. Graduate Assistantships
will not be awarded to students who have accumulated 174 or more hours.
B. Program applications serve as graduate assistantship applications and should be submitted to
the School of Human Services by December 1 of the preceding year. The application will
include a current vita, three letters of recommendation, and a statement of professional goals.
C. Appointments will be made by the School Director upon the recommendation of the Program
Coordinator for the appropriate program by April 15 when possible.
D. An applicant must confirm in writing their acceptance of the award offered within 10 days of
the data of the award letter. If acceptance of the award is not confirmed within this period of
time, the offer will be withdrawn unless a specified extension has been granted by the Program
Coordinator.
E. Appointment decisions will be based upon the anticipated ability of the applicant (1) to meet
the programmatic needs associated with the specified position and (2) to gain professionally as
an individual from the assistantship experience. Such decisions shall be based upon the
qualifications of the applicants and not upon the programs in which they are enrolled.
F. Reappointment decisions will also be based upon an evaluation of the applicant's prior work-
related performance as a graduate assistant. Procedures for conducting such evaluations will be
determined by the programs which administratively house the assistantships.
Job Descriptions
A. Descriptions of the responsibilities associated with each assistantship have been developed by
the respective programs. Desirable or required qualifications for each assistantship are included
in or based on those job descriptions.
B. Graduate assistant responsibilities will be based on an average of 20 hours of work-related
activities per week. Although assigned work may vary at times during the year, 20 hours will be
the maximum average demand for all GAs.
C. Although a graduate assistant may be assigned to and/or supervised by individual faculty,
she/he will report directly to the Program Coordinator. All requests for work must be approved
at the Program level by the Program Coordinator.
49
Revised August 2021
Termination During Period of Appointment
A. Termination may be initiated by the Graduate Assistant, School Director, or Assistant Vice
President for Research and Advanced Studies.
B. Graduate assistants wishing to terminate their appointments prior to the established termination
date must inform the School Director in writing 30 days prior to the proposed termination date.
Except in emergency situations, such early termination should not occur except at the end of an
academic term.
C. If termination during an academic term results from self-initiated action by the graduate
assistant for other than medical reasons, she/he may be required to repay tuition for that term.
D. Termination may be based on unsatisfactory academic performance (including unsatisfactory
progress in the degree or certification program of study), unsatisfactory performance of
assigned work-related responsibilities, or academic dishonesty. Termination will also result if
the graduate assistant fails to maintain full-time student status (minimum of 12 graduate credit
hours each term).
E. Termination based on unsatisfactory academic performance or unsatisfactory performance of
work-related responsibilities will become effective at the end of the academic term during
which the termination decision is made unless the situation is judged by the School Director
and the Dean of the Graduate School to be seriously adverse to the academic program to which
the GA is assigned.
F. Termination based on academic dishonesty may become effective prior to the end of an
academic term. In such cases, compensation to the graduate assistant shall also terminate on the
date of the appointment termination.
G. In emergency situations where a graduate assistant is unable to continue meeting their assigned
responsibilities, termination will not be effective until the end of the academic term. In such
cases, compensation to the graduate assistant will continue until the end of the term.
Furthermore, in such cases, the graduate assistant's inability to continue meeting their assigned
responsibilities will not in itself adversely influence decisions regarding reappointment. Such
decisions will be based upon the criteria and in accordance with the procedures regarding all
reappointment decisions.
H. Except as noted above, all termination procedures will be in accordance with the guidelines set
forth in the Graduate Handbook.
GA Rights, Responsibilities and Grievance Procedures
A. Additional rights and responsibilities of graduate assistants are outlined in the Graduate
Handbook.
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Revised August 2021
B. Procedures for appeal and possible redress of grievances arising out of a graduate assistant's
academic relationship with the School, College, or University are set forth in Graduate
Student Grievance Procedures.
Course load
A. The normal academic load for graduate assistants is a minimum of 12 graduate term hours
each term. A maximum of 3 additional term hours of credit may be taken upon the specific
approval of the Program Coordinator.
Additional Resources for Securing Financial Aid
The University Financial Aid Office (513-556-9900) can provide additional information and
assistance.
MODIFICATION OF HANDBOOK
Please note that this handbook is subject to modification with approval from the Counseling
Program Coordinator, Counseling Program faculty, and Director of the School of Human
Services.
51
APPENDICES
52
APPENDIX A: Master's Degree Program Curricula
53
Master's Degree in Counseling Program Plan (M.A. and M.Ed.)
M.A. in Mental Health Counseling
M.Ed. in School Counseling
Year 1
Fall
18-CNSL-7021 Counseling Techniques* 3
18-CNSL-7023 Counseling Theories 3
18-CNSL-7025 Group Work in Eco. Counseling: 3
Theory Res. and Process*
18-CNSL-8030 Introduction to Clinical Mental Health
Counseling 3
18-CNSL-7021 Counseling Techniques* 3
18-CNSL-7023 Counseling Theories 3
18-CNSL-7025 Group Work in Eco. Counseling: 3
Theory Res. and Process*
18-CNSL-8010 Intro to Prof. School Counseling 3
Year 1
Spring
18-CNSL-7001 Legal, Ethical, & Professional
Issues in Counseling 3
18-CNSL-7005 Multicultural Counseling 3
18-CNSL-7050 Field Practicum in Counseling (P) 3
18 CNSL 8038 Diagnosis and Abnormal Behavior in
Counseling from an Ecological Perspective 3
18-CNSL-7001 Legal, Ethical, & Professional
Issues in Counseling 3
18-CNSL-7005 Multicultural Counseling 3
18-CNSL-7050 Field Practicum in Counseling (P) 3
18-CNSL-8014 Counseling with Children &
Adolescents -OR-
18-CNSL-8016 Counseling Special Needs Children 3
Year 1
Summer
18-CNSL-7008 Res. & Program Evaluation in
Eco. Counseling 3
18-CNSL-7011 Ecological Counseling across
Lifespan 3
18-CNSL-7031 Assessment in Counseling (P) 3
18-CNSL-7060 Master’s Intern. in Counseling (P) 3
18-CNSL-7008 Res. & Program Evaluation in
Eco. Counseling 3
18-CNSL-7011 Ecological Counseling across
Lifespan 3
18-CNSL-7031 Assessment in Counseling (P) 3
18-CNSL-8013 Post-Secondary Planning & College
Advising 3
Year 2
Fall
18-CNSL-7015 Career Dev. Counseling 3
18-CNSL-7060 Master’s Intern. in Counseling (P) 3
18-CNSL 8061 Pharmacology for Helping
Professionals 3
18-CNSL-XXXX Elective 3
18-CNSL-7015 Career Dev. Counseling 3
18-CNSL-7060 Master’s Intern. in Counseling (P) 3
18-CNSL-8012 Leadership in SCH (P) 3
18-CNSL-XXXX Elective 3
Year 2
Spring
18-CNSL-8034 Mental Health & Substance
Assessment
(P) 3
18-CNSL-8046 Chemical Dependency
Counseling 3
18-CNSL-8048 Ecological Counseling for Couples &
Families
3
18-CNSL-XXXX Elective 3
18-CNSL-7060 Master’s Intern. in Counseling (P) 3
18-CNSL-8014 Counseling with Children &
Adolescents -OR-
18-CNSL-8016 Counseling Special Needs Children 3
18-CNSL-8048 Ecological Counseling for Couples &
Families 3
18-CNSL-XXXX Elective 3
Total
60
60
Notes
Mental Health Counseling Internship
Internships must be completed in a mental health
counseling setting with supervision by an independently
licensed mental health counselor with authority to
supervise (LPCC-S)
School Counseling Internship
Internships must be completed in a K-12 school
counseling setting with supervision by a licensed school
counselor
Portfolio & Comprehensive Exam
Mental Health and School Counseling students must pass the CPCE and complete a specialty portfolio (School) or
specialty exam (Menta Health) prior to graduation.
