Counselor Education Department

Clinical Mental Health

Counseling Program

Student Handbook 2019-2020

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WELCOME!

The faculty and staff of the Counselor Education Department welcome you to the Clinical

Mental Health Counseling (CMHC) Program at The Chicago School of Professional Psychology

(TCS). This handbook contains useful information about the CMHC program, its course of

study, information about the capstone, and evaluation measures that are critically important for

all students. Please refer to the campus handbook for additional information not listed.

As a TCS CMHC student, your presence in our program requires strict adherence to the ethical

principles of the counseling profession. Each student in the CMHC program is expected to

conduct themselves as professionals in training and adhere to the ethical standards and Standards

of Practice set forth by the American Counseling Association (ACA). We invite each student to

read and learn the parameters of the program and seek guidance from your program advisor if

you have any additional questions.

All students are strongly encouraged to become members of the American Counseling

Association (ACA), the Association of Mental Health Counseling (AMHCA), the Illinois

Counseling Association (ICA), and other appropriate local and specialty organizations.

Welcome to our CMHC program and good luck to you!!

Directory-CES Faculty/Staff

Michael Kocet, Ph.D., LMHC, NCC, ACS , Department Chair and Program Coordinator

for the Ph.D. in Counselor Education & Supervision Professor

mkocet@thechicagoschool.edu

312-467-2158

MM #4121

Theresa Moore, Ed.D, LCPC, BC-TMH , Director of Training: CES Associate Professor

tmoore1@thechicagoschool.edu 312-

467-2102

MM #4119

Linda Robinson, Psy.D. LCPC, NCC , Associate Professor lrobinson@thechicagoschool.edu

312-487-2514

MM #4104

Melissa Stevenson, Department Manager, School of Psychology & Counselor Ed

mstevenson@thechicagoschool.edu

312-467-2165

MM#4128

Ivonne Diaz, Student Support Counselor, DSO

idiaz@thechicagoschool.edu

312.467.2352 3

Wells # 331

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Office of Placement and Training (OPT)- Counselor Education Department:

Frances McClain, MA, LCPC, NCC, Director of Clinical Training Office of

Placement & Training

312.379.1676 | fmcclain@thechicagoschool.edu

Theresa Moore, Ed.D, LCPC, BC-TMH , Director of Training: CES

Associate Professor

tmoore1@thechicagoschool.edu 312-

467-2102

Central OPT Office for Chicago Campus:

James Vowell, BAS ITAM

National Manager of APP Student Records & Data

jvowell@thechicagoschool.edu

312-410-8958

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Program Information Program information, such as, program overviews, program learning outcomes, and course

descriptions can be found in the Programs of Study pages in the 2019-2020 Academic Catalog

and Student Handbook.

Mission Statement

The Clinical Mental Health Counseling program at The Chicago School of Professional Psychology

is a Transformational, Community-Based Counseling Program committed to educational experiences

that provide training in mental health counseling for a variety of clinical settings, such as: couples/family

counseling, social service and mental health agencies, college counseling centers, non-profit

organizations, and private practice. Focusing on three core areas of ethical practice,

multiculturalism/social justice, and advanced clinical practice, the program prepares students to work in

a variety of settings, especially those in underserved communities.

The Counselor Education Department of The Chicago School of Professional Psychology seeks to

educate and prepare professional counselors for careers and service in diverse community contexts—as counselors, consultants, and advocates for individuals, families, and groups. Our faculty are licensed

practitioners, embracing a professional identity as counselors, who facilitate the development of this professional identity in students as well. We embrace the concepts of wellness, holistic and

biopsychosocial perspectives, lifespan development, professional ethics, multicultural/social justice and spiritual competencies, advocacy, and prevention. The counseling faculty is diverse with regard to

background, experience, and counseling orientation. We prepare counselors to help clients effectively respond to developmental, educational, career, mental health and other life challenges. As professional

counselors, students in the Counselor Education Department are trained to think critically, communicate effectively, and responsibly utilize evidence-based innovative strategies to enhance the practice of

counseling in the 21st century. Students also learn to effectively utilize theoretical and philosophical

principles in practical. Graduates of our

program are well prepared to pursue licensure and careers in settings where their passions and abilities

are well matched to community needs.

Department Philosophy

The faculty and staff in the Department of Counselor Education at The Chicago School of Professional

Psychology are committed to helping support students throughout their academic program. We strive to

help create a positive, student-focused learning environment that will prepare students to be effective,

professional counselors in a variety of clinical or educational settings.

Students in the Department of Counselor Education are involved in training in preparation for providing

counseling and support services with diverse populations in specific intended settings (school,

college/university, mental health agency, hospital, or other clinical setting) using a variety of treatment

modalities (e.g., individual, group, and family). The content areas studied and the field experiences

provided will have students aimed at expanding their understanding of human development and the

conditions necessary for change and growth.

Vision Statement

The Counselor Education Department at The Chicago School of Professional Psychology will be the

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leading Transformational, Community-Based Counselor Education Program providing students ethically

and social justice grounded clinical training.

Commitment to Diversity

The Department of Counselor Education is strongly committed to infusing diversity issues throughout the

entire counseling training experience. Students in our program are expected to carefully examine the

social, cultural, environmental, and historical issues that can affect client and student well-being. Part of

being a culturally competent counselor is being aware of our own biases, perceptions, world views and

how this impacts the counseling relationship.

