Doctoral Program in Counseling and Psychological Studies

(PhD in CPS)

PROGRAM HANDBOOK

2020-2021

REGENT UNIVERSITY

SCHOOL OF PSYCHOLOGY AND COUNSELING

1000 REGENT UNIVERSITY DRIVE

VIRGINIA BEACH, VIRGINIA 23464

757.352.4737

This handbook is provided to students and applicants for their general guidance only. It does not

constitute a contract; either expressed or implied and is subject to change at the University’s discretion.

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Table of Contents I. THE DOCTORAL PROGRAM IN COUNSELING AND PSYCHOLOGICAL STUDIES .................................5

Program History, Training, Philosophy, Mission and Objectives .............................................................. 5

Program Purpose .................................................................................................................................. 5

Training Philosophy ............................................................................................................................... 5

Scholar-Clinician Training Model .......................................................................................................... 5

Mission Statement and Goals of Program ............................................................................................ 6

Program Objectives ............................................................................................................................... 7

Program Logistics and Faculty................................................................................................................... 7

Program Logistics and Length ............................................................................................................... 7

Faculty ................................................................................................................................................... 7

II. PROGRAM POLICY AND PROCEDURES .........................................................................................8

Academic Advising .................................................................................................................................... 8

Academic Appeals ................................................................................................................................. 8

Approved Degree Plan (ADP) .................................................................................................................... 8

Attendance ................................................................................................................................................ 8

Auditing Courses ....................................................................................................................................... 9

Computer Requirements .......................................................................................................................... 9

UNIVERSITY RECOMMENDED DESKTOP/LAPTOP CONFIGURATIONS ................................................. 10

Conduct Concerns/Grievance Policy ....................................................................................................... 11

Course Evaluation (Online) ..................................................................................................................... 11

Course Registration ................................................................................................................................. 12

Changing Registration ......................................................................................................................... 13

Drop/Add ............................................................................................................................................ 13

Enrollment of Non-CPS Students in CPS Courses ................................................................................ 14

Grading .................................................................................................................................................... 15

Failing Grades (Below B) ..................................................................................................................... 15

Incomplete Grades (I) ......................................................................................................................... 15

In-Progress Grades (IP)........................................................................................................................ 16

Graduation and Degree Conferment ...................................................................................................... 16

Improper Relationships between Students and SPC Personnel ............................................................. 17

Dual Relationships ............................................................................................................................... 17

Inclement Weather Cancellations ........................................................................................................... 18

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Independent Study.................................................................................................................................. 18

Integrity ................................................................................................................................................... 18

Library ..................................................................................................................................................... 19

Performance Concerns............................................................................................................................ 20

Professional Development Forms (PDFs) and Performance Concerns ............................................... 20

Personal Therapy .................................................................................................................................... 20

Professional Organizations ..................................................................................................................... 21

Program Disenrollment and Leave of Absence ....................................................................................... 21

Disenrollment ...................................................................................................................................... 21

Leave of Absence ................................................................................................................................ 22

Readmission ........................................................................................................................................ 22

Seven-Year Limit on Length of Program ............................................................................................. 22

Transferring to a Different Degree Program at Regent University ..................................................... 22

Program Format ...................................................................................................................................... 23

Registration beyond Normal Load .......................................................................................................... 23

Research Teams ...................................................................................................................................... 23

Student Records/Transcripts .................................................................................................................. 23

Student Records .................................................................................................................................. 23

Transcripts ........................................................................................................................................... 23

Taking Courses at Universities Other Than Regent University ............................................................... 24

Taking Courses in Other Schools at Regent University ........................................................................... 24

Teaching and Graduate Assistantships ................................................................................................... 24

Transfer of Courses ................................................................................................................................. 24

Criteria for Course Transfer ................................................................................................................ 25

Tuition and Fees ...................................................................................................................................... 25

Student Financial Responsibilities and Enrollment ............................................................................. 25

Obstacles to Online Learning Classroom Interaction.............................................................................. 26

Writing Style ............................................................................................................................................ 26

III. DEGREE REQUIREMENTS ........................................................................................................... 26

Coursework Completion ......................................................................................................................... 27

Dissertation Completion ......................................................................................................................... 27

Remedial Requirements .......................................................................................................................... 28

Annual Review Process ........................................................................................................................... 28

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IV. PROGRAM OF STUDY ................................................................................................................ 28

Concentrations ........................................................................................................................................ 29

Curriculum ............................................................................................................................................... 29

Curriculum Changes ................................................................................................................................ 29

Integration of Faith and Learning ........................................................................................................... 29

V. STUDENT LIFE ........................................................................................................................... 30

Career Services ........................................................................................................................................ 30

Chapel ..................................................................................................................................................... 30

Communication ....................................................................................................................................... 30

Appointments with the SPC Dean ....................................................................................................... 31

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I. THE DOCTORAL PROGRAM IN COUNSELING AND

PSYCHOLOGICAL STUDIES

Program History, Training, Philosophy, Mission and Objectives

The Doctoral Program in Counseling and Psychological Studies (CPS) in the School of Psychology and

Counseling (SPC) is a scholar-clinician program that prepares advanced mental health professionals with

a Christian worldview to practice, teach and research in counseling and psychology in an ethical and

competent manner. The CPS was presented to and received approval from the Regent Board of

Directors and approval from the Southern Association of Colleges and Schools in 2016. The inaugural

class began studies in the fall of 2016.

Program Purpose

The CPS exists to train scholar/clinicians in counseling and psychology who seek to work beyond the

established boundaries of APA and CACREP accredited training models. Such work includes geographical

contexts where such accreditation does not apply, or in contexts where licensure as a psychologist or

recognition of CACREP or APA status is not needed. Such applications include teaching in non-APA or non-

CACREP programs or institutions, conducting research or exercising leadership of organizations that are

beyond the focus of clinical/counseling psychology, providing ministry services in non-medical contexts,

such as churches or religiously affiliated services and/or the provision of mental health services, research,

scholarship and teaching in cultures where the psychology or counseling profession is not established.

Training Philosophy The precepts underlying the education and training of counseling professionals in the CPS follow a goal

oriented model. This Ph.D. program is not affiliated with licensure or needed for employment

sanctioned by any professional accreditors (but is accredited under the Regent University’s accreditation

by SACS.).

Therefore the motivation for students to seek this degree are to acquire research, teaching, supervision,

leadership and counseling skills to accommodate a specific need, address a specific problem, work with

a specific people group or lead in a specific context. Therefore, it is the task of student and professor to

develop a working relationship to focus the specific learning activities within the established curriculum

toward the specific goals of the student.

Scholar-Clinician Training Model The CPS is designed to train students to practice in a highly professional manner that is informed by the

traditions of counseling, as well as the science of psychology. Students are trained to apply analytic,

problem-solving skills of scientific thinking to their clinical practice and research. The faculty represents

a variety of research interests and theoretical orientations, and students are offered opportunities to

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examine multiple theoretical approaches to counseling and participate in an array of treatment

modalities and research activities.

The CPS culminates in the award of the Doctor of Philosophy degree (Ph.D.). The goal is to develop

counseling, research, critical thinking, problem-solving, teaching and other skills that are particularly

pertinent to both applied practice and education.

As an institution, Regent University is committed to training professionals who are prepared as leaders

in their professional contexts. Consequently, the CPS is designed to produce students who are well-

equipped to emerge as leaders in human care, mental health care, ministry- and counseling-related

contexts as well as other counseling professional settings. This is accomplished through a carefully

planned sequence of course work and adjunctive training experiences. All program components are

designed to cultivate a life-long commitment to ongoing learning and professional scholarship, which is

particularly relevant to practice, teaching, research and professional service.