(P) Prerequisites
Classes marked with a (P) indicate that prerequisites must be taken prior to enrolling in this course. Taking courses
out of sequence may jeopardize your ability to graduate on time. Courses marked by an asterisk (*) may only be
taken by Counseling Program students or by permission from the Field Service Coordinator.
54
Sample of Individual Advising Plan for Part-Time Master's Students
M.A. in Mental Health Counseling
M.Ed in School Counseling
Year 1
Fall
18-CNSL-7023 Counseling Theories 3
18-CNSL-8030 Introduction to Clinical Mental Health
Counseling 3
18-CNSL-7023 Counseling Theories 3
18-CNSL-8010 Intro to Prof. School Counseling 3
Year 1
Spring
18-CNSL-7001 Legal, Ethical, & Professional
Issues in Counseling 3
18-CNSL-7005 Multicultural Counseling 3
18-CNSL-7001 Legal, Ethical, & Professional
Issues in Counseling 3
18-CNSL-7005 Multicultural Counseling 3
Year 1
Summer
18-CNSL-7008 Res. & Program Evaluation in
Eco. Counseling 3
18-CNSL-7031 Assessment in Counseling (P) 3
18-CNSL-7008 Res. & Program Evaluation in
Eco. Counseling 3
18-CNSL-7031 Assessment in Counseling (P) 3
Year 2
Fall
18-CNSL-7021 Counseling Techniques* 3
18-CNSL-7025 Group Work in Eco. Counseling:
Theory Res. and Process* 3
18-CNSL-7021 Counseling Techniques* 3
18-CNSL-7025 Group Work in Eco. Counseling:
Theory Res. and Process* 3
Year 2
Spring
18 CNSL 8038 Diagnosis and Abnormal Behavior in
Counseling from an Ecological Perspective 3
18-CNSL-8034 Mental Health & Substance
Assessment
(P) 3
18-CNSL-8048 Ecological Counseling for
Couples & Families 3
18-CNSL-8014 Counseling with Children &
Adolescents - OR-
18-CNSL-8016 Counseling Special Needs Children 3
Year 2
Summer
18-CNSL-7011 Ecological Counseling across
Lifespan
3
18-CNSL-7011 Ecological Counseling across
Lifespan
3
18-CNSL 8013 Post-Secondary Planning and College
Advising 3
Year 3
Fall
18-CNSL-7015 Career Dev. Counseling 3
18-CNSL 8061 Pharmacology for Helping
Professionals 3
18-CNSL-7015 Career Dev. Counseling 3
18-CNSL-8012 Leadership in SCH (P) 3
Year 3
Spring
18-CNSL-7050 Field Practicum in Counseling (P) 3
18-CNSL-8048 Ecological Counseling for
Couples & Families 3
18-CNSL-7050 Field Practicum in Counseling (P) 3
18-CNSL-8014 Counseling with Children &
Adolescents - OR-
18-CNSL-8016 Counseling Special Needs Children 3
Year 3
Summer
18-CNSL-7060 Master’s Intern. in Counseling (P) 3
Year 4
Fall
18-CNSL-7060 Master’s Intern. in Counseling (P) 3
18-CNSL-XXXX Elective 3
18-CNSL-7060 Master’s Intern. in Counseling (P) 3
18-CNSL-XXXX Elective 3
Year 4
Spring
18-CNSL-8046 Chemical Dependency
Counseling 3
18-CNSL-XXXX Elective 3
18-CNSL-7060 Master’s Intern. in Counseling (P) 3
18-CNSL-XXXX Elective 3
*Note that course schedules are subject to change and cannot be guaranteed for part-time students. Students should consult
with their advisor to adjust the program plan upon schedule changes.
(P) Prerequisites. Classes marked with a (P) indicate that prerequisites must be taken prior to enrolling in this course. Taking
courses out of sequence may jeopardize your ability to graduate on time. Courses marked by an asterisk (*) may only be taken
by Counseling Program students or by permission from the Field Service Coordinator.
55
APPENDIX B:Individual Student Program Plan Templates
Student Name _______________________________________
Last First
Advising Sheet for Master's Degree in Mental Health Counseling Program (M.A.)**
M.A. in Mental Health Counseling
Semester to be Taken
Year 1
18-CNSL-7021 Cnslg Techniques
3
Fall
18-CNSL-7023 Cnslg Theories
3
18-CNSL-7025 Group Work in Eco. Cnslg:
Theory Res. and Process
3
18-CNSL-8030 Introduction to Clinical Mental
Health Counseling
3
Year 1
18-CNSL-7001 Legal, Eth, & Prof Issues in Cnslg
3
Spring
18-CNSL-7005 Multicultural Cnslg
3
18-CNSL-7050 Field Practicum in Cnslg (P)
3
18 CNSL 8038 Diagnosis and Abnormal Behavior
in Counseling from an Ecological Perspective
3
Year 1
18-CNSL-7008 Res. & Program Evaluation in
Eco. Cnslg
3
Summer
18-CNSL-7011 Ecological Cnslg across Lifespan
3
18-CNSL-7031 Assessment in Cnslg (P)
3
18-CNSL-7060 Masters Internship in Cnslg (P)
3
Year 2
18-CNSL-7015 Career Dev. Cnslg
3
Fall
18-CNSL-7060 Masters Internship in Cnslg (P)
3
18-CNSL 8061 Pharmacology for Helping
Professionals
3
18-CNSL-XXXX Elective
3
Year 2
18-CNSL-8034 Mntl Hlth & Sub Use Assmt (P)
3
Spring
18-CNSL-8046 Chemical Dependency Cnslg
3
18-CNSL-8048 Ecological Cnslg for Couples &
Families
3
18-CNSL-XXXX Elective
3
Total
60
Notes
Mental Health Counseling Internship:
The Practicum and Internships must be completed in a
Mental Health Counseling setting under the
supervision of a licensed clinical mental health
counselor. Attendance at the Practicum/Internship
Fair is strongly encouraged.