Policy of nondiscrimination The Counselor Education Department does not discriminate in admission to

or access to, or treatment or employment in, any of its educational programs or activities, including

scholarships, loans and athletics, on the basis of race, religion/spirituality, color, gender, gender identity,

marital status, age, sexual orientation, national origin, veteran status or disability or other areas

prescribed by law.

Orientation The Counselor Education Department provides a formal orientation session for students at

the beginning of their academic training in accordance with Section F.7.a.

Orientation of the American Counseling Association Code of Ethics (2014) which states that orientation

to a counseling program is an on-going process and continues throughout the academic training (from the

time of application to graduation). In addition to the formal orientation provided to all new students at the

beginning of the program, each student is provided informal orientation opportunities throughout the

relationship with an academic advisor whose role is to provide students with guidance about choosing a

program curriculum, information about practicum and fieldwork experiences, and opportunities to

address students’ concerns and issues. Advisors serve as the “point person” for ongoing questions or

concerns that students may have regarding orientation to the counseling program. This orientation

includes (but is not limited to):

Skills and Knowledge The counseling program is designed to provide students with the most current and

up-to-date information about the counseling profession, including its historical foundation, counseling

theories and models, multicultural training, group process, counseling ethics and professionalism,

assessment and research methodologies. Students will also be taught skills that can be used in a variety of

counseling settings and contexts.

Training goals and objectives Each counseling program is designed to provide students with the

fundamental core subject areas that will prepare students for direct practice in the students chosen field.

Some fields require certification and/or professional licensure. While graduation from TCSPP’s Clinical

Mental Health Counseling program does not automatically guarantee state or national certification or

licensure, our program does provide the requisite training.

Self-growth Experiences Because we are a counseling program, our professional identity is centered not

only on the growth and development of the clients and students we serve, but also on our own personal

and professional growth. In many of the counseling courses offered in the program, faculty will integrate

self-growth exercises and opportunities for students’ personal awareness and reflection. Self-growth

experiences are infused throughout all counseling curriculum and continues even after graduation - it is a

lifelong process. Students are encouraged

to embrace challenging themselves out of their comfort level in order to increase self-reflection and

therefore addressing their own personal qualities, characteristics, experiences, and personal reactions. The

ability to achieve mastery in self-reflection is critical to the knowledge and skill set of a competent

counselor.

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Counseling faculty may encourage students to seek professional help to address any personal concerns

that may be affecting their competency or academic performance, as is required by our professional code

of ethics (see ACA Code of Ethics (2014) Section F.7.b.).

Strengths of Clinical Mental Health Counseling and Counselor Education and Supervision

Programs Smaller Programs Intimate Student-Faculty Rapport

intimate Learning Experience

Individualized Attention/Mentoring

Integration of ACA Multicultural and Social Justice Competencies

Faculty who are Practitioner Leaders on a state and national level

Formal Ph.D. Mentoring Program

Wellness Statement

In support of your process through this academic development, I would like you to know you are valued. I

would also like you to know that your value will continue to grow and increase as you develop your skills

throughout and within the clinical mental health counseling field. Be mindful of your value and aware that

you will always have support. There are specific services you can utilize during your time here at The

Chicago School of Professional Psychology. If ever you need to support your value, you can call: 855-460-

6668. This is a free, confidential, counseling network that will assist you in finding someone to speak with

regarding your concerns and needs. There is also a link with more helpful information:

https://my.thechicagoschool.edu/community/studentlife/Pages/Counseling.aspx. In addition, please feel free

to browse the wellness page located below for additional strategies and helpful guidance:

https://my.thechicagoschool.edu/community/studentlife/Pages/studentwellness.aspx

Be well.

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Department Goals & Objectives- (Alignment with National Accreditation

Standards)

Professional Counseling Organizations/ Association

The Department of Counselor Education believes that part of successful professional development

includes membership to professional associations. Effective Fall 2019, all Counselor Education students

are required to join the American Counseling Association www.counseling.org as a student member. You

are encouraged to considering joining other organizations in the field of counseling that align with your

professional aspirations and career goals, such as:

1. Association for Specialists in Group Work www.asgw.org

2. American Mental Health Counselors Association www.amhca.org

3. Association for Multicultural Counseling and Development

https://multiculturalcounselingdevelopment.org/

4. Illinois Counseling Association www.ilcounseling.org

American Counseling Association Code of Ethics Upon formal admittance to the Clinical Mental Health Counseling (CMHC) program, each student is

expected to be knowledgeable of and integrate into their professional practice the Code of Ethics of the

American Counseling Association (2014). Students may obtain a copy of the ACA Code of Ethics (2014)

online at www.counseling.org or by contacting 1- 800-422-2648 x. 222. All students are expected to read

the Code of Ethics in its entirety and to abide by the professional standards expected of members of the

counseling profession. It is critical that students understand their obligation to abide by the code of

ethics. Students are encouraged to pay particular attention to Section F: Supervision, Training, and

Teaching which addresses ethical behavior expected of students and faculty during formal academic

training. Students are expected to follow the entire ACA Code of Ethics.

Chi Sigma Iota Chi Sigma Iota is an international honor society that values academic and professional excellence in

counseling. Strong professional identity is promoted through members who contribute to the realization

of a healthy society by fostering wellness and human dignity. This is done through scholarship, research,

professionalism, leadership, advocacy, and excellence in counseling. Students are able to apply after they

complete at least one semester of full-time graduate coursework, have earned a grade point average of 3.5

or better on a 4.0 system.

