The Department of Counselor Education at Delta State University WELCOMES you to ORIENTATION for the...
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The Department of Counselor Education at Delta State University WELCOMES you to ORIENTATION for the Masters of Education in Clinical Mental Health Counseling and School Counseling
The Department of Counselor Education at Delta State University WELCOMES you to ORIENTATION for the Masters of Education in Clinical Mental Health Counseling
The Department of Counselor Education at Delta State University
WELCOMES you to ORIENTATION for the Masters of Education in
Clinical Mental Health Counseling and School Counseling
Slide 2
IMPORTANT: After completing this orientation, you will complete
a short assessment. Upon successful completion of the assessment,
please print your scores and provide a copy to your advisor. You
must complete this orientation/exam and bring your scores to your
first advising appointment to sign-up for classes. A copy of this
certificate MUST be on file before the end of the first full month
of courses. Also, please note any questions/concerns that you may
have and bring them to discuss in your Introduction to Counseling
class.
Slide 3
Orientation Meet your Faculty! Admissions Introduction to the
Program Counseling Programs of Study Informed Consent Program
Requirements Field Experiences Program Completion Other Things to
Know Activities/Opportunities/Professional Development DSU
Counselor Education Online Preparing for Graduate School
Slide 4
Meet your Faculty! Mistie Barnes, EdD George Beals, PhD Juawice
McCormick, PhD Bryon Pickens, EdD Catherine Vincent, MEd Each
faculty member is a Licensed Professional Counselor and/or a
National Certified Counselor committed to making a professional and
academic contribution through active involvement in their
professional organizations and personal growth.
Slide 5
Mistie Barnes, EdD, LPC-S, RPT-S [email protected]
Assistant Professor of Counselor Education Director, Play Therapy
Training Institute Dr. Mistie Barnes is a Licensed Professional
Counselor-Supervisor and a Registered Play Therapist-Supervisor.
Clinically, she specializes in utilizing play therapy with
children, adolescents, and families, specifically those working
towards resolving trauma experiences. She works with children,
teens, adults, and families. She provides clinical consultation and
supervision in counseling and play therapy, speaks nationally on
play therapy and trauma, and has published chapters and techniques
in several books. She has served on several committees with the
Association for Play Therapy (APT), is current editor of the APT
Mining Report, serves as an Ad Hoc journal editor for two
peer-reviewed counseling journals, and is President of the
Mississippi Association for Play Therapy. Dr. Barnes was recently
announced as the winner of the 2014 International Key Award for
Training and Professional Education through the Association for
Play Therapy.
Slide 6
George Beals, PhD, LPC-S [email protected] Assistant
Professor of Counselor Education Dr. Beals holds the following
degrees: BA, Troy State University; MA, University of Alabama at
Birmingham; and PhD, Mississippi State University. He has training
in REBT, EMDR, clinical hypnosis, strategic family therapy, and
integrated breathwork. He has been a drug and alcohol counselor
specializing in dual diagnosis and chronic relapse. He practices
using a multimodal theory base and is well-versed across basic and
modern counseling theories. His research interests include
counseling interventions such as EMDR, hypnosis, and breathwork,
counseling outreach into schools and the community, LGBTQ issues,
and teaching strategies for counselor educators. Dr. Beals has
enjoyed private practice work since 2002 as a generalist serving in
underserved areas of Mississippi. General research questions that
pique Dr. Beals interests include: What counseling
theories/techniques are efficacious with low income clients? How do
counselors continue to do their personal work beyond graduate
school? How do we integrate therapies to best fit clients needs?
How do we increase counselings effectiveness in community/school
settings?
Slide 7
Juawice McCormick, PhD, LPC-S [email protected]
Assistant Professor of Counselor Education Program Coordinator Dr.
McCormick's education: BSE, Delta State University; M.Ed. with an
emphasis in Rehabilitation Counseling, Miss. State University;
Ed.S. with an emphasis in School Counseling, Miss. State
University, Ph.D, Counselor Education with concentrated
research/study in School Counseling and Special Education, Miss.