The Regent University CPS is a program that is committed to the outworking of a Judeo-Christian

worldview. The CPS is committed to an integration of faith and professional training that enhances and

enriches both traditions without compromising or weakening either. The faculty utilizes a variety of

integration approaches to accomplish the goal of training highly competent professional

counselor/psychology scholars who have a Judeo-Christian worldview, but who are able to work

effectively in any given setting.

Mission Statement and Goals of Program The mission of the CPS faculty and staff is to equip professional scholars to be competent,

compassionate servant leaders and change agents for God, and to provide a biblically based, worldwide

platform to educate and train leaders in the discipline of counseling to be God’s instruments of

restoration, illumination and healing for individuals, families and communities.

The CPS goals are encapsulated in the five statements below. The CPS strives to:

Teach and evaluate students in the scholar-clinician model so that they will be capable of

leadership in a variety of counseling/psychology and counseling ministry-related settings.

Foster the growth of Christian faith and leadership according to Regent University’s motto:

Christian Leadership to Change the World.

Mentor professional development that balances the spiritual, personal, relational, and

intellectual components of life.

Facilitate the integration of Christian perspectives with scientifically-based clinical procedures

and the theoretical and applied aspects of the human learning process necessary to become

competent leaders, educators, supervisors, researchers, and clinicians.

Train students in clinical modalities based on research and recognition of the wellness and

developmental models upon which the counseling discipline is founded.

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Program Objectives The program objectives of the CPS program include the following:

1. To educate and train effective Christian leaders for the mental health field in the international

and non-licensure context, who will be able to make a missional impact as an engaged servant

leader;

2. Strengthen Christian view of the students who pursue research and clinical training in the field

of psychology and counseling in the international and non-licensure context;

3. Increase scholarship, academic, and intellectual rigor of international scholars and those

scholars who seek to impact culture in ministry contexts outside of the formal professional

organizations of psychology or counseling.

It is the commitment of the School of Psychology and Counseling faculty and staff to encourage, inform

and contribute to the successful achievement of each of these objectives by students admitted to the

Ph.D. in CPS program. It is believed that advanced knowledge related to the above objectives assist

graduates to take on leadership roles in international and domestic research, education, ministry- and

church-related mental health care, supervision, and advanced counseling practice.

Program Logistics and Faculty

Program Logistics and Length The Regent University CPS Ph.D. is 51 semester credits beyond a mental health master’s degree, or

equivalent, usually counseling, social work psychology marriage/family or human services. It is a full-

time course of study that a student should be able to complete in 3-3.5 years. The program is offered in

an e- learning (online) format typically with required synchronous learning experiences (real time, live

electronic experiences with professor and students or learning groups of students). The first two years

of the program consist of core coursework. In the final year students will complete remaining courses

according to their chosen concentration and a dissertation or dissertation related project.

Faculty

Core Faculty - The core faculty administer the CPS, chair or sit on dissertation committees, formulate the

curriculum, teach courses, advise students, and conduct the annual evaluation process. The CPS program

director has 100% appointment within the CPS.

Adjunct Faculty - The adjunct faculty play an important role in the life of the program. They instruct

courses in their areas of expertise, enriching the areas of competence to which students are exposed.

Adjunct faculty may also serve as dissertation committee members.

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II. PROGRAM POLICY AND PROCEDURES

Academic Advising Students are required to talk with their Advisors at least once per year for individual advising. While advisors are available to help students in planning, it is ultimately the student's responsibility to meet the requirements for the degree according to the catalog of the year entered, and for meeting appropriate state certification or licensure requirements, if applicable. For graduation clearance, approved degree requirements will be audited by the registrar’s office.

Academic Appeals If a student has a question about their academic performance, one should first approach the instructor

to see if a satisfactory understanding can be reached. If the student and the instructor cannot resolve

the concerns, the student should ask a third party (usually the academic advisor) to assist in resolving

the question. If these two steps are not sufficient, a student may appeal to the Associate Dean for

Academics. Should a problem remain, the student may appeal to the Dean of the SPC in writing. If the

student is not satisfied with the decision of the Dean, he or she may file an appeal in accordance with

University policy (see section 6.5 “Student Appeals and Grievances” in the Student Handbook).

https://www.regent.edu/admin/stusrv/docs/StudentHandbook.pdf

Approved Degree Plan (ADP) There is a recommended sequence in which Ph.D. CPS courses should be taken. Not all courses are

available in all semesters; therefore, ADPs have been designed by the School of Psychology and

Counseling, in conjunction with the Registrar’s Office, for students to use as a guide during registration

time. ADPs are not an exact template to follow. In order for students to stay on track

for timely graduation, it is highly encouraged that the program ADP guidelines are followed and courses

are chosen as needed and available. If, for any reason, a student should get off track in their course

progression, they should reach out to their academic advising team for assistance.

Attendance Due to the e-learning format of the predominance of coursework in the CPS, class attendance is

necessarily defined differently than in the traditional, face-to-face classroom environment. Almost all

CPS courses meet online utilizing a regularly scheduled, real-time (synchronous) class time format during

which students will be expected to be present and active during a specified time period, while some

courses will not require students to be online at the same time (asynchronous). Despite the online

format of the CPS, the expectation persists that active and regular student presence in course activities

is essential for satisfactory academic achievement. Students are responsible for knowing and meeting all

course requirements including tests, assignments, and class participation. Generally, a student who

misses more than two class participation activities (e.g., Discussion Board dialogues, weekly Group

Supervision real-time chats, etc.) may receive a reduced grade. Students should read and comprehend

all class syllabi content at the onset of classes in order to be able to logistically plan ahead and address

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any issues dealing with syllabi content. Faculty members evaluate their students’ records of active and

regular presence in course activities in determining a final grade.

Auditing Courses Students who wish to register for a credit course on a non-credit basis are classified as auditors. Auditors

must be admitted to Regent University via regular admission procedures to audit a course. Audit courses

will appear on the student’s transcript with a non-credit (N.C.) notation and will not receive credit.

Students taking courses for credit shall be given enrollment priority over auditors. Students auditing a

course will pay one-half the tuition as those taking it for credit. Financial aid will not be applied to

audited courses.

Computer Requirements Due to the online nature of the CPS, students are advised of the minimum computer requirements to

matriculate in the program:

1. Courses that are part of the CPS are delivered entirely through computer-mediated learning.

Computer literacy is required of all students. Computer technology and skills beyond word

processing will be required in the areas of hardware, software and peripheral installations.

Students should be able to: create and save documents in formats compatible with the current

Regent University standard. Students must be able to download the software packages

necessary and should plan to use Office 365 word processing, spreadsheets and presentation

software in their academic coursework. This is essential for successfully completing computer-

mediated courses or programs. Also required are an internet browser, e-mail application with

the capability to transfer files, and an internet service provider, providing fastest available

transmissions. It is imperative that all students have access to a computer system that meets

Regent’s minimum requirements. The reliable technological functioning of all required

hardware, software and internet provider systems are solely the responsibility of the student.

2. The following hardware and software recommendations suggest both the minimum and

recommended system configurations and components with which Regent’s computer services

and academic computing technicians are most familiar and that are in general use at the

University. A number of other configurations will accommodate successful completion of the

student's program.

3. The hardware and software recommendations are current as of the date of publication. Given

the rapid rate of change in computer technology, students should refer to Regent University’s

Information Technology website for the most current information regarding computer

requirements and support, frequently asked questions (FAQs) and tips. It is the students’

responsibility to keep up with changes in software.