Curriculum CM 500 - Introduction to the Counseling Profession and Ethics This course introduces students to professional and practice aspects in counseling. Students will examine

the historical, philosophical, and social context of the field as it developed.

The course examines the professional, ethical, and legal issues related to the practice of professional

counseling. Topics addressed include ACA Code of Ethics content such as informed consent, client

rights, and malpractice as well as other regulations influencing the practice of counseling. The course also

examines the major decision making models used for resolving ethical dilemmas. Relevant statutes and

laws in the State of Illinois and other states are also reviewed. This course includes a lab to augment

placement, professionalization, and advisement activities. (3 credits)

CM 507 - Theories of Counseling and Psychotherapy The basic theories, principles, and techniques of counseling and psychotherapy, as well as applications to

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a variety of therapeutic settings, are explored in this course. The course also focuses on personal theory

construction, bias embedded in theory, and cultural diversity. (3 credits)

CM 514 - Diagnosis of Mental Health Issues This course addresses the general principles of etiology, diagnosis, treatment, and prevention of mental

and emotional disorders. Major definitions and descriptions of psychological phenomena as categorized

and classified by the DSM diagnostic system are covered. This course includes models of mental status

assessment as well as the application of how cultural factors influence mental health. (3 credits)

CM 521 - Lifespan Development This course examines normal development from infancy through advanced age, focusing on the

development of perceptual and cognitive processes, psychosocial roles, and familial interpersonal

processes. Current clinical approaches are examined from diverse theoretical viewpoints and in light of

recent research findings. Cultural diversity and individual differences are integral to this course. (3

credits)

CM 528 - Helping Relationships & Skill Development in Counseling This course provides a comprehensive knowledge base of essential counseling and interviewing processes

in a multicultural society, including the development of basic listening and attending skills. Counseling

methods and strategies, and counselor self- awareness are integrated into the course. (3 credits)

CM 530 - Advanced Treatment Planning and Psychopharmacology Prerequisite(s): CM 528 - Helping Relationships & Skill Development in Counseling. A continuation of

Helping Relationships and Skill Development in Counseling I, this course advances the student’s

knowledge and abilities in counseling, diagnostic, and treatment skills, including crisis intervention,

suicide ideation, and mental status exams. The course examines the treatment of mental and emotional

disorders, including the development of a treatment plan, reporting and assessing progress, appropriate

referral procedures, formulating SMART goals, and understanding the effect on client behavior and the

interaction of psychotropic medications and mood altering chemicals in the treatment of mental and

emotional disorders. Cultural diversity and individual differences are integral to this course. (3 credits)

CM 536 - Couples and Family Counseling Prerequisite(s): CM 507 and CM 528. This survey course presents family systems and its major theories

and practice. Couple and family lifecycle dynamics will be addressed as well as issues impacting healthy

family functioning and development in a diverse society. Other relevant theories will also be covered. (3

credits)

CM 543 - Group Theories and Processes of Counseling Prerequisite(s): CM 507, CM 521, CM 528 This course provides the foundation for understanding

theory, dynamics, principles and techniques of group therapy and counseling. Throughout the course

students are exposed to various models for conducting therapeutic groups with diverse populations.

Students are also involved in an experiential practice of group process throughout the course. (3 credits)

CM 550 - Diversity & Multiculturalism Recognizing that becoming a multiculturally competent practitioner is a lifelong endeavor, this course

serves as a foundation upon which continued personal and professional development in the area of

diversity should be built. Students will be supported in learning about themselves as sociocultural beings

and will identify the impact of their own worldviews, cultural privilege, and biases on cross-cultural

interactions. This course will also address the psychological, socio- political, historical, and economic

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influences on various aspects of social identity, including but not limited to, gender, ethnicity, religion,

class, race, immigrant status, disability, and sexual orientation. This involves gaining a better

understanding of the mechanisms that impact less privileged groups. The course will be presented in

both didactic and experiential formats with a focus on self-awareness and students will be expected to

actively engage in interdependent and reflective learning. (3 credits)

CM 564 - Career Development & Counseling This course provides an understanding of career development theories and decision-making models,

occupational educational information sources and systems, assessment instruments and techniques

relevant to career planning and decision making, career, lifestyle, and leisure counseling, guidance and

education, career development, program planning, resources, and effectiveness evaluation. (Lab fee for

Online students). (3 credits)

CM 571 - Assessment of Individuals Prerequisite(s): CM 514. This course introduces the student to psychological evaluation and its role in the

counseling relationship. It provides the student with a strong foundation in understanding and

communicating clinical assessment data. The course will review basic concepts of standardized and non-

standardized testing and other assessment techniques including norm-referenced and criterion-referenced

assessment, environmental assessment, intellectual assessment, individual and group test and inventory

methods, behavioral observations, and computer-managed and computer-assisted methods. Attention will

be given to understanding strategies for selecting, administering, and interpreting assessment and

evaluation instruments and techniques in counseling. (Lab fee for Online students). (3 credits)

CM 578 - Methods of Research & Program Evaluation This course is designed to teach students experimental and quasi-experimental research design at both

the conceptual and applied levels. Areas of emphasis include: quantitative and qualitative methodology