State University. Dr. McCormick is a Licensed Professional
Counselor, Licensed Professional Counselor Supervisor, National
Certified School Counselor, and a National Certified Counselor. She
was appointed by the governor to the Miss. State Board of Examiners
for Licensed Professional Counselors as the representative of
Mississippi's third congressional district. Dr. McCormick is a
member of the editorial review board for The Delta Journal of
Education and sits on the Graduate Council at DSU. It is hard to
believe, but Dr. McCormick is indeed old enough to have 10+ years
experience in Community Mental Health as a therapist, substance
abuse counselor, HR Director, and director of County Services in
addition to 15+ years as a Professional School Counselor working
with students in grades 3-12, alternative settings, and GED
programs. Dr. McCormick feels incredibly fortunate to be a part of
the CED family. Her colleagues are the smartest, kindest, most
full-of-grace folks in the world. Her students are just the best!
Her areas of interest are Leadership and Identity Development in
Professional School Counseling, Reflection Practices Among
Counselors; Exceptionalities; Resilience, Creativity, and the
Meaning and Importance of All Types of Relationships. Dr. McCormick
belongs to James, Hannah, Cullom, Ray, Bboo, and Mojo. They, too,
are her happy prisoners. Life is good. We are blessed beyond
measure.
Slide 8
Bryon Pickens, EdD, NCC [email protected] Assistant
Professor of Counselor Education Dr. Pickens is a clinical mental
counselor with experience in family therapy, co-occurring
disorders, crisis intervention, and hypnotherapy. He completed his
masters and doctoral studies in counseling and counselor education
at The University of Memphis. Dr. Pickens pursues research in the
areas of positive psychology and pedagogical methods of counselor
education.
Slide 9
Catherine Vincent, MEd, LPC [email protected] Counseling
Laboratory Director Mrs. Vincent is the Counseling Lab Director for
the Pre-Practicum class. Mrs. Vincent received her Master's degree
from Webster University with an emphasis in Community/Mental Health
Counseling and her Bachelor's degrees in Fine Arts and Psychology
from Delta State University. Mrs. Vincent has counseling experience
working in the private, state, and non- profit sectors. Mrs.
Vincent has worked with the following populations: adolescents,
college students, individuals with intellectual disabilities,
adults, and older adults.
Slide 10
Admissions
Slide 11
Bachelor's degree from an institution fully accredited by one
of the recognized accrediting agencies Overall undergraduate GPA of
2.75 OR a 3.0 or higher on the last 64 hours of required coursework
(Transcript Required) Appropriate scores on the CAAP, or equivalent
test scores before admission to the program (Please note: If you
have not completed the CAAP or an equivalent assessment, the
graduate school will hold your application until such assessment is
complete).
Slide 12
Verbal Skill Proficiency Requirement for Graduate Students at
DSU Test/ExamMinimal Score Collegiate Assessment of Academic
Proficiency (CAAP) (Verbal Essay Test) (Counseling & Testing
Center 846-4690) 3 Graduate Record Exam (GRE) (Verbal Test) (BEFORE
August 1, 2011) 370 Graduate Record Exam (GRE) (Verbal Test)
(August 1, 2011) 3 Graduate Management Admission Test (GMAT)3
Millers Analogy Test (MAT)30 Praxis: Pre-Professional Skills Test
(PPST) (Writing Test) 174 Praxis: Competency-Based Test (CBT)
(Writing Test) 320
Slide 13
Introduction to the Program
Slide 14
The counseling programs at Delta State University are housed
within the Department of Counselor Education and Psychology, which
resides within the College of Education and Human Sciences. The
program offers: A Masters of Education (MEd) in Clinical Mental
Health Counseling; A Masters of Education (MEd) in School
Counseling; An Educational Specialist (EdS) in School Counseling;
and A Doctorate of Education (EdD) in Professional Studies with an
Emphasis in Counseling (this degree program is not administered by
the counseling department).