4. Regent provides some key resources in order for students to succeed in an online program.

Students who are not familiar with online learning environments are welcomed and included in

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the Regent online learning community but must view their lack of knowledge as something to be

remedied fast in order to succeed. If a student is unfamiliar with Blackboard learning, for

example, the student must aggressively pursue a remediation of missing skills via self-taught

tutorials or taking online skill classes. Updating one’s basic computer knowledge is also a key

requirement to succeed in the CPS program. A student’s local community college, public library

or local computer training center can provide valuable courses on the internet use, personal

computer basics or other topics. Blackboard online student support sites offer training videos

and explanations on every Blackboard related topic, for example. University 500, a success

course required for those that need to re-learn how to navigate online learning, may be

required of such students. Successful completion of a preparatory course will build a student’s

confidence and facilitate successful completion of the program. Technical questions concerning

personal hardware, software or telecommunication support should be directed to the vendor(s).

Regent University will not teach or train students in basic computer use.

UNIVERSITY RECOMMENDED DESKTOP/LAPTOP CONFIGURATIONS

Desktop Laptop

Processor Intel® Core™ i5 Intel® Core™ i5

Memory 8GB 8GB

Hard Drive 256GB Solid State Drive or larger 256GB Solid State Drive or larger

Network

Connectivity

100/1000MB Ethernet or Wireless

802.11 g/n/ac

Wireless connectivity is highly

recommended for students living in the

Commons Residence Halls

Wireless 802.11 g/n/ac

Operating

System

Windows 10 Windows 10

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Software Microsoft Office 365, Anti-Virus

Software

Microsoft Office 365 at no cost to

Regent Students, Anti-Virus Software

Damage

Protection

– Regent University highly recommends

adding Accidental Damage Coverage.

See Warranty and Support below for

more information

Conduct Concerns/Grievance Policy Whenever persons live and work together in a Christian community, there may arise conflicts between

persons relative to performance, conduct, or interpersonal issues involving either in-class or outside-of-

class activities. The same Biblical principles should guide behavior for both faculty members and

students. The overriding principles are provided in Matthew 18:15-17. The party with the concern

(person one) should first communicate that concern face-to-face to the person with whom they are

concerned (person two). If person one is not satisfied with the results of this meeting, this person should

then ask a third person to meet with him/her and person two. For students who have a concern, this

third person could be another student, although the academic advisor or another faculty member is

usually a more appropriate choice.

For faculty who has a concern regarding a student, the first step is to schedule a conference with the

student and/or communicate through a “Note of Concern”. This document places in writing the concern

that a faculty member has regarding the academic, professional or interpersonal conduct exhibited by a

student. The student should respond to the “Note of Concern” through direct communication with the

faculty to resolve this issue. The “Note of Concern” form is found in Appendix B.

Should the matter need further attention by others, it should be with the student's academic advisor or

another faculty member. If satisfactory resolution of the concern is not reached at this level of dialogue,

the faculty member and/or student may then meet progressively with the program chair, the associate

dean, and the dean of the School of Psychology and Counseling. If disciplinary procedures are needed

the university student disciplinary procedures must be followed. If these meetings do not resolve the

issue, the University Academic Policy #4:02:09, Student Discipline, will be followed.

Course Evaluation (Online) Students are welcome to comment on all aspects of courses on an ongoing basis, following the

principles of Matthew 18:15-17. Near the end of each semester, and occasionally at mid-semester,

students are expected to complete an electronic evaluation of each course (see course syllabi for further

instructions). All evaluations are anonymous. While confidentiality is maintained for students

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completing the evaluations, the list of students who do not complete the evaluations is given to the

course professor for follow-up.

Course evaluations are essential to academic excellence. Students are to complete evaluations for each

course for which they are registered in a given semester. Students' feedback is used for ongoing faculty

evaluation as well as course improvement. In courses with electronic evaluations, students will receive

email notifications, along with directions, that evaluations are ready for use 10 days prior to the

designated last day of the semester. The evaluation period remains open for 7 days, closing 3 days

before the designated last day of the semester. It is the student's responsibility to check their University

email on a regular basis (daily) and to be diligent about responding to the course evaluation emails. If

students are having difficulty with an online course evaluation, they should notify their instructor, the

associate dean of administration (757 352-4255); and/or computer services (757-352-4076)

immediately. All course evaluations are kept completely confidential.

The results of the course feedback surveys shall not be made public but will be available to the

instructor, the Dean, Program Chairs, and those involved in personnel decisions. After grades have been

submitted, the evaluations will be made available to the instructor. The instructor will review the

evaluations and provide a written response on how he or she intends to modify or improve the course

based on the ratings received. The instructor will also have an opportunity to comment on the rating

received. These comments shall be taken into account by the persons or groups charged with making or

advising on personnel decisions. If appropriate, the instructor will return the evaluations, a written

response, and written plans for revising the course syllabus, to the Dean. Summaries of the information

from student course feedback forms may be used for accreditation and statistical purposes as long as

the information does not reveal the identity of the individual faculty member.

Students' honesty in evaluation of the course is crucial, since the results contribute to improving class

design and presentation. If a student believes that the course has been less than a beneficial experience,

the student is encouraged to make an appointment to talk with the instructor so that concerns can be

addressed in an open conversation and reconciliation can occur.

Course Registration Continuing students register during the preceding semester for the following semester (e.g., students

register for the fall semester during the summer semester). Check the academic calendar for specific

dates and deadlines.

Students register online through the Genisys system. Once a student has been accepted into a program

at Regent University, the student must pay the Enrollment Fee; after this fee is paid, the student is

mailed log-in and password information that are required to register online in Genisys. Students

typically have 6-8 weeks before the semester begins to register for courses. Failure to register by the

first day of classes will result in the assessment of a late registration fee. Syllabi are posted on the

Blackboard course pages in advance of the semester; students who are not registered in Genisys will not

be able to access courses on Blackboard to download syllabi, so students are urged to register early for

courses.

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Students should note that the Genisys system is different from the Blackboard system, and that the

Genisys user ID and password are different from the Blackboard Username and password. Students may

contact the computer services help line at 757-352-4076 for further assistance in accessing Genisys.

Once a student has registered through Genisys, the University automatically puts the student into the

appropriate classes in Blackboard. This process can take up to several days. If, for some reason, a

student is properly registered but is unable to log into a course in Blackboard, the student should

contact Lynnette Harris at 757-352-4255.

Course syllabi should be posted in Blackboard 7 days before the start of classes. Students are expected

to check syllabi for required and/or recommended textbooks and purchase them in sufficient time

before classes start.

A computer printed schedule indicating which courses to which the student has been admitted will be

returned to the student as a confirmation of registration.

PLEASE NOTE: If students are not officially registered and on class lists, they may not participate in

classes.

Changing Registration If any changes in courses are made (including auditing a course), the student is responsible for

completing a Drop/Add form. See Drop/Add policies below.

Drop/Add Students are expected to be aware of the strict Drop/Add dates published in the academic calendar.

The authorized drop/add period is the first two weeks of the semester or session -- regardless of when a

class starts. During the first two weeks of the drop/add period there is a 100%. There will be no refund

after the first two weeks of class.

The following exceptions will apply to the above policy:

1. Family emergencies (i.e. death or trauma).

2. Diagnosis of a terminal illness of self or an immediate family member

3. Diagnosis of physical or mental health impairment with the need for hospitalization or

written confirmation by a licensed physician regarding the impairment of functionality

The possibility of receiving a refund if one of the above exceptions applies will be determined by the

amount of time class has already been attended and permission of the instructor and the Dean.