(research design, data collection, analysis and interpretation); basic statistical analyses; program

evaluation; and critical appraisal of published research. Ethical, social and culturally-relevant strategies

for interpreting and reporting results of research and program evaluation are integrated throughout the

course and within the context of mental health. (3 credits)

CM 585 - Addictions and Substance Abuse Prerequisite(s): CM 514. This course introduces the multiple components and etiology of addictions and

substance abuse. A strength-based and holistic model for assessment and evidence based research and

treatment care models are examined. (3 credits)

CM 592 - Clinical Mental Health Counseling This course will provide an overview of mental health in the community setting with a historical context

and the role that advocacy plays. Prevention and intervention approaches will be discussed. The practice

of mental health in the changing community will also be a focus. (3 credits)

CM 599 - Trauma and Crisis Counseling: Causes, Effects, & Contexts This course provides an overview of trauma and its multi-level effects on development and physiology,

interpersonal relationships, family systems and societies. A conceptual framework of evolving

perspectives of traumatic stress, as well as education about the ethnocultural milieu is provided.

Numerous sources of trauma, including child maltreatment, domestic violence, sexual assault, terrorism,

armed conflict, and natural disasters are explored. Risk and protective factors are considered within the

context of local, national and international efforts to reduce or respond to crises and other traumatic

events, from both logistical and systems perspectives. (3 credit hours)

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CM 605 - Counseling Practicum Prerequisite(s): Must have a B or better in all completed courses before enrolling in this 3- credit course,

good academic standing, and approval of the Counselor Education faculty. During this fourteen-week

course, students complete a supervised practicum experience at an approved site with an approved

clinical supervisor for a minimum of 100 hours. The practicum course is comprised of the on-site clinical

counseling supervised experience, and students must participate in group supervision, which meets

weekly throughout the entirety of the semester. (3 credits)

CM 614 - Internship in Counseling 1

Prerequisite(s): Counseling Practicum successfully completed with a grade of B or better.

During this fourteen-week course, students complete the next level of supervised internship experience at an

approved site with an approved clinical supervisor, for a minimum of 300 hours to further develop their

individual and group counseling skills. The Internship I course is comprised of the on-site clinical

counseling supervised experience, and students must participate in site and group supervision, which meets

weekly throughout the semester. (3 credits)

CM 619 - Internship in Counseling 2 Prerequisite(s): CM 614 successfully completed with a grade of B or better and approval of the

Counselor Education faculty. During this eight-week course, students complete a more advanced level

of supervised Internship experience at an approved site with an approved clinical supervisor, for a

minimum of 300 hours to further develop their individual and group counseling skills. This course is

comprised of the on-site clinical counseling supervised experience, and students must participate in site

and group supervision, which meets weekly throughout the semester. (3 credits)

OPT Information

Field Experience

Practicum and internship, sometimes referred to as field training, provides for the application of theory

and the development of counseling skills under supervision. These experiences offer opportunities for

students to counsel and provide other professional services to diverse clientele in their communities. Each

student is responsible for identifying potential practicum/internship sites according to program criteria

described inthe Practicum/Internship Manual. Students are encouraged first to assess their counseling and

professional interests, training needs, and goals (e.g., populations, settings, clinical presentations, and

professional activities of interest). Then, students will tap into their existing personal and professional

networks to learn of sites that provide clinical mental health counseling services. In addition, they may:

conduct internet searches; consult the websites of local, state and national professional organizations;

network with other human services organizations in their communities; and/or talk with the CMHC

Director of OPT to brainstorm additional routes to site development.

Typically, students complete their practicum and internship at the same site. During the fourteen-week

practicum course, students complete a supervised practicum experience at an approved site with an

approved clinical supervisor for a minimum of 100 hours. The practicum course is comprised of the on-

site clinical counseling supervised experience, and students must participate in group supervision, which

meets weekly throughout the entirety of the semester, as well as coursework. Students will practice

foundational counseling skills and, over time, integrate more advanced skills through practice in classes,

supervised recorded sessions, and direct service at their sites. Moreover, the practicum experience often

focuses on the personal qualities needed to develop genuine and effective counseling relationships with a

wide range of clientele. As such, students learn self-assessment skills as well as how to understand

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clients’ worldviews.

During the CMHC Student Practicum and Internship fieldwork experience, all CMHC students must

participate in weekly Doctoral Supervision with a Ph.D. student in the Counselor Education and

Supervision (CES) Program. This weekly supervision lasts for the CMHC students’ entire fieldwork

experience. It is expected that CMHC students fulfill all expectations and actively participate in Doctoral

Supervision. Failure to actively participate in supervision with their assigned Ph.D. CES supervisor may

impact their ability to pass the Practicum/Internship Experience.

After successfully completing the practicum course, students will enroll in Internship I. During the

fourteen-week Internship I course, students complete the next level of supervised internship experience

at an approved site with an approved clinical supervisor, for a minimum of 300 hours to further develop

their individual and group counseling skills. The Internship I course is comprised of the on-site clinical

counseling supervised experience, and students must participate in site and group supervision, which

meets weekly throughout the semester, as well as coursework.

Following successful completion of Internship I, students will enroll in Internship II. During the

fourteen-week Internship II course, students complete a more advanced level of supervised Internship

experience at an approved site with an approved clinical supervisor. Students must complete a total of

600 hours within the Internship I and Internship II semesters (Spring and Summer)to further develop their

individual and group counseling skills. The Internship II course is comprised of the on-site clinical

counseling supervised experience, and students must participate in site and group supervision, which

meets weekly throughout the semester, as well as coursework. The internship is intended to reflect the

comprehensive work experience of a clinical mental health counselor, and students will participate in the

full range of roles and responsibilities available at their sites.