Specialization:
Development of a specialization can involve any of the
following: electives, research activity, professional
development workshops, conference attendance, a
master’s thesis, and/or focused coursework.
Portfolio & Comprehensive Exam
Mental Health students must pass the CPCE and
complete a specialty exam prior to graduation.
National Counselor Exam (NCE): Students are strongly
encouraged to sit for the NCE prior to graduation.
(P) Prerequisites. Classes marked with a (P) indicate
that prerequisites must be taken prior to enrolling in
this course. Taking courses out of sequence may
jeopardize your ability to graduate on time.
** = For students admitted Fall 2019 and thereafter.
Student Signature ____________________________________ Date_________________
Adviser Signature ____________________________________
56
Student Name __________________________________________
Last First
Master's Degree in School Counseling Program Advising Sheet (M.Ed.)**
M.Ed. in School Counseling
Semester to be Taken
Year 1
18-CNSL-7021 Cnslg Techniques
3
Fall
18-CNSL-7023 Cnslg Theories
3
18-CNSL-7025 Group Work in Eco. Cnslg:
Theory Res. and Process
3
18-CNSL-8010 Intro to Prof Sch Cnslg
3
Year 1
18-CNSL-7001 Legal, Eth, & Prof Issues in Cnslg
3
Spring
18-CNSL-7005 Multicultural Cnslg
3
18-CNSL-7050 Field Practicum in Cnslg (P)
3
18-CNSL-8014 Cnslg with Children &
Adolescents -OR-18-CNSL-8016 Counseling
Special Needs Children 3
3
Year 1
18-CNSL-7008 Res. & Program Evaluation in
Eco. Cnslg
3
Summer
18-CNSL-7011 Ecological Cnslg across Lifespan
3
18-CNSL-7031 Assessment in Cnslg (P)
3
18-CNSL-8013 Post-Secondary Planning and
College Advising
3
Year 2
18-CNSL-7015 Career Dev. Cnslg
3
Fall
18-CNSL-7060 Masters Internship in Cnslg (P)
3
18-CNSL-8012 Leadership in SCH (P)
3
18-CNSL-XXXX Elective
3
Year 2
18-CNSL-7060 Masters Internship in Cnslg (P)
3
Spring
18-CNSL-8016 Counseling Special Needs
Children -OR-18-CNSL-8014 Cnslg with
Children & Adolescents
3
18-CNSL-8048 Ecological Cnslg for Couples &
Families
3
18-CNSL-XXXX Elective
3
Total
60
Notes
School Counseling Internship:
The Practicum and Internships must be completed in a
K-12 School Counseling setting under the supervision of
a licensed school counselor.
Specialization:
Development of a specialization can involve any of the
following: electives, research activity, professional
development workshops, conference attendance, a
master’s thesis, and/or focused coursework.
Portfolio & Comprehensive Exam
School Counseling students must pass the CPCE and
complete a specialty portfolio prior to graduation.
Ohio Assessment for Educators (#40): Students are
encouraged to take in December prior to their final
spring semester. See www.ode.state.oh.us for more
details.
(P) Prerequisites. Classes marked with a (P) indicate
that prerequisites must be taken prior to enrolling in
this course. Taking courses out of sequence may
jeopardize your ability to graduate on time.
** = For students admitted Fall 2019 and thereafter.
Student Signature ____________________________________ Date_________________
Adviser Signature _______________________________
57
APPENDIX C: Master's Level Counseling Student Performance Review
58
University of Cincinnati: Counseling Program
Master’s Level Counseling Student Performance Review
Professional Dispositions Competency Assessment—Revised (PDCA-R)
Person Being Rated:________________________ Rater: ____________________
Date Range for Observation:________________ (Semester/Year)
Directions: Please rate the individual by determining the rating description that best aligns with the behavior of the individual during the
observation date range. Place your score (1, 3, or 5) in the space provided. The PDCA-RA research was conducted using only ratings of 1, 3,
and 5. However, in practical use the authors have noted that raters will often give a rating of 2 to denote partial agreement with the description
of 1 and partial agreement with the description of 3 or a rating of 4 to denote partial agreement with the description of 3 and partial agreement
with the description of 5. Adjust your rating for culture if deemed appropriate.
Date Admited
Program
Enrollment
[ ]Full-time [ ] Part-time
Advisor
• Conscientiousness
• Coping and Self-Care
• Openness
• Cooperativeness
• Moral Reasoning
• Interpersonal Skills
• Cultural Sensitivity
• Self-Awareness
• Emotional Stability
• Ethical Behavior
Rating 1-5: Below(1), Meets (2-3), or Above Expectations (4-5)
For more about the PDCA, please see the following source:
Garner, C. M., Freeman, B. J., & Lee, L. (2016). Assessment of student
dispositions: The development and psychometric properties of the
Professional Disposition Competence Assessment (PDCA). VISTAS Online,
52. http://www.counseling.org/knowledge-center/vistas
Faculty Comments:
Student Comments:
Student: Signature ____________________ Faculty Advisor: Signature ________________
Date ____________________ Date ____________________
_
Notes. Evaluation filed in student record. Advisor and student keep copies.
Rubric: Above (5) = significantly above average for level of training, Above (4) = above average for
level of training, Average (2-3) = on target for level of training, may require minimal improvement or
monitoring and Below (1) = below average for level of training, area needs to be addressed/improved.
59
APPENDIX D: Professional Development Plan Template
60
University of Cincinnati
Counseling Program
Professional Development Plan
(Adapted from Kress, V.E. & Protivnak, J.J. (2009). Professional Development Plans to Remedy Problematic
Counseling Student Behaviors. Counselor Education and Supervision, 48, 154-166)
Student Name: Date:
Section I. Area(s) for Professional Development
It has been noted that (student name) would benefit from
professional development to remediate the following professional development issue(s):
(Areas for professional development may include progress towards degree completion, quality of foundational
coursework, quality of specialization coursework, quality of clinical skill, quality of scholarly skill, cooperativeness,
initiative, attendance, punctuality, dependability, empathy, acceptance of diversity, ethics, and/or professionalism.)