Students who would like to drop courses for reasons that do not fit into the above categories will be

allowed to drop hours but no refund will be approved. Students should work with the course instructor

to see if an Incomplete can be given and work completed in the following semester. No course drop or

refund will be approved the last week of a semester for any reason. The student will receive the grade

that has been earned up to that time. No course drop or refund will be approved for students who stop

out of class and do not communicate to the instructor during the semester and wish to drop the course

at the end of the semester or after the semester has ended. Students will receive an “F” for the course

and will have to re-register and pay for the course again. For students who enroll in a class that begins

after the official starting date of the semester (such as in the HSC program), students will be allowed to

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add the course up to the first day that the course is held and can drop the course as outlined above for

the 5-week courses.

Remember that any changes to registration should be discussed with your academic advisor as well as a

representative from Financial Aid if aid is being used. Drops and/or adds can impact financial aid.

Enrollment of Non-CPS Students in CPS Courses

As a general policy, enrollment in doctoral level courses in the CPS program is restricted to students who have been admitted to the program.

1. Students from Regent University Psy.D., CES or other Regent University Ph.D. program, enrollment will be contingent upon:

a. A letter written to the CPS Program Chair stating the necessity of this course in the student’s academic program.

b. Exhibition of current status as a student enrolled in specific Ph.D. programs.

c. Evidence that all prerequisites for enrollment in the identified course have been met (i.e. master’s level preparation).

d. Written permission from the student’s department advisor.

e. Approval from the CPS program chair.

f. Approval from the course instructor. Consideration of this request will be made during a regularly scheduled monthly faculty meeting occurring in the semester prior to the course offering.

2. Students from other institutions

a. A letter written to the CPS Program Chair stating the necessity of this course in the student’s academic program, and an articulation as to how admission into this course would further the mission of the CPS program and/or Regent University.

b. Exhibition of current status as a student enrolled in specific Ph.D. programs.

c. Evidence that all prerequisites for enrollment in the identified course have been met (i.e. master’s level preparation).

d. Written permission from the student’s department advisor.

e. Approval from the CPS program chair.

f. Approval from the course instructor.

g. Majority approval from the CPS faculty.

h. Consideration of this request will be made during a regularly scheduled monthly faculty meeting occurring in the semester prior to the course offering.

Consideration of this request will be made during a regularly scheduled monthly faculty meeting occurring in the semester prior to the course offering.

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Grading

Any grade below a B is considered not satisfactory for graduate level work. Receiving a grade of B- or lower will result in the student retaking the course.

The Regent University grading scale is as follows:

Grade Percentage Quality Points Meaning of Grade

A 93-100 4.00 Superior

A- 90-92 3.67 Excellent

B+ 87-89 3.33 Good

B 83-86 3.00 Sufficient/Passing

B- 80-82 2.67 Failing

C+ 77-79 2.33 Failing

C 73-76 2.00 Failing

C- 70-72 1.67 Failing

D+ 67-69 1.33 Failing

D 63-66 1.00 Failing

D- 60-62 0.67 Failing

F 0-59 0.00 Failing

Failing Grades (Below B) The grading policy for the CPS for each course is that any grade below a B is considered unsatisfactory

for CPS doctoral level work. Receiving a grade below a B will result in the student’s retaking of the

course. The student must make no lower than a grade of B when retaking the course; if the student

makes a B or lower in the retake, the program chair will convene a faculty subcommittee to discuss with

the student his/her continuation in the program. The grade of B- is below a B and is considered

unsatisfactory.

It is rare for a student to make below a B in two different courses during an academic year. If a student

does receive a grade below a B in two courses within the same academic year, an evaluation of his or

her academic status in the CPS will take place. The student may, at the discretion of the CPS Program

Director and faculty, be asked to take a leave of absence for one year to reevaluate the appropriateness

of continuing in the CPS.

Incomplete Grades (I) An Incomplete grade will be given in a regular course only for legitimate deficiencies due to illness,

emergencies or extraordinary reasons acceptable to the professor and with the Program Chair’s or the

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Dean’s approval, including equipment breakdown or shortages. Student neglect is not an acceptable

reason. A regular grade will be given by the instructor if all requirements for the course are submitted by

the end of the following academic semester. The instructor will submit the new grade to the Registrar’s

Office no later than two weeks after the beginning of the subsequent semester. If all work is not

submitted by the end of the semester following the granting of the incomplete, a grade of FX (NP for

pass/fail courses) will be posted automatically unless an Incomplete Request Form has been approved

and submitted to the Registrar’s Office. The Incomplete Request Form can be accessed on the

Registrar’s Graduate Student Forms page. It is the responsibility of the student to initiate and appeal for

any continuation of a grade of Incomplete. Any student desiring reinstatement to the course after an FX

or NP has been posted must register for the course in a subsequent semester and pay the full current

tuition for the course.

Students who receive two or more course incompletes (either core or elective) within one academic

year and have subsequently not completed the necessary course requirements to remove them by the

end of the standard remedial time period (one semester per incomplete) will not be allowed to enroll in

any further courses in the CPS until this work is completed and a grade of B or above is earned for each

course.

In-Progress Grades (IP) In-Progress (IP) grades shall be given when work is not completed by the end of the semester for the

following academic work: dissertations, independent studies, and special seminars or courses that

extend beyond one academic semester. An IP may be continued on a semester-by-semester basis for a

maximum of two semesters (including the summer semester) when the student requests an extension

and the approved form is submitted to the Registrar’s Office prior to the end of the first semester. If the

requirements for removal of the IP grade are not completed by the end of these two semesters, a grade

of FX (NP for pass/fail courses) will be posted automatically. Any student desiring reinstatement to the

course after an F or NP has been posted must register for the course in a subsequent semester and pay

the full current tuition for the course.

Graduation and Degree Conferment Regent University’s graduation takes place in May. The date is listed in the Regent University catalog and

on the online academic calendar site at http://www.regent.edu/admin/reg/acadcalendars.html. No

student will participate in a graduation ceremony until all academic requirements are completed.

Although the Registrar’s Office will notify the student of anything missing from the student’s file which is

necessary for graduation, the student is ultimately responsible for providing the required material and

attending to the completion of the file.

All students who plan to participate in May graduation must have successfully defended their

dissertation no later than the 31st of March. All academic classes must be completed by the end of this

same semester. Exceptions to this latter rule must be approved by the program director.

Students will only be approved to walk in commencement if all coursework (including Field Experience)

and their dissertation are satisfactorily completed. If not, students must submit an academic petition

requesting permission to take part citing special circumstances. If approval is granted, the student must

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be registered and have paid for the course(s) remaining. Additionally, students must discharge any and

all outstanding financial responsibilities with the Business Office. Students are strongly encouraged to

have all coursework completed before walking in commencement.

Students may not use the title ‘Doctor’ until the Doctor of Philosophy degree is actually conferred by the

University. Conferment is not synonymous with participation in the graduation ceremonies or defending

the dissertation. Regent confers the Ph.D. in Counseling and Psychological Studies degree when the

registrar determines that all degree requirements have been satisfied. In addition to successful

completion of all required coursework, this includes the receipt by the Registrar of the library form

indicating that the final copy-edited dissertation manuscripts have been received with the necessary

fees for binding and abstracting (see the Ph.D. Dissertation Handbook).