Note the practicum and internship experiences are conducted under the direction of a qualified on-site

supervisor, and the minimum total number of hours accrued is 700 (i.e. 100 practicum hours + 300

Internship I hours + 300 Internship II hours = 700 (minimum) total hours). An advanced internship

course is available to students needing a full year of field work or 900 hours of internship to complete

the necessary course work for counseling licensure in certain states.

Transfer of credit for the practicum/internship is not granted and practicum/internship requirements

are never waived. Further details regarding practicum and internship are found in the

Practicum/Internship Manual available from the CMHC Director of OPT.

Requirements to Apply

The CMHC program developed the following guidelines to help students prepare for successful

professional practice. Adherence to these procedures is critical, and students should consult the CMHC

Director of OPT if they have questions.

To be eligible for practicum training, all students (i.e. full-time, on a one-two schedule, or part-time)

must:

Complete core courses with a grade with a grade of B- or better before enrolling,

Be in good academic standing, and

Receive the approval of Director of OPT.

Ineligibility for Practicum/Internship

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Please note that any CMHC student may be withheld at any time from the practicum/internship

search and training processes if:

They have a cumulative GPA below 3.0.,

They are not in good academic standing,

They have been referred to the Student Affairs Committee and are awaiting that hearing

and/or the decision, and/or

There is a significant concern about their professional development and/or ability to meet the

demands of practicum training.

Requirements to be a Practicum/Internship Site Supervisor

A practicum or internship site supervisor must have:

A minimum of a master’s degree in counseling or a related profession (e.g., marriage and

family therapist, social work, psychologist, psychiatrist) with equivalent qualifications,

including appropriate certifications and/or licenses;

A minimum of two (2) years of pertinent, post-master’s professional experience in the program

area in which the student is completing clinical instruction;

Knowledge of the CMHC program’s expectations, requirements, and evaluation procedures

for students;

Relevant training in counseling supervision. [Relevant training in counseling supervision can

be defined as having a minimum of three clock hours (e.g. workshop, class) in counseling

supervision, that includes an understanding of (a) models and theories of counseling

supervision, (b) ethical issues relevant to counseling supervision, and (c) multicultural issues

relevant to counseling supervision.]; and, Malpractice/liability insurance.

Students can reference the Practicum and Internship Manual for additional information.

Liability Insurance

While the Chicago School of Professional Psychology provides liability insurance for all students engaged

in practicum/internship, CMHC students are required to obtain their own student liability insurance offered

through HPSO. Students receive free professional liability insurance as members of the American

Counseling Association. Should a site require documentation of this, please contact the CMHC Director of

Clinical Training (DCT).

Requirements for Completion

The CMHC Director of OPT submits grades for practicum based on the evaluation of the site supervisor,

the student's performance in the practicum/internship courses, the completion of the requisite clinical

hours, and the submission of all required forms to the department’s OPT. Complete adherence to ethical

standards of the field is required of all students, especially those in fieldwork. Should a student

demonstrate unprofessional or unethical behavior, or signs that he or she lacks suitability for the

profession, he or she may be dismissed from fieldwork. Dismissal or student‐ initiated termination from

practicum or internship is considered extremely serious and will result in automatic referral to the Student

Affairs Committee. Students may be required to reapply for field placement the next training year if they

cannot successfully complete their field placement experience.

Capstone Projects & Comprehensive/Competency Examination

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A key part of the Clinical Mental Health Counseling Program at The Chicago School is assessment of

the acquisition of student knowledge, skills, and competencies to become mental health counselors. To

assess the competency of each student in the program, there are three benchmark “Capstone

Experiences” that will assess student’s progress in the program: 1) The CPCE Exam, 2) Professional

Readiness Interview, and 3) Capstone Portfolio.

CPCE Exam In January of the year of graduation, students will be required to take and receiving a passing score on

the CPCE (Counselor Preparation Comprehensive Exam), a national, multiple choice exam, based on the

8 core CACREP competencies. The CPCE is a four hour, 160 multiple-choice exam that covers the eight

CACREP core areas. For each of the eight core areas there are 20 questions. Three of these 20 questions

are not included in students raw score total (these are test analysis questions used by the CCE for validity

investigation purposes). Therefore, a total of 136 questions are used in the calculation of counseling

student’s score. Students are encouraged to seek their advisors concerning effective study materials and

to review the NBCC website which offers a brief practice test.

To ensure fairness and a sound test-taking environment, the Center for Credentialing & Education, Inc.

(CCE) reserves the right to: (1) prohibit a person’s participation in the examination, (2) remove a person

from participation during the examination administration, or (3) invalidate a person’s examination, either

directly or through the CCE designated representative, for any action deemed inappropriate in regard to or

during the examination. Inappropriate behaviors would include misrepresentation of self, cheating,

conveying copyrighted materials in any way, verbal and/or physical disturbance of the examination

process, or any other behavior deemed inappropriate and/or unprofessional by CCE.

Eating and drinking will not be allowed in the testing room. However, students are encouraged to drink

water and snacks if needed and will be allowed to store them by the door of the testing room. Beepers,

cellular phones and calculators are not allowed in the testing room. Students are not responsible to bring

anything with them for the testing session, pencils will be provided.