Slide 15
Counselor Education Mission Statement The faculty and staff of
the Delta State University Counselor Education Program, through
teaching, training, supervision, and experiential activity, develop
ethical, competent, and culturally sensitive counselors who are
prepared to work in school or community settings. Program faculty
seek to strengthen the profession by modeling for students the
professional expectation of continued growth and learning,
interpersonal awareness, and practical application of sound
principles and practices in their work as professional
counselors.
Slide 16
Accreditation The Master of Education degrees in Clinical
Mental Health Counseling and in School Counseling are accredited by
CACREP (Council for the Accreditation of Counseling and Related
Educational Programs), a specialized accrediting body that promotes
the advancement of quality counselor education programs. Both
programs were recently re-accredited for the maximum allowable of
eight (8) years. Completing a program with CACREP accreditation
ensures that your educational program has been closely evaluated
and found to meet the highest of standards as set forth by the
profession. Completing a CACREP program also simplifies the process
and requirements which must be met for licensure in most states,
including Mississippi. The School Counseling program at Delta State
University is approved by the Mississippi Department of Education
and is also accredited by NCATE, the National Council for
Accreditation of Teacher Education.
Slide 17
Eight Core Areas of our Knowledge Base Professional Identity
Human Growth and Development Social and Cultural Diversity Career
Development Helping Relationships Group Work Assessment Techniques
Research and Program Evaluation These core areas are the basis from
which your counseling education will be derived. Your comprehensive
examination and your National Counselor Examination specifically
focus on these core areas.
Slide 18
Program Composition Faculty 5 Full-time Core Faculty 1
Full-time Counseling Laboratory Director Adjuncts are utilized as
needed, and all adjuncts are qualified in the areas in which they
are teaching Students Most students are from within the Mississippi
Delta. From Fall 2009 until Fall 2012, our program enrolled
students from four states and 25 Mississippi counties. In the Fall
of 2012, students ranged in age from mid-20s to mid- 60s, with a
mean age of 32.29. Additional student information in Fall 2012:
CharacteristicPart-Time (3-6 Graduate Hours) Full-Time (9+ Graduate
Hours) MaleFemaleEdS StudentMasters Student
Percentage46%54%7%94%16%84%
Slide 19
Advising You have an advisor. Your advisor OR the program
coordinator may be the first person to advise you for your first
semester of coursework. You are expected to seek assistance from
your advisor as needed. Your advisor will create for you an
electronic program of study this program of study will be your
roadmap to guide you through the program it tells you what courses
you must take, and most often, when you will take them (subject to
change based on enrollment needs). Your advisor will update this
every semester. You must meet with your advisor every semester to
schedule your courses. If you would like to make a change in your
program of study, please discuss this with your advisor BEFORE
making any changes, or it may impact your graduation date or result
in you being unable to progress in the program.
Slide 20
Advising Assignments Student Last Name Faculty MemberFaculty
EmailFaculty Phone Number A-EDr. Mistie Barnesmbarnes662-846-4360
F-LDr. George Bealsgbeals662-846-4362 M-RDr. McCormick (Temporary)
Jmccormick662-846-4392 S-ZDr. Bryon Pickensbpickens662-846-4389 EdS
StudentsDr. Juawice McCormickjmccormick662-846-4392 When coming in
for course advising, please complete the DSU Schedule Form and
bring with you to the appointment. This can be obtained online or
in the office of the department secretary. If you are unable to
register for a class due to an error, please email your advisor,
along with the Program Coordinator. Include the course name, the
CRN, and your 900#. Note: Advising assignments ARE subject to
change.
Slide 21
Programs of Study Programs of study are available in your
student handbook, as well as from your advisor and in the office of
the department secretary.
Slide 22
Program is designed to meet the state requirements for
licensure as a Licensed Professional Counselor.