Improper Relationships between Students and SPC Personnel Demonstrating integrity in the manner that relationships are conducted is a priority to the CPS faculty.

We strive to exhibit both professionalism and Christian integrity. This means that we will maintain the

boundary of professors who must make decisions of evaluation, placement and continuation in an

academic program, while simultaneously respecting the fact that we are joined through Christ to be in

relationship, to exhibit love, respect and regard as co-laborers within the broader mission of God on

earth.

Dual Relationships As graduate student mentors, faculty are in a position to advise, guide, encourage, admonish and

support students as they complete their Ph.D. Such activity should not be misconstrued as professional

counseling. Faculty and students should maintain the professional boundary of professional counseling

as mandated by the ACA ethics code. Students should exercise discretion regarding the use of

confidential information shared with faculty. Such information might be privately held as a mentor, but

because the relationship with a faculty cannot be a counselor-client relationship, information exchanged

is not protected by client- counselor privilege. Likewise, faculty are reminded to exercise restraint in

how they conduct themselves as mentors. Faculty are encouraged to have close, personal ties to

students in order to mentor them into the community of scholars. However, such relationships are to

give appropriate regard to the differential of power and to be compliant with university policy and

ethical standards.

Students, faculty, and staff members are to avoid dual relationships that compromise the instruction,

advising, evaluation, supervision, and administration processes. The School of Psychology and

Counseling does not condone amorous (romantic or sexual) relationships between students and

employees. When one of the individuals involved has direct professional influence or direct authority

over the other, both the University and the person in the position of influence and power are vulnerable

to charges of sexual harassment from the person in the position of lesser power and/or by third parties.

Codes of ethics for most professional associations forbid professional-client sexual relationships and the

relationships enumerated above should be viewed in this context. In the case of instructor and student,

for example, the respect and trust accorded the instructor by the student, as well as the power

exercised by the instructor in giving grades, advice, evaluations, and recommendations for further study

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and future employment, may greatly diminish the student's actual freedom of choice concerning a

romantic or sexual relationship.

Members of the SPC should avoid such liaisons, which can harm affected students and damage the

spiritual and academic integrity of the institution. An amorous relationship exists when, without the

benefit of marriage, two persons as consenting partners (a) have a sexual union or (b) engage in

romantic partnering or courtship that may or may not have been consummated sexually. It is

misconduct subject to disciplinary action for the above stated behavior(s) to occur. Students should

report improper relationships to their Program Director and/or to the Dean.

Inclement Weather Cancellations One of the benefits of an e-learning format is that the online nature of learning will typically preclude a

student’s need to check for weather-related emergencies that would otherwise impact normal face-to-

face class meetings. Students may also telephone the Inclement Weather Hotline at 757-352-4777 at

any time to hear a pre-recorded announcement. Students should also check Blackboard course main

pages for any announcements related to the impact of inclement weather on regular course activities.

Independent Study Independent study (IS) can offer an opportunity for students to enrich their program of study by

research, special projects, or writing in an area which is not scheduled as a regular course in a program.

The SPC typically discourages IS, however, and per the Dean, “grants permission for these (only under)

highly unusual/emergency situations” (2002). An independent study is intended more to provide course

credit for research or writing publishable papers, rather than to replace taking a course (e.g., an elective)

in a semester when the course is not regularly offered. Students should have completed a minimum of

12 credit hours before requesting to do an IS. The independent study is 100 clock hours of work

dedicated towards a project that leads toward a professional product (i.e. curriculum, manuscript,

presentation, etc.) and the justification for an independent study in lieu of an established elective

course. To apply, a student must collaborate with a faculty member to create a syllabus that delineates

the requirements of the course being proposed and submit two forms: the CPS Independent Study form

in which the proposed study is described and the Regent University Independent Study form which is

submitted to the Registrar’s office. The CPS form can be found in Appendix L. The Regent University

Individual Study Form can be downloaded at http://www.regent.edu/admin/reg/form-

individual_study.html. These independent study forms should be submitted to the CPS program

director. The student should bear in mind that the request for an IS will be granted only in highly

unusual situations. In no case will more than three credit hours of IS be approved.

Integrity A Christian academic community recognizes the principles of truth and honesty as essential. It is

assumed that academic honesty will prevail throughout graduate study. Problems of integrity will be

expedited with an equal concern for love and justice. Students respect the honor system when

completing academic tests, projects or papers as their own.

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Students typically study and generate course materials, assignments and assessments such as

examinations while in their home environment, rather than in a classroom. When students participate in

online class activities and submit any materials designated as assignments, postings and/or submissions

for CPS coursework (including materials related to internship and the dissertation), students are

affirming that they did not generate the submitted work with any aid such as help from another person

unless the instructor expressly indicates forms of aids that can be used (e.g., texts for open book tests).

If a professor is uncertain about whether a student merits a favorable evaluation, the onus of proof

remains with the student. This is particularly true in any circumstance where the professor suspects

questionable ethical conduct (e.g., inappropriate collaboration, plagiarism, cheating, etc.). Students will

only receive positive evaluations when the professor is satisfied that the work is of commensurate

graduate level quality and has been produced in the manner expected by the professor. Students retain

full responsibility for ensuring that they correctly understand performance expectations required for

positive evaluations.

Self-Plagiarism Self-plagiarism means reusing work that you have already submitted for a class. It can involve re-

submitting a discussion board entry, reusing parts of an assignment, copying or paraphrasing passages

from your previous work. Self-plagiarism misleads by presenting previously submitted work as

completely new. If you want to include any text, ideas, or data that already appeared in a previous

paper, you should always inform the reader of this by citing your own work. To avoid this, do not reuse

your old assignments. You might be assigned a topic that you have already written a paper on. Never

submit the same paper again, even in a completely different course. If you want to cover some of the

same ideas in your new paper, then talk to your instructor. Your professor can tell you whether it is

acceptable to reuse or rework parts of old assignments. University departments will often allow some

reuse of work under certain conditions, but make sure you fully understand the policy to avoid these

consequences.

For a detailed description of University policies regarding Academic Integrity, Academic Honor Code,

and Disciplinary Procedures please see The Regent Graduate Catalog and the Student Handbook.

Library The online format of the CPS is well supported by the numerous online, full-text databases available

through the Regent University Library. The library now has over 100 databases. Students are encouraged

to raise information and research questions with the SPC Reference Librarian. Students may request

assistance or report items that they think the library needs to the SPC Reference Librarian, also. The

Reference Librarian will check to see if the required resources are available. Students may make an

appointment to talk with the Reference Librarian to pursue specific research needs.

Students graduating from Regent University must demonstrate that they possess basic competencies in

the use of computer and related information technology research and resources, including use of the

library. No student will be allowed to graduate or participate in commencement without having

completed the Library Information Research and Resources (UNIV LIB) course. The course should be

taken in the student’s first semester. The library will provide each academic unit a list of the course

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competencies and a guide as to how the competencies must be demonstrated and at what level. The

library will certify to the dean of each school and the registrar that a student has passed the information

research course and will certify that those students have demonstrated the competencies of the course

through a challenge exam. Students should demonstrate the competencies during the first semester of

enrollment either through the challenge exam or by passing the research course. If they do not, they will

be automatically enrolled in the course in the second semester. The Registrar’s Office will include on

each student’s transcript the course name and a P for successful completion.

Performance Concerns

Professional Development Forms (PDFs) and Performance Concerns The CPS assumes responsibility for the mentorship of its students as emerging professionals.