Section II. Professional Development Activities
For you to continue to progress toward receiving your counseling degree, the counseling faculty is
collectively requiring that you engage in the following professional development activities that
relate to the competencies addressed within our program’s retention policy. For each competency
listed a date by which satisfactory progress must be made should be documented. Please consider
that the information on this form will be shared with site supervisors by the faculty member(s)
developing the plan with the student.
Competency/Disposition Area
Requiring Improvement:
Required Activities to show
improvement
Date by Which Progress will
be Satisfactory (at appropriate
level for student level of training
and experience)
61
University of Cincinnati
Counseling Program
Professional Development Plan p. 2
Section III. Faculty Comments:
Section IV. Student Comments:
Section V. Professional Development Activities Revised check here if revision not needed
Section VI. Commitment to Professional Development Plan
I understand and agree to all of the conditions of this document. If I do not follow through on
completing all of the tasks outlined in this contract deadlines prescribed, I will be subject to
termination from the Counseling Program.
Date Student Signature
Date Faculty Advisor
Date Progam Coordinator
62
University of Cincinnati
Counseling Program
Assessment of Professional Development Completion
Student Name: Date:
Section I. Area(s) for Professional Development
(student name) engaged in professional development to remediate the
following professional development issue(s):
Section II. Professional Development Activities: Resolution
(student name) engaged in the following professional development activities
that relate to the competencies addressed within our program’s retention policy. Please
consider that the information on this form will be shared with site supervisors by the faculty
member(s) developing the plan with the student.
Competency/
Disposition Area
Requiring
Improvement:
•
Activities Performed by
Student
• Date of Evaluation
• Performance of
activities: (satisfactory,
unsatisfactory)
Resolution of Development Activity
• No more action required at this time, or
• Explanation of unsatisfactory progress and
next steps for development.
• Resolution is complete when progress is
satisfactory (at appropriate level for student
level of training and experience)
63
University of Cincinnati
Counseling Program
Assessment of Professional Development Completion (p. 2)
Section III. Faculty Comments:
Section IV. Student Comments:
Section V. Commitment to Professional Development Plan
I understand the information recorded in this document and agree to comply with any next
steps for my professional development as noted herein. I also understand the program’s
retention policy and am clear that there are certain behaviors that, if violated, will supersede
this agreement and may result in immediate removal from the program (e.g., ethics
violations).
Date Student Signature
Date Faculty Advisor
Date Program Coordinator
64
APPENDIX E: Internship Application Packet
65
University of Cincinnati: Counseling Program
Internship Placement Application Checklist
Directions: This is the coverage page of application for internship placement. To complete your application, you
need to submit this form with your degree audit report, and a Student Self-assessment of Internship and Counseling
Skills Rating Form to the Field Placement Coordinator for review.
Student Name
Advisor
Date Admitted _
Program Area: MA M. Ed.
Site Name:
Site Description:
Site Address:
Supervisor:
Phone Number:
Fax Number:
Email:
The degree audit report shows that you have taken the required courses (please list courses for
your advisor to review) Yes No
Attach the degree audit report.
Self-assessment including description of career goals, self-
evaluation of strengths, weakness, and improvement
plan. Attach this self-assessment and improvement plan.
Submitted:
Yes No
Planned Activities for Internship:
Internship Site Approval:
Yes No
Comments:
Liability Insurance provided by student:
Yes No
Directions and Site Description Provided by Student
Yes No
Student Approved for
Internship based on Degree
Audit and Student Performance
Review:
Yes No
Ready to start the internship in
Term Year
Not ready to start the internship and need to develop a
professional Development Plan to address the following
area(s):
Student Signature and Date__________________________________________________
Field Placement Coordinator Signature and Date_________________________________
UC Advisor Signature and Date_______________________________________________
66
University of Cincinnati: Counseling Program
Template for Faculty Review of Site
Directions: This form is completed by UC faculty for sites attended by students for internship placement in the
internship course. The form is to be returned to the Field Placement Coordinator by the faculty member at the end
of each term.
Site Name Faculty Member __
Date of Review _
Site Description:
Site Address:
Supervisor:
Phone Number:
Fax Number:
Email:
Evaluation completed by (circle) telephone visit to site
if telephone, reason for conducting telephone interview
Activities for Interns at Site:
Assessment of Site Strengths and Weaknesses:
Internship Review by Faculty:
Site Approved for Internship
Yes No
UC Faculty Signature and Date
(UC faculty member responsible for returning form to Field Placement/Internship Coordinator or Program Chair)
67
APPENDIX F: Field Placement Forms
68
University of Cincinnati - Counseling Program
Confirmation of Internship Responsibilities: Counselor, Field Supervisor, and Campus
Supervisor
Field Placement Intern Name Term
Field Supervisor Name
Year /
Field Placement Site Credit Hours
This document confirms agreement between the intern, field supervisor, and the university concerning the intern’s
placement during the period of time specified below. Except under unusual circumstances, dates correspond to one
or more academic terms. Intern involvement during interim periods (i.e., semester breaks) must be explicitly
negotiated at the beginning of the placement.
Intern Responsibilities
The intern agrees to perform internship duties as specified in the Counselor Field Placement Site Description
Form; to complete paperwork as required by the university and placement; and to communicate promptly and
accurately with University faculty and Field Supervisor concerning fulfillment of internship requirements and
resolution of issues pertinent to performance of placement activities. The intern also bears full responsibility for
completing necessary documentation of this internship experience with the Ohio Counselor, Social Worker, and
Marriage and Family Therapist Board and/or the Ohio Department of Education.
Field Supervisor Responsibilities
The supervisor agrees to weekly, one-hour supervision of the intern’s work at their agency or school as specified
in the Site Description Form; to complete written evaluations of the intern’s work (at midterm and at the end of
each semester) and to review these evaluations in person with the student; toengage in periodic in-session
observation and/or review of recorded portions of student sessions with clients during supervision meetings; to
provide clinical experience opportunities for diagnosis and treatment of mental health disorders for mental health
counseling students or clinical experience opportunities within a comprehensive counseling program for
professional school counselors; to periodically discuss with the Program Internship Instructor or Field Placement
Coordinator the intern’s duties and performance, both routine and in exceptional circumstances (e.g., a client in
crisis or unanticipated changes in internship arrangements). The supervisor also agrees to provide written
emergency protocols to the student for use during student and/or client crises/emergency situations.
Program Responsibilities
The program agrees to facilitate a mutually rewarding working arrangement between the intern and site by:
approving all placements through site visits;’ review of paperwork, and consultation with the intern and
prospective supervisor (approval signifies conformance of the placement with program and national program
accreditation (CACREP) standards); maintaining an ongoing relationship with the supervisor through regular
phone/email contact and/or site visits; reviewing and filing program-generated internship paperwork; facilitating
on-campus didactic instruction, peer support and discussion group for interns; discussing with interns and
supervisors individually or together, routine or exceptional issues
concerning internship
duties and performance;
aligning with and abiding by the 2016 Counsel for Accreditation of Counseling and Related Educational
Programs (CACREP) Standards.