The CPCE will not be corrected by the faculty; the CCE will calculate raw scores that will be provided to

the faculty. Upon the completion (grading) of the comprehensive exams students will be provided with

the following CPCE information: (1) Department rubric score (for assessment purposes, (2) individual

raw scores for each of the eight test areas, (3) mean average of all program students and the national

scores on each of the eight test areas, (4) standard deviation for TCSPP and national scores on each of the

eight test areas.

Professional Readiness Interview The Professional Readiness Interview is a half hour interview with a faculty committee who will ask the

student questions pertaining to their key learning and demonstration of their knowledge, skills, and

competencies, based on the core CACREP standards. The Professional Readiness Interview takes place

during the students’ last semester of their program. The interview consists of questions focusing on the

following areas:

Key Mastery of Content Area Knowledge Counseling Skills; Application; Professional Practice

(Personhood); Reflection Ethical Framework and Decision-Making; a n d Cultural Attunement in

Clinical Practice

The interview is conducted by core faculty in the department and each student is given an individual

interview where faculty ask a series of open ended questions in the areas listed above. The interview

focuses on the students’ ability to apply theoretical concepts to direct clinical practice.

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Capstone Portfolio

As part of the graduation requirement in the department, students are expected to complete a Capstone

Experience which is overseen by members of the Counselor Education faculty. The Capstone Experience

focuses on students’ ability to integrate counseling and development theory into direct practice. Through

the capstone experience, students will demonstrate the counseling competencies that align with current

CACREP standards (Council for the Accreditation of Counseling and Related Educational Programs).

Students will also be expected to demonstrate mastery of core counseling competencies through the

creation of a capstone portfolio. In each core counseling course, students will select one or two signature

assignments (designated by the symbol on course syllabi). These signature assignments will serve

as artifacts that demonstrate a core counseling competency that aligns with CACREP standards.

Individual instructors will discuss portfolio assignments that pertain to their respective core CACREP

area. Students will complete their capstone portfolio in their last internship seminar.

TCSPP Policies Please see the TCSPP Student Handbook for information:

Financial Aid and Student Account Policies

Institutional Policies Student Life Policies

Student Rights and Responsibilities

TCSPP Student Advising Policy

Advising Assignment of Advisor

The faculty and staff of the counselor education department have adopted an advisee philosophy that

focuses on individual attention that emphasizes the development of you as a professional counselor. Our

goal is to provide a seamless transition from the program beginning with admissions and continuing to job

placement where you not only become alumni but our colleague. In order to aid in your development, we

have outlined an advisee plan for the course of your program.

In the event that a student wants to change advisors, the student will schedule a meeting with the current

advisor to discuss their rationale for the request. If approved by the current advisor, the advisor will obtain

the Request for Advisor Change form. Next the department chair will assign a new advisor. The department

manager will notify by email the former advisor, new advisor, and the student that the advisor changes has

been finalized. If the request for a new advisor is denied, the student has the right to appeal the decision in

writing to the Department Chair within 10 business days of the notification of the denial. The department

chair has final decision-making authority.

Program Expectations

Faculty Responsibilities

Department Faculty are expected to engage in educational and professional activities that actively support

identities and counselors and counselor educators. To fulfill this expectation, all faculty are expected to

adhere to the following:

Teaching

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Faulty are expected to monitor the educational progress, well-being, and professional development

of students in their classes, communication concerns about student to the students’ advisors and

cooperating as needed with advisors in the department and utilization of academic development

plans ( ADP) that are designed to support and assist students who experience academic challenges

and or/ issues with professional behavior and communication. They ill submit Student Professional

Evaluations ( SPE) as needed. They will participate in Student Review meetings once every

semester to discuss the academic and professional progress of all students.

Advising

Faculty are expected to work individually with students s advisors, scheduling two individual

meetings with advisees in any given semester and more as needed. They will assist students with

curriculum planning and academic progress. They will help students navigate communication issues

and conflicts with instructors in a professional manner. They will work with advisees as needed to

develop academic development plans ( ADP) to address academic challenges and issues with

professional behavior and communication.

Professional activities, Development, and Scholarship

Faculty serve as role models for students in terms of professional activities and scholarship.

Therefore, faculty are encouraged to attend and present at conferences and engage in activities that

will enhance and evolve their identified as counselors and counselor educators. They are also

encouraged to submit professional publications to established journals. Where possible, they will

provide services to the school through committee work, service to professional community and

community at large. They will engage in social justice and community advocacy endeavors,

encouraging students to become involved in these activities as well.

Student Support and Success

SPE Students are expected to adhere to standards of professional behavior and communication. All faculty will

monitor these aspects of professional comportment for all students in their classes, and they will fill out SPE

forms as needed to address concerns with student advisors. Concerns will be addressed at Student Review

meetings held among faculty once every semester. If necessary, advisors will utilize this input for Academic

Development Plans ( ADP) to address the issues and support students in improvement.

ADP Process ( link) Occasionally students will experience academic challenges and professional comportment issues that

exceed the scope of informal meetings with their advisors. In such cases, advisors and faculty may

recommend the use of an Academic Department Plan to provide an organized and structured approach to

overcoming challenges and showing improvement. In the event of serious violations involving plagiarism or

other issues of academic integrity, or serious violations of professional comportment, the student may be

referred to one of the Student Affairs Committees.