Consequently, any source of information available to the program during the student’s tenure is

appropriate for evaluation of student standing. If a faculty member develops a concern regarding a

student’s progress, they may request a telephone conference with the student. Faculty members may

complete a properly filled out Professional Development Form (see Appendix B) and transmit this to the

student in the most expedient manner available (e.g., in person, via mail or fax). Professional

Development Forms (PDF’s) do not just document deficiencies and should not be viewed as adverse

administrative actions by themselves. PDFs may also be used to discuss areas for continued growth

beyond the typical level of development for a student who has a clear capacity for extraordinary skill in

that area. If the faculty member or student so desire, a third person may be included in a performance

concern conference. That third person should typically be the student's academic advisor. The e-

learning format of the CPS may require mailed letters or telephone conferencing to accomplish this

aspect of the process. If satisfactory resolution of the concern is not reached at this level of

communication, the faculty member and/or student may then include the CPS Program Director. If the

CPS Program Director is either the faculty member or the student’s academic advisor, the Counseling

Program Director will be included. If disciplinary procedures are needed, the university student

disciplinary procedures must be followed. If these meetings do not resolve the issue, the University

Academic Policy on Student Discipline

Personal Therapy Doctoral students are encouraged to enter a therapeutic relationship while enrolled in their program of

study. This recommendation has a two-fold purpose: 1) it allows the student to experience personally

the professional therapeutic process as a significant learning experience in professional development,

and 2) it allows the student to examine personal issues which ultimately may hinder professional

effectiveness.

If an incident arises requiring the completion of a PDF in a personal growth domain, at the discretion of

the student’s academic advisor and the Program Director, the student may be required to attend up to

four sessions of counseling.

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Professional Organizations

Students are encouraged to join the professional secular and religious professional organization consistent with their professional identity and work objectives.

There are many other professional organizations that might be relevant to student interests and career plans. Most of these organizations have special rates for student membership. Examples of other organizations that might be of particular interest to Regent students, include:

1. American Association of Christian Counselors (AACC) * 2. American Counseling Association (ACA) 3. American Psychology Association (APA) 4. American Association for Marriage and Family Therapy

(AAMFT) 5. Association for the Advancement of Behavior Therapy

(AABT) 6. Christian Association for Psychological Studies

International (CAPSI) 7. Society for the Scientific Study of Religion (SSSR) 8. Virginia Counselors Association (VCA)

*A student chapter meets on campus at Regent University

Program Disenrollment and Leave of Absence

Disenrollment A student’s enrollment may be terminated by the CPS for any of the following reasons:

Academic

a. For failure to perform satisfactorily at the doctoral level and/or make satisfactory progress

toward the degree. Examples of unsatisfactory performance include, but are not limited to,

the following: failure to maintain an overall B or better grade point average, inability to

complete academic courses within reasonable time frames, or obtaining multiple

unsatisfactory standing evaluations during the annual review.

b. For failure to register for one semester without authorized leave of absence

c. For failure to graduate within the maximum time limit allowed by the graduate school (7

years). The student may petition to have this requirement waived for an appropriate cause.

Unprofessional Personal Conduct:

a. For failure to behave consistently with the codes of ethics of our profession and the rules,

regulations, and code of conduct of the CPS and Regent University.

b. For failure to uphold principles of academic honesty and integrity.

c. For failure to demonstrate suitability for clinical practice as defined by professional

standards of practice.

Financial:

a. For failure to meet tuition and financial obligations to Regent University.

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Disenrollment may be appealed by following the University due process procedure.

Leave of Absence If the student is in good standing and cannot continue study due to unusual personal, professional or

academic difficulties, the student has the option of a leave of absence (LOA). During leave of absence,

students are not registered for any courses, independent study, internship, or dissertation hours.

Students who go on leave must complete an Academic Petition form and submit it to their advisor. The

student also fills out the PhD Leave of Absence Fee form (see Appendix C).

If a student requests and receives a LOA after the Drop/add period of any semester, the student will

receive a grade of W in all classes in which the student is enrolled, if the instructor assesses that the

student has performed satisfactorily to that point in the semester. If the instructor assesses that the

student has not performed satisfactorily to that point in the semester, the student will receive a grade

of WF and the grade of F will be counted toward the student’s GPA.

The CPS curriculum is a 51 credit hours program. If a student requests and is granted a LOA during the

program, the student can rejoin the program at any given semester but will be advised that rejoining

may produce an ideal flow of course progression, since not all needed classes are offered each

semester. A LOA will result in the need for the student and faculty advisor to work out a new ADP to

reflect the altered progression through the program. The student is advised to contact advising or

his/her academic advisor to plan on a best possible way to re-enter the program.

Readmission If the student has withdrawn from Regent University and wishes to reenter within one year of

withdrawing, the student must obtain written approval from the CPS Program Director. If approved for

reentry, tuition is payable at the time the student registers.

If the student wishes to reenter a year or more after withdrawing, the student must submit a new

application for admission to the CPS. Please consult the SPC Admissions Director for details. Applicants

for readmission will be subject to a readmission fee (see Fees). Readmitted applicants matriculate under

the degree requirements in effect as of the time of their readmission.

Seven-Year Limit on Length of Program Doctoral students are expected to complete all degree requirements, including successful defense of the

dissertation, within seven years of entering the program. Extensions are granted for good cause and

with approval of the student’s advisor and the CPS Program Director.

Transferring to a Different Degree Program at Regent University At times, students enrolled in the CPS have life changes or make decisions which necessitate a change in

programs of study. When such a decision is contemplated, it is recommended that the student set an

appointment to speak with his or her advisor to discuss any concerns, questions, or need to problem-

solve. The academic advisor can assist students in determining which form/forms may be required

and/or course of action necessary to make the desired change. It is the student’s responsibility to

pursue admission to the other Regent program and fulfill all requirements of the other program.

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Program Format The CPS is offered in an e-learning format only. The University uses Blackboard as its e-learning

platform.

Registration beyond Normal Load The CPS Program Director must grant permission for students to take courses beyond the normal load

(six credit hours per semester). The student must have their advisor’s approval. The student must

submit an Academic Petition form and submit it to the CPS Program Director four weeks in advance of

the semester in which the student desires to take more than six credit hours. Student may take no more

than two courses beyond the normal load per semester.

Research Teams CPS students may have the opportunity to participate in research teams directed by CPS faculty

members. These research teams can cover a wide range of topics, particularly focused on areas of the

faculty member’s interest and the program’s research focus. Regular meetings may be set up and

specific projects developed. The online format of the CPS will necessitate telephone and/or internet

chat discussions among the team members, based on the locations of the faculty and students.

Student Records/Transcripts

Student Records Student records are maintained only in accordance with the regulations of the Family Education Right to

Privacy Act of 1974. Without the student’s written permission, no part of the student’s record (including

transcripts and verification sheets) will be made public or provided to other institutions or individuals,

except for Regent faculty, administrators, members of official accrediting agencies, or agents of Regent

University.

Transcripts The Office of the Registrar keeps a transcript of all courses. If the student has any questions about

current number of credits, the student may examine the unofficial transcript available from Genisys.

Official transcripts are issued with the seal of the University. Licensing agencies, school certification

offices and other universities almost always require official transcripts. The Registrar issues all official

transcripts at Regent University.

As a matter of policy, Regent University does not issue copies of transcripts from other schools. Students

needing transcripts from institutions previously attended must order them directly from those

institutions.

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Taking Courses at Universities Other Than Regent University Students may take doctoral-level (no master’s level) courses at colleges/universities other than Regent

University. The college/university must be regionally accredited by an accrediting body recognized by

the U.S. Department of Education. A total of six credit hours may be taken at other colleges/universities

or other approved Regent University schools (see below).