Conformance with Ethical Standards
All parties also agree to comply with the Code of Ethics and Standards of Practice of the American
Counseling Association and/or the American School Counseling Association or American Mental Health Counselors
Association.
SIGNATURES
Student Date
Site Supervisor Date
UC Counseling Field Service Coordinator Date
Rev 9/2016
69
University of Cincinnati: Counseling Program
Counselor Field Placement Site Description
Student Name:
_ Advisor Name: _
Student Number: _
Date:
Degree:
□Med School Counseling □MA Mental Health Counseling □PhD Couselor Education
Course: □Field Practicum □ Mstrs Internship 1 □ Mstrs Internship 2 □ Mstrs Internship 3 □ Dctrl Intrn
Term: □Fall □ Spring □ S u m m e r Year: 20 - 20
Supervisor Name
Supervisor Title
Supervisor Address
Supervisor Phone(s)
Supervisor Area of
Specialization
Highest degree Area
Specialization
Supervisor Current
License/Certificate
License: LPCC-S School Counseling
Other:
_
Supervisor Experience
Years
of
Pertinent
Professional
Experience
Site Name
Site Address
Site Phone(s)
Placement Clientele and
Services Offered
Supervisee
Responsibilities during
this Field Placement
Supervision Plan for this
Field Placement
SIGNATURES
Student______________________________________________________________________________ Date____________
Site Supervisor_________________________________________________________________________ Date____________
UC Counseling Field Service Coordinator_____________________________________________________Date____________
70
University of Cincinnati: Counseling
Program
Sample: 7060 Internship Log
Students will be provided a copy of this Excel file in their course Canvas site.
Intern
name
Site
Year Term
Site address
Year, Term
Site City/State/Zip
Site supervisor name
Intern signature Date
Supervisor signature Date
Credit Hours
Direct Other Individual Group On- Total
Contact Service On-Site Campus Service
Date Client Activity Hours Hours Supervision Seminar Hours
29-Jun-14 240 270 30 60 600
Totals --> 0.00 0.00 0.00 0.00 0.00
none none ---
-
-
-
-
-
-
-
-
-
-
-
-
-
71
University of Cincinnati: Counseling Program
Student Self Assessment of Internship and Counseling Skills Rating Form - M.A. Program
Field Placement Intern Name Term
Field Supervisor Name
Year /
Field Placement Site Credit Hours
Beginning Summer 2019, the Counseling Faculty adopted the Comprehensive Counseling Skills
Rubric (CCSR, Flynn & Hays, 2015) for site supervisors and faculty to evaluate students skills
during field placement. Students will also use this form to complete their own self-evaluations,
beginning in practicum. This tool is not available for public use and therefore is not reprinted here.
The authors have granted the UC Counseling Program permission for use. All students and
superviors are provide a copy of the CCSR during Practicum and Internship.
It is recommended that students keep a copy of completed forms.
72
University of Cincinnati: Counseling Program
Student Self-Assessment for School Counselor Training Program
Student Name: ______________________
Please indicate the semester and year you plan to start the internship: _____________
Beginning Summer 2019, the Counseling Faculty adopted the Comprehensive Counseling Skills
Rubric (CCSR, Flynn & Hays, 2015) for site supervisors and faculty to evaluate students skills during
field placement. Students will also use this form to complete their own self-evaluations, beginning in
practicum. This tool is not available for public use and therefore is not reprinted here. The authors
have granted the UC Counseling Program permission for use. All students and superviors are
provide a copy of the CCSR during Practicum and Internship.
What strengths do you see yourself possessing?
What competencies do you want to gain/improve during internship?
73
University of Cincinnati: Counseling Program
Supervisor Evaluation of Intern Rating
Beginning Summer 2019, the Counseling Faculty adopted the Comprehensive Counseling Skills
Rubric (CCSR, Flynn & Hays, 2015) for site supervisors and faculty to evaluate students skills during
field placement. This tool is not available for public use and therefore is not reprinted here. The
authors have granted the UC Counseling Program permission for use. All students and superviors
are provide a copy of the CCSR during Practicum and Internship.
74
University of Cincinnati: Counseling Program
Intern Evaluation of Site Form
Student Name:
_ Advisor Name:
_
Student Number: _
Date:
Degree:
□Med School Counseling □MA Mental Health Counseling □EdD Couselor Education
Course: □Field Practicum □ Adv Practicum □ Mstrs Intrn □ Dctrl Intrn
Term: □1 □2 □3 □4 Year: 20 - 20
Site Name
Site Address
Site Phone(s)
Managerial Head
Name _ Title _
Immediate
Supervisor
Name _
Title _ _
License [ ] PCS, [ ] PCC-S, [ ] Licensed School Counselor, [ ] Other
_
Academic
Training:
_
_
Clinical Experience (type): _
(years of experience) _
Activities
Supervision
State the percentage of your time spent in each of the following activities:
Direct service.....................................................................................................................
%
Preparation for service functions (e.g., paperwork, supervision)...................................... %
Coordinating services........................................................................................................
%
Staff meetings....................................................................................................................
%
Consultation.......................................................................................................................
%
Assessments...................................................................................................................... %
Program development / evaluation....................................................................................
%
Research............................................................................................................................ %
Other..................................................................................................................................
%
TOTAL........................................................................................................................... 100 %
Intern Evaluation of Site Form (Continued)
State the percentage of supervision time devoted to the kinds of supervision you received from your
on-site supervisor:
Discussion of your counseling sessions or cases............................................................... %
Live observation of your counseling sessions...................................................................
%
Audio recordings of your counseling sessions..................................................................
%
Video recordings of your counseling sessions..................................................................
%
Direct involvement in your counseling sessions or cases................................................. %
Other..................................................................................................................................
%
TOTAL........................................................................................................................... 100 %
75
UC Counseling Program: Intern Evaluation of Site Form (pg 2)
Student
Name:
Course:
□ Field Practicum □Adv Practicum □Mstrs Intrn □ Dctrl Intrn
Term: □1 □2 □3 □4 Year: 20 __ - 20 __
Please use the following scale to rate each of the evaluation items listed below. Provide additional comments in the space
provided.
(1)------ (2)------ (3)------- (4)------ (5)------
very poor fair average good very good
RATING OF THE SUPERVISOR
RATING
Availability of the supervisor
Willingness to answer questions, provide assistance, etc.