Professional Comportment and Ethics

The course content and experiential activities offered by the Counselor Education Department at The

Chicago School of Professional Psychology are designed to afford students the opportunity to advance their

personal, intellectual, and professional development and functioning. Throughout the program of study, you

will be given feedback concerning your personal, academic, and professional strengths, developmental

needs, and performance. This feedback will come from a variety of sources including faculty, supervisors,

peers, and clients. You will be expected to deal with this feedback in a mature and professional manner.

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Students in the Counselor Education Department are also expected to have knowledge of, and abide by the

ethical standards of the counseling profession. These ethical standards are contained in the American

Counseling Association Code of Ethics (2014). Students are expected to download a copy of the Code of

Ethics at www.counseling.org and thoroughly review it and adhere to those standards throughout students’

respective program of study (and beyond).

The expectations of the Master’s in Clinical Mental Health Counseling and the Ph.D. in Counselor

Education and Supervision programs are that you will explore and recognize the effect that your personal

beliefs, issues, emotions, and behaviors have on others and on your ability to function as a professional

counselor and practicing clinician.

Faculty members believe they have a responsibility to evaluate students in terms of their academic progress,

as well as their professional competence and conduct. If in the professional judgment of a faculty member a

student’s behavior is deemed substandard, unethical, illegal, and/or professionally incompetent at any time

during the course of training, a referral may be made to the school’s Student Affairs Committee. The

committee will review the performance and behavior of the student and determine an appropriate course of

action.

As part of a commitment to excellence in mental health services to others, all students are encouraged to

participate in their own personal growth experiences, including personal therapy or counseling.

According to the institutional goals of The Chicago School, all students are expected to demonstrate

professional behavior that conforms to the standard codes of conduct of their respective disciplines. It is the

role of all faculty and staff members to evaluate students for clinical and/or professional competence during

their entire course of study. Students in the Counselor Education Department are expected to demonstrate

professional behavior that conforms to the guidelines developed by the Student Competency Task Force of

the Council of Chairs of Training Councils (CCTC), December 4, 2003 and revised by the Student

Developmental Committee August 1, 2010. Faculty members in the program are asked to evaluate each

student in the following competency areas:

Interpersonal and professional competence; examples of which include the following.

o Demonstrates the importance of confidentiality and privacy

o Demonstrates ethical decision making

o Demonstrates concern and the desire to help others

o Demonstrates respectful peer and faculty interactions

o Demonstrates respect for the ideas and integrity of others

o Demonstrates maturity in interactions with others

o Demonstrates ability to interact respectfully with people of diverse backgrounds

o Demonstrates ability to react with appropriate compassion, empathy and sensitivity

o Demonstrates ability to handle stress

o Demonstrates effective time management skills

o Ability to follow instructions

o Demonstrates emotionally stability

o Demonstrates tolerance to ambiguity or uncertainty

Sample behaviors that could result in referral to a committee are: Student

o demonstrates an inability to control anger

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o uses intimidating tactics including insulting or profane words

o demonstrates inability to tolerate cultural or lifestyle differences

o demonstrates dishonest or unethical behavior

o demonstrates lack of attendance and punctuality

o does not turn in assignments in accordance with established deadlines

o does not respond professionally to feedback

o other

Self-awareness, self-reflection, and self-evaluation; examples of which include the following.

o Ability to formulate and express observations/impressions

o Interpersonal interactions provide evidence that student understands how one’s behavior

affects relationships with others

o Ability to form meaningful relationships with peers, clients, supervisors, and instructors

o Understands own level of cultural development and how it impacts interactions with others

o Is accountable and acknowledges errors

o Is aware of and understands areas in need of growth

Sample behaviors that could result in referral to a committee are: Student

o avoids interaction with peers and others

o demonstrates a lack of awareness or inability to manage own limitations and

responsibilities; for example, does not allow enough time to study, turns assignments in

late with some regularity

o avoids responsibility for situations by blaming others

o evidence of no support system,

o displays no evidence of interest in building a support system

o attending class in a learning impaired state

Openness to process of supervision; examples of which include the following.

o Uses professional language to communicate even when agitated, uses the appropriate chain

of command, etc.

o Subsequent clinical work samples and/or interpersonal interactions reveal evidence that

student has understood and applied supervisory feedback.

o Demonstrates ability to respond constructively to feedback from supervisors or program

faculty with minimal defensiveness.

Sample behaviors that could result in referral to a committee are: Student

o demonstrates overt hostile reaction to supervision

o refuses or is unable to adjust behavior in response to clearly communicated feedback

Resolution of problems or issues that interfere with professional development or functioning

in a satisfactory manner; examples of which include the following.

o Is able to acknowledge own role in creating problems such as, contributions to or

exacerbation of a situation

o Professional communication verbal and written

o Offers appropriate responses given a situation

o Demonstrates ability to act constructively to prevent and resolve issues and openness to

solutions proposed by others

o Demonstrates ability to communicate thoughts and feelings verbally and non verbally

o Demonstrates tolerance for the shortcomings and mistakes of others

Sample behaviors that could result in referral to a committee are: Student

o consistently fails to give appropriate credit to others

o demonstrates pattern of overreaction to a small slight

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o demonstrates inability or refusal to accept academic inquiry or disagreement or to

work collaboratively in a professional or academic environment

Demonstrates appropriate Learning Capacities; examples of which include the following.