Occasionally, a student in the CPS program might be interested in taking a course in another Ph.D.

program within the Regent School of Psychology and Counseling, for example: the CES program

(Counselor Education and Supervision). An academic petition must be completed in order to obtain

approval from each program before registering for an elective from another SPC Ph.D. program.

Taking Courses in Other Schools at Regent University Students may take doctoral-level (no master’s level) courses in approved schools at Regent other than

the School of Psychology and Counseling. These schools include the Schools of Leadership Studies,

Divinity, Education, and Business. Permission from the instructor of the course is necessary and should

be noted on the registration form. If there is an enrollment limit in the course, students in the school in

which the course is offered will have first priority. The courses in other schools at Regent may be used to

meet CPS graduation requirements, such as courses identified as electives. A total of six credit hours

may be taken in other approved Regent schools or at other colleges/universities (see above). No later

than four weeks before the start of the course, the student should fill out an Approval to Enroll in a Class

in Another School form and obtain the appropriate signatures. The student must also provide the CPS

Program Director an electronic copy of the course syllabus for review of applicability to the CPS program

mission and objectives. The student’s advisor can be contacted regarding necessary information and

application procedures. The decision of whether a course meets the CPS mission and objectives, and is

therefore applicable to the degree and approved, rests solely with the CPS faculty.

Teaching and Graduate Assistantships The SPC employs CES and CPS students in the role of Teaching Assistants (TAs) for the CPS masters and

doctoral programs. The TAs are paid on an hourly rate and are employees of the SPC. CES student TAs

also collect hours towards their internship requirements. Interested students should contact Dr. Cyrus

Williams (CES) or Dr. Ingo Tophoven (CPS) for specific information.

Transfer of Courses Regent University will consider for transfer credit a maximum of 25 percent of the student's program

from applicable doctoral-level courses taken at another accredited institution or program that have not

been taken as part of a previous graduate degree. Because the CPS is a 51 credit hours program, up to a

maximum of 12 hours of doctoral coursework may be considered for transfer. Only doctoral-level

graduate courses that do not appear on a transcript for a prior granted degree will be eligible for

transfer consideration. A student must request such a transfer and receive a written recommendation

from his/her advisor on the Transfer Credit Request form. The request for transfer credit must be

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completed at the beginning of the student's program so that proper program planning can be done. All

credit transfer is subject to approval by the University. Courses submitted for transfer consideration

must meet at least 75% of CPS course requirements to be approved. Courses submitted for transfer

consideration as electives must align with the CPS mission and objectives and be deemed appropriate to

the degree. As a general rule, a student's course of study should not have more than 25 percent of the

program as a combination of transfer credits and independent studies. A course that is transferred will

appear on the student's Regent University CPS transcript as a transferred course. All courses must meet

content sufficiency requirements in order to be considered for transfer. The student cannot assume that

a course will be granted transfer status simply because the title of the course suggests it covers

sufficient content. The decision of whether a course meets the CPS mission and objectives and is

therefore applicable to the degree and approved for transfer, rests solely with the CPS faculty.

Also see the Electives section of this handbook. No more than six credit hours of electives may be taken

outside the CPS program; consequently, no more than six credit hours of courses to be designated as

electives may be transferred into the program.

Criteria for Course Transfer Generally, transfer of courses is most common at the undergraduate level, with a slightly higher level of

acceptance at the master’s level. Transfer of credits at the doctoral level is rare, since courses are

typically designed to meet individualized program goals and objectives. Any courses approved for

transfer must satisfy at least 75% of the course requirements for the CPS equivalent course and must

not omit any content or competencies which the CPS faculty judge to be critical to the course objectives.

No dissertation proposal, dissertation hours, or field experience will be accepted for transfer into the

CPS.

Tuition and Fees See most current Tuition & Cost information at the following link:

https://www.regent.edu/admissions-aid/tuition-costs/

NOTE: Fees, tuition charges, and program costs as mentioned in this handbook are subject to change.

Classes with fewer than eight students will be subject to cancellation at the discretion of the CPS

Program Director. Students affected will be notified.

Student Financial Responsibilities and Enrollment If the student cannot meet tuition obligations, the student must contact the Business Office in advance

of the tuition due date. Tuition payment plans are available.

NOTE: Students cannot receive a Diploma until their financial accounts are clear.

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Obstacles to Online Learning Classroom Interaction Students are expected to be fully present as they would be in a face-to-face, traditional classroom

setting. The e-learning environment requires a professional framework not different from traditional,

face-to-face programs. In the online classroom setting, cell phones are to be set to flight mode (non-

ringing mode) while class is in session. Students are expected to mute their microphones when not

talking, but be ready to be called on by the professor at any time. All students must have working video

cameras. If students must respond to an urgent phone call, they should make sure their microphones

are muted as to not interrupt the class. No calls are to be initiated on a cell phone during class. Students

are also expected to have privacy when online. No other people should be present in the room when

student interacts online. No class participation should ever take place in public places. If a student has to

call in to collaborate sessions, safety is first. We do not recommend students calling in while driving –

ever. Students who cannot operate within a professional manner will be subject to being addressed by

the professor via a Professional Development Form, which may affect the student’s grade and/or

standing in the program.

Writing Style The CPS uses the Publication Manual of the American Psychological Association (most recent edition) as

the standard for all writing projects. The APA manual is available for purchase online through a variety

of online book websites, or at local book merchants. Unless otherwise noted by the professor (e.g., in

cases of journaling or opinion papers), each writing assignment is expected to be typed according to APA

guidelines. Unless otherwise specified, each paper should contain an APA title page, introduction, body

of text, conclusion and references. Items such as tables of contents, abstracts, and lists of tables are not

needed for course papers unless specified by the professor. A listing of websites that address APA styles

is available online. The student is responsible to make sure online sources reflect the latest edition of

the actual APA manual.

A student’s writing style should be consistent with that found in graduate level counseling work.

Graduate level writing exhibits good organization, appropriate spelling and grammar, and a scholarly

quality. At times, a student may struggle to meet these requirements. When the faculty notes such

problems, the student’s advisor in conjunction with the student and the CPS Program Director will work

to develop an individualized plan of remediation. Sometimes this will include a writing skills workshop.

III. DEGREE REQUIREMENTS In addition to the completion of specified course work with a minimum overall grade point average of

3.0, students must complete a number of other requirements in order to obtain the Doctor of

Philosophy in Counseling and Psychological Studies degree at Regent University.

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Coursework Completion Students must complete all required courses as specified on their ADP in order to satisfy the

requirements for the degree. All courses submitted for degree satisfaction must be completed with a

grade B or higher.

Dissertation Completion The dissertation project provides an opportunity for students to demonstrate doctoral level scholarship

in a chosen topic. A full description of dissertation processes, guides, rules and forms is contained in the

CPS Dissertation Handbook. Students are expected to have full knowledge of the handbook by the time

they are engaged in MHPS 700.

A dissertation may take a variety of forms, which include an empirical investigation (quantitative or

qualitative), a theoretical contribution/critique, a program evaluation, an analysis of a public policy issue

as related to professional practice, or other projects as agreed upon by the faculty. Students should

begin to pursue their dissertation topic from their first semester in the program. Students must

complete dissertation projects relevant to and guided by their sponsoring faculty chair.