Adequacy of evaluation/feedback on your performance
Ability to provide useful input regarding specific case material and issues arising during your experience
Enthusiasm for their profession
Supportiveness of your work
Comments about your supervisor:
EVALUATION OF THE FIELD PLACEMENT SITE
RATING
Professional atmosphere among the counseling staff
Adequacy of your orientation to the site
Adequacy of agency accommodations available to you (e.g., office space, telephone)
Availability and assistance of the clerical support staff
Positive and constructive relationships with clients
Sensitivity to client needs and issues
Organization of the institution (procedures, policies)
Appropriateness of workload
Comments about your field placement site:
Would you be interested in working in this setting following completion of your counseling degree?
Y
N
Would you recommend this site to future practicum or internship students seeking a field placement?
Y
N
Rev. 6/2011
76
University of Cincinnati: Counseling
Program
Template for Goal Attainment Scaling Protocol
Candidate
Name:
__Date
School _ Supervisor _
1. Identify three students or one group (by an alias) whose performance you will document.
Student Name
Student 1:
Student 2:
Student 3:
Group:
2. Identify a high priority goal specific to an instructional area for each of these students. Cite the
Ohio Content Standard addressed by this goal if possible.
Student Goal
Student 1:
Student 2:
Student 3:
Group:
3. Identify outcomes for each student, beginning with the most likely outcome. This is the outcome you would
reasonably expect to occur at the end of the internship period. Then describe two higher levels of success, that
would indicate more than expected (+1), and much more than expected (+2). Do the same for lower levels of
progress, including less than the expected outcome (-1) and much less than the expected outcome (-2). Identify
the date on which you will review the students’ progress and who will rate the student (you or your
mentor/cooperating teacher).
Level of expected
outcome:
Student 1
Student 2
Student 3
Group
Review date:
Rater:
[+2] Much more than
expected
[+1] More than
expected
[ 0] Most likely
outcome
[-1] Less than
expected
[-2] Much less than
expected
77
4. Estimate the degree to which the plan was carried out as intended (i.e., fully, partially, rarely)
Degree to which plan
was carried
out
Student 1:
Student 2:
Student 3:
Group:
5. Rate each student’s outcome on the review date and report the goal attainment scale rating and the rater:
Rating on the
review date
Student 1:
Student 2:
Student 3:
Group:
Review Date
Rater (self, mentor)
Rating
Note: This goal
attainment
form may be useful for
monitoring progress
of clients in
sc
hoo
l
s
.
78
APPENDIX G: School Counseling Program Portfolio
79
UNIVERSITY OF CINCINNATI: COUNSELING
PROGRAM
School Counseling Program
Specialty Portfolio Directions
For your School Counseling Specialty Portfolio, sure to use this document to position yourself as a leader,
consultant and collaborator. Ultimately, your portfolio is a reflection of your “school,” yourself as a
professional, and the profession of school counseling. Let the ASCA National Model inform your content
choices. Be as creative as you would like.
Illuminate the “what” of your comprehensive school counseling program through your mission and vision
statements, program goals, annual agreement/calendar and closing the gap action plan. Educate your school
and the surrounding communities about the profession of school counseling and your role as a school
counselor at your particular grade levels (much of this information can be found on the ASCA website). Use
the portfolio to position yourself as a professional. Details that may positively influence your professionalism
include education, credentials, professional interests and affiliations, and theoretical orientation. Additionally,
you should use the ASCA Student Standards, School Counselor competencies and ASCA Ethical Standards
to further illustrate how you operate within your comprehensive school counseling program. Incorporate your
virtual professional presence into your website via widgets and/or other means.
Inform viewers about both direct (school counseling core curriculum, individual student planning and
responsive services – counseling and crisis) and indirect services (referrals, consultation and collaboration)
within your comprehensive school counseling program by providing evidence of these activities. For example,
you might upload a curriculum action plan and school counseling core curriculum presentation as evidence of
school counseling core curriculum or a one-page handout on a school counseling topic to demonstrate
consultation.
Because the bulk of what we do occurs behind doors, it is important for us to disseminate data to demonstrate
how we affect change. Specifically, your portfolio should include three types of data – process, perception and
outcome data – and their analyses. In addition, share needs assessment results with viewers.
80
Scoring Rubric for Masters in School Counseling/CECH/University of Cincinnati
Student__________________________________________ Date____________________ Reviewer ___________________________________________
Circle the appropriated boxes in each category. Each student’s performance will be scored in the categories noted below. The advisor’s ranking will be based upon
a three-point scale (3 = Exemplary, 2 = Satisfactory, 1 = Unsatisfactory). The minimum successful score will be 2.0 or better with no score being “Unsatisfactory.”
Criterion
CACREP Standard
Description
Rating
3 – Exemplary
2 – Satisfactory
1 – Unsatisfactory
Comments (Strengths/Weaknesses)
Assessments in
P-12 Education
Assessments specific to P-
12 education.
(1e)
Effectively selecting, administering, and
analyzing assessments (include
evidence of school counseling
activities from Internship 2 and
Leadership courses with a paragraph
explaining how the evidence-
based assessment and/or needs
assessment was used).
Leadership &
Advocacy Roles
School counselor roles as
leaders, advocates, and
systems change agents in
P-12 schools.
(2a)
Your portfolio should explain how you
have supported students through either
small group(s), classroom lessons, or
school-wide initiatives that focus on
advocacy and student equity. This can
be in the form of work-samples,
video explanations, written summary,
etc.
College and
Career
Readiness
School counselor roles in
relation to college and
career readiness.
(2c)
Your portfolio includes programming
(classroom lessons, group lessons, etc.)
that aligns with the ASCA’s
student mindset and behaviors related
to college and career readiness. This can
include work completed in past courses
or during internship.
81
Criterion
CACREP Standard
Description
Rating
3 – Exemplary
2 – Satisfactory
1 – Unsatisfactory
Comments (Strengths/Weaknesses)
Multi-
disciplinary
Leadership
School counselor roles in
school leadership and
multidisciplinary teams.
(2d)
Your portfolio should demonstrate
how you served as leaders
within your school (practicum or
internship site).
This could include evidence
of attendance/leadership at 504, IEP
Meetings, Response to Interventions, or
Multi-Tier System of Support, School
Improvement Plan, Departmental
Meetings, Child and Family Team
Meetings, and School Leadership
Teams.
Behavioral
Health
Characteristics, risk
factors, and warning signs
of students at risk for
mental health and
behavioral disorders.
(2g)
Your portfolio includes a description of
common mental health and behavior
disorders among K-12 age groups. You
should be able to demonstrate your role
as a school counselor in supporting
and providing prevention and
intervention services.
Professional
Identity
Professional organizations,
preparation standards, and
credentials relevant to the
practice of school
counseling.