Slide 23
Program is designed to meet the Mississippi Department of
Education requirements for certification as a School
Counselor.
Slide 24
Ongoing Electives CED 631-BEREAVEMENT IN CHILDREN AND
ADOLESCENTS. This course examines the understanding and emotional
response of death and bereavement by children and adolescents
across multiple situations. Emphasis will include bereavement
within the family and bereavement within the school and world.
Additional emphasis will include assessment and interventions with
bereaved children. CED 704-PSYCHOPHARMACOLOGY CED 713-SEXUALITY
ISSUES IN COUNSELING. Examines sexual development across the
lifespan including physiological, psychological and sociocultural
variables associated with various stages of development. Special
emphasis will be placed on counseling issues related to sex and
sexuality including sexual abuse, sexual development, sexual
dysfunction, sexual orientation and sexual addictions. CED
714-SUBSTANCE AND PROCESS ADDICTION COUNSELING. Study and
application of theory and techniques of counseling to include
assessment and treatment of substance use disorders and process
addiction from an individual and systemic perspective. CED
718-COUNSELING AND SPIRITUALITY. This course examines the
intersection and interaction of spirituality, religiosity, and
counseling focusing on the impact of this intersection on the
counseling relationship. Using the latest theories and research,
students will examine developmental models of spirituality and how
to address spiritual and religious issues with clients.
Prerequisite: CED 600. CED 720-HYPNOSIS AND THERAPEUTIC LANGUAGE
CED 722-PLAY THERAPY. Study of play therapy as a counseling
intervention for children in schools and community settings. Covers
the history and theories of play therapy, play as it relates to
child development, and techniques of play therapy. Prerequisites:
CED 604. Lab fee. CED 723-ADVANCED PLAY THERAPY. This course will
provide an overview and exploration of complex play therapy
subjects, skills, and challenges beyond the basics of play therapy.
CED 770-SPECIAL TOPICS IN COUNSELING. Research and applied analysis
of special topics related to counseling. 1-6 (May be repeated for a
maximum of 6 hours credit) Please Note: Courses listed in the
opposing track may be taken as an elective.
Slide 25
Counseling What is it, what does it mean, what kind of job can
I get? (Please note: This section is NOT all inclusive, it is
merely a VERY brief overview).
Slide 26
Counseling is a professional relationship that empowers diverse
individuals, families, and groups to accomplish mental health,
wellness, education, and career goals (American Counseling
Association, 2010).
Slide 27
Counseling Is. Learning to be silent. Letting the client
discover for themselves, rather than giving them the answers.
Learning to accept everyone just as they are, where they are.
Accepting ambiguity we do not always understand the whys and hows
and that is ok. Allowing our clients to choose for themselves, even
if we do not agree with the choice or feel it is a mistake
respecting autonomy. Putting aside our own beliefs and values and
operating from within the belief and value system of our clients.
Having: A genuine interest in people The ability to listen and
engage Empathy (not sympathy!) Emotional insight and comfort The
ability to be introspective Comfort with emotional intimacy Sense
of humor
Slide 28
Counseling Is Not Giving Advice Wielding Control and Power A
way to meet your own needs A cool job to do because all of your
friends come to you for advice A way to meet your own needs for
social interaction A way to meet love and relationship needs A way
to address your own unresolved trauma
Slide 29
Potential Specialty Areas School Clinical Mental Health
Marriage & Family Play Therapy Gerontology College/University
Rehabilitation Addiction Career And more!
Slide 30
Who Will My Clients Be? School Counselor Children in schools
ranging in grades Pre-K 12 Clinical Mental Health Counselor Any age
individual, from infants to the elderly. Many clinicians choose to
specialize with certain age groups, with certain disorders, or with
certain treatment techniques.