The dissertation process includes two major reviews, the dissertation proposal defense, and the

dissertation defense. The dissertation proposal defense will be conducted during MHPS 701. The

proposal defense is a meeting with the student and all or some of his/her dissertation committee of

approximately one hour in length. Proposal defenses can be made on campus at the Virginia Beach

location or, in most cases, via the MHPS 701 Blackboard Dissertation Proposal Defense Electronic

classroom in Blackboard. During the proposal defense the student will demonstrate that he/she

possesses knowledge of the professional literature and investigative procedures required to answer the

research questions. Successful defense of the dissertation proposal permits the student to conduct the

investigation.

All students take MHPS 700 Proposal Development and Grant Writing. In that course they complete a

draft of chapters 1 and 2 and perform a mock dissertation proposal presentation. This will give students

ample practice to prepare for the real proposal defense, which takes place in MHPS 701.

Students are to register for MHPS 702 and 703 after successfully completing their proposal defense in

MHPS 701. It is expected that students defend their dissertations within 18 months after defending

their proposal.

The dissertation committee must consist of at least one chair and one reader who must possess a

doctoral degree in a field relevant to the dissertation topic. The dissertation chair must be a current

faculty member in the School of Psychology and Counseling. If the chair is not a CPS core faculty

member, then at least the reader must be a member of the core faculty of the Counseling and

Psychological Studies program. A student may select a member from outside the university to sit on the

committee with the approval of the committee chair.

Students who have failed to defend their dissertation by end of the 9th credit hour of dissertation must

sign up for an additional credit of Dissertation Continuance (MHPS 795) each successive semester until

the dissertation is successfully defended. Students planning to graduate in May must defend their

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dissertation no later than March 31st unless special a special request is made and granted by the

program chair.

It is expected that students will complete their dissertation within two years of their promotion to

doctoral candidacy. It is imperative that students seek to complete their projects in a timely manner. If

students fail to make progress toward completion, the faculty may resign himself or herself from serving

as chair or committee person. The student must find another qualified person to participate in the

dissertation project.

See also the Doctoral Program in Counseling and Psychological Studies Dissertation Handbook.

Remedial Requirements Students who display significant weaknesses in any relevant aspect of their training may be required to

complete appropriate remedial work aimed at redressing these weaknesses, as determined by the

faculty.

Annual Review Process 1. All coursework grades and performance of each student are reviewed during the academic year.

Student writing skills are also carefully reviewed. Review determinations will be rated as

satisfactory, satisfactory with concerns, or unsatisfactory.

2. The annual review is an integral part of the student’s continued studies in the CPS.

Recommendations based on the results of the annual review include continuation in the CPS or

remediation (see #4 below), but may also include dismissal from the CPS if the determination is

unsatisfactory.

3. A student whose work has been assessed as exemplary will receive a letter acknowledging the

student’s performance excellence; a copy of the letter will be kept in the student’s file.

4. After reviewing these materials, where there is consideration of satisfactory with concerns or

unsatisfactory ratings, each advisor presents initial, tentative recommendations to the

counseling faculty.

5. Each student will receive a letter via email from the program chair that summarizes the results

of the review process. If any remediation is indicated, the letter will explain what is expected of

the student based on a remediation plan.

6. The student may appeal this decision first to the faculty Advisor, then through the Program

Director, and if necessary, to the Dean. If a satisfactory solution is not reached, the student can

then follow established Regent University due process guidelines found in the Faculty and

Academic Policy Handbook.

IV. PROGRAM OF STUDY The CPS is a 3-3.5 year, full-time, fixed 51 credit hours program for individuals with a master’s degree in

counseling or significantly related discipline such as psychology or social work. Students follow the fixed

course progression outlined in this document.

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Concentrations The CPS program is one degree, but offers 11 concentrations. Students can choose from any of the

eleven concentrations. Students can change their concentration mid- program, but all students need to

be advised that, if concentration courses have been taken, the length of program extends if a new

concentration is chosen.

Curriculum As previously noted, the CPS curriculum is a 51 credit hours, full-time, flexible course progression

degree. “Full time” for purposes of the CPS course sequence, is defined as approximately 6 hours per

semester. “Flexible” means that students enter the program at different times throughout the year and

will therefore work on an ideal progression together with their advisors and the availability of courses in

any given semester.

Curriculum Changes Programs may choose to add or delete courses and course progressions from time to time; if a student is

in a degree program over several years, there may be minor differences between what is offered and

what was in the original catalog. Students will work with their individual advisors to ensure that they

have met all requirements for graduation, under the following stipulations:

1. The original numerical requirement for course credit hours must remain the same as stated in

the catalog under which the student entered the program. The program may not add to the

credit hour requirement unless the student is in a clearly documented remedial situation.

2. In the case of a student stopping out of a program and being readmitted, that student would

then be under the catalog of the year of readmission.

3. Students may, if they choose and with approval, take more credit hours than required in their

catalog. Due to the online format of the CPS, however, students are strongly encouraged to

consider the amount of time that will be required to add to the full load of coursework during

each semester of the program.

4. If a student has a required course that is no longer offered, the advisor will help the student find

a substitute course, either at Regent or through other programs.

Integration of Faith and Learning The CPS at Regent University trains students to be both competent professionals and reflective, ethical

Christian professionals. Although students are not required to embrace the Christian faith, students of

other faiths should be aware that the CPS is based on a broad commitment to the Judeo-Christian faith

tradition. Many of the SPC graduates work in practice contexts where clients of similar faith traditions

deliberately seek them out. Consequently, the CPS is designed to provide students with specialized

expertise in working with Christian clients in an ethical manner. This does not mean that the values or

faith tradition of Christianity are imposed upon clients. Students are trained to respond ethically to

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client diversity in a variety of forms, including client religiousness. Yet, a primary goal of the training

program is to facilitate ‘worldview integrity’ in its Christian counseling trainees. This is accomplished by

the inclusion of integration objectives in each course. Additionally, CPS students can select electives that

include instruction in integration topics.

V. STUDENT LIFE The online format of the CPS implies that many students may live away from the Virginia Beach campus

location. Students are encouraged to actively contribute to an online learning community experience

during their course of study. CPS offers a variety of in-class and out-of-class opportunities to be part of

an online community.

This involvement will enhance growth in all areas of students' lives. Some available activities are online

chapel, prayer groups, and a prayer forum in the Discussion area of each Blackboard class.

Career Services Career evaluation, planning, and coordination assistance is availability through the Office of Career &

Talent Management.

Chapel The University offers an online chapel that can be accessed by students at

https://www.regent.edu/admin/stusrv/campus_ministry/chapel_live.cfm. Additionally, courses in the

CPS routinely include Prayer and Praise Forums through which students, despite their distance locations,

can post praise reports and prayer requests and students can engage in prayer as a cohort. Students

who are local to the Virginia Beach campus are encouraged to participate fully in the on-campus chapel

activities.

Communication Due to the online format of the program, Blackboard is the primary mode of communication among

students and faculty in the CPS during coursework. There are no residency requirements for the CPS

program. Thus, all communication happens via each Blackboard class shell and only through official

Regent email addresses. Telephone calls are also common means of communication between faculty

and students. If a professor offers his personal cell phone in addition to e-mail, students are encouraged

to respect the communication guidelines posted in the syllabus with regard to cell phone boundaries.

Local or visiting students are encouraged to connect to CPS faculty and make an appointment to visit.

Coffee and tea and time are always available – with some planning.

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Appointments with the SPC Dean Faculty, program directors, and department chairs are responsible for scheduling their own

appointments. To schedule an appointment with the SPC Dean, contact his assistant, Lynnette Harris, at

757-352-4255 or lynnhar@regent.edu.