(2l)
You effectively identify, describe, and
demonstrate your CSCP connected to
key ASCA documents (ASCA Mindsets
& Behaviors, School Counselor
competencies and ASCA Ethical
Standards) to your role as a school
counselor. This is evidenced through a
sample cover letter or professional
statement.
Mission &
Objective
Development
Development of school
counseling program
mission statements and
objectives.
(3a)
Your portfolio includes mission and
vision statements that align with the
school’s (and district’s) mission and
vision statements.
82
Criterion
CACREP Standard
Description
Rating
3 – Exemplary
2 – Satisfactory
1 – Unsatisfactory
Comments (Strengths/Weaknesses)
Program Design
& Evaluation
Design and evaluation of
school counseling
programs.
(3b)
Your portfolio includes
a completed school counseling calendar
with duties related to the
assess, manage, deliver,
and define components.
Activities outlined in the calendar reflect
the optimal 80:20 (direct/indirect)
ratio. Include a self-analysis
of your school counseling program’s
strengths and areas of improvement.
Core
Curriculum
Core curriculum design,
lesson plan development,
classroom management
strategies, and
differentiated instructional
strategies
(3c)
Your portfolio includes selected
and/or implemented evidence-based
curriculum based on student data and
assessed for program effectiveness.
Equity in
Achievement &
Access
Strategies to promote
equity in student
achievement and college
access.
(3k)
Your portfolio includes 2-4 program
goals that are aligned with the mission
and vision of the school
that promotes equitable achievement,
attendance, behavior and/or school
safety, based on school data to
address closing the gap issues related
to academic, career and personal/social
development. Program goals are written
using the SMART goal format – specific,
measurable, attainable, results-oriented
and time-bound.
83
Criterion
CACREP Standard
Description
Rating
3 – Exemplary
2 – Satisfactory
1 – Unsatisfactory
Comments (Strengths/Weaknesses)
School
Counseling
Activities
Evidence
NA
Your portfolio provides evidence of
the career prevention/intervention
program from CNSL 7015 and include
a brief summary of how you applied the
assignment to your school counseling
role or how you plan to apply learned
knowledge to their future school
counseling position.
Action Plans
NA
You should communicate how you have
or intend
to foster community engagement with
key stakeholders.
Portfoilio
Design
NA
Information included in your portfolio is
well
organized and includes graphics that
are applicable to what is communicated.
All included links are appropriate and
working properly. External links are
purposeful and suitable.
Quality of
Writing
NA
Your portfolio is free from spelling and
grammatical errors and biased language.
Ideas are clearly expressed without
unnecessary jargon.
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APPENDIX H: Mental Health Counseling Exam
85
Comprehensive Exam
Mental Health Counseling
Please provide your response to one of the cases summaries provided as it pertains to CACREP Standards Section C. 1
(Foundations) and 2 (Contextual Dimensions).
(1) Develop a theoretically based conceptualization of the client that includes (use appropriate APA level
headings): (132 points)
a. Description of your role in the counseling process;
b. Use of ecological theory and systems interactions in conceptualization;
c. Assessment of client’s developmental and therapeutic needs using a biopsychosocial framework;
d. Identification of a therapeutic modality for treatment and potential evidence-based treatment
interventions;
e. Culturally relevant considerations for treatment;
f. Legal and ethical considerations;
g. Potential professional resources to assist with treatment process (e.g. professional organizations and
standards).
Support therapeutic ascertains with professional texts and peer-reviewed articles cited in APA style. Your response
should be in APA format (20 pts). A template for your conceptualization will be provided.
Following conceptualization, include a treatment plan using the SMART approach (20 pts) along with a preliminary
diagnostic impression using support from the DSM-5 (8 pts). The treatment plan should include at least three short-term
objective and one long-term objective (20 pts). Make sure to include discussion of potential substance use disorders and
impact of crisis and trauma in diagnosis.
See rubric for guidance regarding the grading of this component of your comprehensive exam.
Case Conceptualization: 200 points [See Rubric on Canvas]
• A passing score is a score greater than or equal to 140 points (70%)
Skill Demonstration: 100 points [See Rubric on Canvas]
• A passing score is a score greater than or equal to 70 points
• You will sit with your case client in a mock counseling session to demonstrate your usage of basic counseling
skills and relational processes. This mock session will be recorded and last approximately 10-15 minutes. For
this session, you will provide your mock client (a doctoral or first year MHC master’s student) the prompt
listed with your case. You can share the complete case study with the mock client. Assume that this is the
session listed in the prompt provided (initial rapport building and assessment is assumed complete prior to the
session demonstrated).
86
APPENDIX I: Thesis Option Documents
87
APPENDIX I-1.
COLLEGE OF EDUCATION, CRIMINAL JUSTICE AND HUMAN SERVICES
SCHOOL OF HUMAN SERVICES
COUNSELING PROGRAM
APPLICATION FOR MASTER’S THESIS OPTION
NAME: ____________________________________________ STUDENT ID (M #): ___________________
EMAIL ADDRESS: ____________________________________ ACADEMIC YEAR: ___________________
SUMMARY OF PROPOSED RESEARCH PROJECT (Please feel free to attach another page to this form):
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_____________________________________________________________________
PROPOSED MASTER’S THESIS ADVISOR(S):
NAME SIGNATURE DATE
Proposed Chairperson
Please submit this form along with the following documents to master’s thesis coordinator by the deadline set forth by
the Counseling program:
1. Current resume/CV
2. Writing sample
3. Future goals statement (2-3 double-spaced pages that describes your future career goals and the research
problem and question that will be addressed in your proposed research project)
88
APPENDIX I-2.
COLLEGE OF EDUCATION, CRIMINAL JUSTICE AND HUMAN SERVICES
SCHOOL OF HUMAN SERVICES
COUNSELING PROGRAM
SAMPLE TIMELINE FOR THESIS COMPLETION (TWO YEARS)
Year
Semester
Major Activities
Details
Year 1
Fall
Orientation Attendance
and Application
Submission
Initial
Conceptualization of
Project
The orientation will describe this process in
detail. Students are encouraged to begin
networking with faculty members as soon
as they arrive to campus to learn more
about the opportunities that are available
for thesis projects. Students are required to
apply for the thesis option (see Appendix
H-2) and will receive notification of their
application status during the Fall semester.
Students should meet with their thesis
advisor to begin finalizing the initial
concept of the project as soon as they
receive notification of acceptance.
Spring
Enroll in CNSL 8073
(1 credit)*
(Master’s Thesis
Guidance: Counseling)
Prepare Master’s
Thesis Proposal
Students are required to meet with their
thesis advisors on a weekly basis. Students
will be required to complete IRB training
(e.g., CITI), an annotated bibliography that
is related to their project and to attend
meetings called by the thesis option
coordinator. Students will receive a final
grade for CNSL 8073 (each semester) based
on the successful completion of the
aforementioned items. Students are also
strongly encouraged to identify committee
members during this semester and to begin
work on their thesis research proposal.