o Seeks out colloquia workshops and conferences

o Demonstrates critical thinking

o Demonstrates insight

o Appears invested in the work

o Participates in class discussion

o Demonstrates regular attendance and punctuality

o Displays self motivated problem solving

o Demonstrates ability to follow through on projects

o Demonstrates ability to work as a team

o Demonstrates ability to integrate course work

o Demonstrates ability to apply learning to real life situations

Sample behaviors that could result in referral to a committee are: Student

Does not follow APA Style

Uses insufficient research to support conclusions

Fails to critically questions current knowledge

Fails to explore evidence based treatment

Consistently fails to contribute to classroom discussion

Comportment Agreement

The Chicago School expects its students to function within an environment of trust relative to other students,

faculty, staff, and administration. Moreover, the school expects all students to conduct themselves ethically,

with personal honesty, and with professionalism. Academic dishonesty violates one of the most basic

ethical principles in an academic community and will result in sanctions imposed under the school’s

disciplinary system. When such instances are suspected, the department investigates the matter; consults

with the academic advisor and other involved faculty, and; the Department Chair may intervene and/or refer

the student to the Student Affairs Committee for consideration and possible sanctions. Possible

interventions and sanctions may include, but are not limited to, the development of an Academic

Development Plan, placement on academic warning, suspension, or dismissal. Academic dishonesty

includes, but is not limited to:

Cheating: In any form including, but not limited to, giving or receiving aid on tests, giving or receiving test

materials prior to official distribution, or collaborating on assignments or exams without instructor

permission.

If an instructor assigns an individual assignment, you are expected to complete the assignment

yourself. You should not consult with your classmates, coworkers, family members, or any other

person.

If you are familiar with a case or an exercise introduced in class, please do not discuss your prior

knowledge with other students as this can ruin the learning experience for them.

Plagiarism:

The use or reproduction of another’s work without appropriate attribution. The school expects all

students to produce original work in their papers, coursework, and other academic projects and to

follow appropriate rules governing attribution.

All work is expected to be completed individually unless otherwise stated.

Naivety is not an excuse. When in doubt, please check with a trusted advisor.

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Fabrication:

Inventing information or citations in an academic or clinical exercise.

All students enrolled in the Counselor Education program promise to adhere to the Comportment Agreement

and abide by the ethical standards of the American Counseling Association Code of Ethics (2014).

Writing Center

The service is available to all students and is located on the 6th floor of 325 N Wells in the Chicago Campus

Library, but the best way to contact is online, by clicking “Chicago” then “Writing Center” on the

Community Pages ofmy.thechicagoschool.edu.

There, students can access our services, including:

Our real-time scheduling system for in-person or online tutoring, as well as written feedback on

work, from our Peer Writing Coaches (now offered 7 days a week!)

Online writing resources, including a Multilingual Writers’ Guide developed by Gabrielle Valentic,

a Writing Specialist at the Online Campus

The Academic Writing Seminar, a self-paced Canvas course to help students develop writing skills

Links to external services, including TurnItIn and Smarthinking, a 24/7 online tutoring service

The coaches work with students from the undergraduate level through dissertation completion and are

available for appointments from 30 to 90 minutes in length on topics including:

Writing style and mechanics

APA formatting

Statistics

Proofreading internship application materials

Endorsements by Program Faculty/Staff Students requesting faculty or staff members to provide an endorsement (i.e. Letter of Recommendation) for

internships, employment, or further graduate school training must be in Good Standing with the program

and with TCSPP. Faculty members can only provide recommendations or endorsements of students who

demonstrate professional ethical behavior and comportment, as well as demonstrate appropriate awareness,

knowledge, and skills to be competent in the counseling profession. Faculty will not be able to serve as

references for credentialing purposes, this includes, but is not limited to your application for insurance

panels, specialty certifications, etc. In accordance with the American Counseling Association Code of Ethics

(2014), program faculty and staff can only provide endorsements and recommendation letters to students

who are competent to hold the positions in which they are applying.

Statement on Technology

The primary purpose of the use of technology during class is to support learning. It is the responsibility of

your instructor to decide if and when electronic devices can be used in class.

The training of counselors necessitates students to demonstrate the capacity to offer undivided and sustained

attention. The Counselor Education Department Faculty recognize the benefits of technology and social

media; they can increase access to information, increase efficiency, and connect people across distances. They

also have the potential to erode interpersonal encounters. They can divide our attention, increase time off task,

shorten attention span, and even diminish retention of information.

Your instructors may or may not allow the use of electronic devices in class. When they do, it will be solely

for accessing relevant electronic textbooks, taking notes, or engaging in focused, internet searches related to

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class activities. Electronic devices are never to be used during class time to work on assignments for other

classes, to explore unrelated internet sites, to engage in social media with family or friends, to check email or

schedule appointments, or other personal activities.

Such personal usage is prohibited during class time and will be addressed in a manner similar to non-adherence

to attendance, class participation, and policies impacting professionalism and classroom respect. Students are

encouraged to consider the impact of inappropriate use of technology on their – as well as their fellow students

learning experience. Students are reminded to use their professional judgement to assess the ethical, scholarly,

and professional implications of the misuse of technology over the course of their academic tenure. Students’

misuse/abuse of technology during class time may impact their class participation grade or other department

assessment.