Summer
Enroll in CNSL 8073
(1 credit)*
(Master’s Thesis
Guidance: Counseling)
Prepare/Finalize
Master’s Thesis
Proposal
Thesis Proposal
Hearing
Apply for IRB Approval
Students are required to meet with their
thesis advisors on a weekly basis (in a face-
to-face or virtual format) to work on the
thesis proposal (i.e., intro, literature
review, methods) which is due by the end
of the semester. The thesis proposal
hearing must be held by the end of the
summer semester so that students can
apply for IRB approval as soon as possible.
It is important to select a chairperson and
committee members who will be available
during the summer. Please work closely
with your advisor when submitting your
proposal to the IRB.
89
Year 2
Fall
Enroll in CNSL 8073
(3 credits)*
(Master’s Thesis
Guidance: Counseling)
Conduct the Research
Write the thesis
manuscript
Students are not allowed to collect data or view
data on existing projects until they have
received IRB approval. As mentioned before,
the length of the IRB review process is out of
the Counseling program’s control. Therefore,
students are encouraged to work with their
advisor to determine the type of work that you
can do while you wait for approval. This process
will vary for each student based on the type of
project that is proposed (e.g., analysis of
existing data vs. collecting data).
Spring
Enroll in CNSL 8073
(3 credits)*
(Master’s Thesis
Guidance: Counseling)
Write the thesis
manuscript
Hold a Master’s Thesis
Defense
Submit the final
version of the thesis to
the graduate school
Final touches to the manuscript should be made
at the beginning of the semester. Please note
that there are several Graduate School
deadlines that students must abide by in order
to graduate on time. For example, students
must list and verify their committee members
through an online system (Electronic
Theses/Dissertations; ETD) during the first week
of the Spring semester. As noted earlier,
students who do not successfully defend their
thesis by the end of their second year will delay
their graduation from the program.
*Mental Health Counseling Students: The CNSL 8073 course will count towards your electives in Fall and
Spring of Year 2. You will be required to enroll in CNSL 8073 as an additional course in Year 1. School
Counseling Students: The CNSL 8073 course will count towards your electives in the Summer and Fall of
Year 2. You will be required to enroll in CNSL 8073 as an additional course in Year 1 and Spring of Year 2.
90
APPENDIX I-3.
COLLEGE OF EDUCATION, CRIMINAL JUSTICE AND HUMAN SERVICES
SCHOOL OF HUMAN SERVICES
COUNSELING PROGRAM
RESULTS OF MASTERS THESIS PROPOSAL
NAME: ____________________________________________ STUDENT ID (M #): ___________________
EMAIL ADDRESS: ____________________________________ ACADEMIC YEAR: ___________________
THESIS PROJECT TITLE:
_________________________________________________________________________________________________
_________________________________________________________________________________________
THESIS PROPOSAL STATUS: ______ ACCEPTED _____CONDITIONALLY ACCEPTED _____ REJECTED
REQUIRED MODIFICATIONS:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_____________________________________________________________________________
OTHER COMMENTS:
_________________________________________________________________________________________________
_________________________________________________________________________________________
NAME SIGNATURE DATE
Chairperson
NAME SIGNATURE DATE
Area of Concentration (Program Faculty Member)
NAME SIGNATURE DATE
University Faculty (Program Support)
NAME SIGNATURE DATE
University Faculty (Program Support)
NAME SIGNATURE DATE
Student
91
APPENDIX I-4.
COLLEGE OF EDUCATION, CRIMINAL JUSTICE AND HUMAN SERVICES
SCHOOL OF HUMAN SERVICES
COUNSELING PROGRAM
RESULTS OF MASTER’S THESIS DEFENSE
NAME: ____________________________________________ STUDENT ID (M #): ___________________
EMAIL ADDRESS: ____________________________________ ACADEMIC YEAR: ___________________
THESIS PROJECT TITLE:
_________________________________________________________________________________________________
_________________________________________________________________________________________
THESIS DEFENSE STATUS: ______ ACCEPTED _____CONDITIONALLY ACCEPTED _____ REJECTED
REQUIRED MODIFICATIONS:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_____________________________________________________________________________
OTHER COMMENTS:
_________________________________________________________________________________________________
_________________________________________________________________________________________
NAME SIGNATURE DATE
Chairperson
NAME SIGNATURE DATE
Area of Concentration (Program Faculty Member)
NAME SIGNATURE DATE
University Faculty (Program Support)
NAME SIGNATURE DATE
University Faculty (Program Support)
NAME SIGNATURE DATE
Student
92
APPENDIX J: Understanding and Acknowledgment of Handbook
Policies
93
University of Cincinnati: Counseling
Program
Handbook Understanding and
Acknowledgment
Complete this form and upload a signed copy on the Program Canvas site by the 2
nd
week of your
first term in the program. This form must be placed in each counseling program student’s file.
Please keep a copy for your records.
I, _____________________ (student name), have downloaded and read the University of Cincinnati
Counseling Master’s Program Student Handbook and understand that I am responsible for the
information presented therein.
I understand the policies and procedures as stated in the Handbook. I agree to fulfill the
requirements as stated and to abide by the policies set forth herein.
I understand that it is solely my responsibility to meet the requirements of the Graduate School and
the College of Education, Criminal Justice, and Human Services at the University of Cincinnati.
I further understand that the faculty of the University of Cincinnati Counseling Program has the right
and responsibility to monitor my academic progress, my professional ethical behavior, and my personal
characteristics and, based on that monitoring, to make decisions about my standing in the counseling
program—whether I will continue without restriction, will continue with restriction and/or remediation, or
will withdraw from the program. I understand that remediation can include the requirement of personal
counseling that I undertake at my own expense.
I understand that success in the sequence of clinical courses requires some skills different from those
required for success in didactic courses; thus, success in didactic courses does not guarantee success
in clinical courses. I also understand that the sequence of clinical courses involves the demonstration of
increasingly complex counseling competencies and, consequently, that success in earlier course(s) in
the sequence does not necessarily indicate success in later course(s) in the sequence.
I hereby agree to provide proof of malpractice insurance throughout my program in counseling and
notification of any changes in my insurance coverage.
I understand and agree to the conditions of this document. Any breach of this agreement constitutes
grounds for being removed from the counseling program. I also understand the program’s retention
policy and am clear that there are certain behaviors that, if violated, will supersede this agreement
including remediation services and, instead, may result in immediate removal from the program (e.g.,
ethics violations).
Signature Date
Print name
94