Slide 31
What Types of Difficulties Will My Clients Be Facing? You will
interact with clients who may have any mental health diagnosis in
the DSM-5. These include diagnoses such as Attention Deficit
Hyperactivity Disorder, Learning Difficulties, Autism Spectrum
Disorder, Bipolar Disorder, Personality Disorders, Eating
Disorders, Dissociative Identity Disorder, and more. Your clients
may also be facing difficulties which may not be an official mental
health disorder, such as divorce, the loss of a loved one,
bullying, peer/family relationship issues, abuse, and other issues
that may impact many of us.
Slide 32
Why is Counseling Important? 1 in 5 adults (40 million
Americans) experience a mental disorder each year Among high
achieving high school students >50% report violence in their
school 29% have considered suicide 81% say it is easy to get
alcohol 11% have tried marijuana 1 in 5 children is estimated to
have a mild to moderate mental health problem 1 in 20 children have
a serious emotional illness which disrupts their functioning
Approximately 3 million youths were at risk for suicide in
2000
Slide 33
Why is Counseling Important? (cont) 20% of persons age 55 or
older experience mental health problems The number of older adults
with mental illness is projected to increase form 4 million in 1970
to 15 million by 2030 Despite representing only 13% of the
population, seniors account for 20% of all suicide deaths Outcome
studies show that counseling has positive and long last effects for
the majority of clients Prevalence of mental health concerns is
roughly equivalent in urban and rural settings but about 8 million
rural residents lack access to mental health care 94% of
psychiatrists and 94% mental health or psychiatric nurses are in
urban areas 55% of US counties have no practicing mental health
professional
Slide 34
How Do I Know if Becoming A Counselor is Right For Me? People
have many different reasons for deciding they want to become a
counselor. Some people choose this career because they once had a
good experience with a counselor during a difficult time in their
own life and they want to "pay it forward." Another person may have
done some volunteer work at a crisis hotline and realized that they
enjoyed both the challenges and joys of working with clients facing
difficult times (CACREP, 2013, para. 4).
Slide 35
Whatever the reasons, individuals that choose to seek a career
in counseling usually have one thing in common - a desire to help
people work through life's challenges. Some individuals want to
work primarily with children or teens. Others prefer to work with
adults. Some want to work in specific settings, such as K-12
schools or college campuses. Others prefer to work in a community
setting such as a mental health center or private practice setting
(CACREP, 2013, para. 6).
Slide 36
Counseling can offer the right individual a rewarding career
path in a health profession that is growing. It requires a strong
desire to interact with people, exceptional communication skills,
and an ability to complete a graduate degree. Choosing to become a
professional counselor is a commitment to yourself, to others, and
to society as a whole (CACREP, 2013, para. 7).
Slide 37
SO. How do you know if becoming a counselor is right for you?
Review the previous slides and ask, Does this sound like me? And if
not, do you have the flexibility to learn, to grow, and to develop
the needed characteristics and skills that may not be as strong as
others? If you can answer yes to either question, then we welcome
you to continue on this journey as you explore your chosen career
path.
Slide 38
Informed Consent OrWhat have I gotten myself INTO!?!
Slide 39
60 hour masters program. Program completion generally takes
2.5-3 years. It is NOT just an academic program: It is a
combination of academics and counseling skills / experiential work
you must be successful at both components to complete this program!
You can NOT complete one component without the other. Completing a
Masters of Education degree in Counseling WILL change you. You will
grow and change as a person and as a professional. This is a
professional program which Involves clinical experience Involves
adapting a professional identity Involves personal growth and
change Involves a deeper interaction with faculty and
colleagues
Slide 40
Never forget, you are being given a license to interfere with
peoples lives! We are in a dangerous profession, to ourselves and
to our clients we use ourselves as a tool. Our clients may often
feel invaded by us, even though we do not intend to do so.
Slide 41
The Roles of Faculty Teacher facilitating your self-learning.
Remember, we cannot teach you all you need to know, so we
facilitate your ability to self-learn. What does this mean? Just
because we do not read a required book or segment in a book to you,
does not mean the information is not valuable, will not be on a
test, or may not appear on your comprehensive examination (more on
this later). Mentor facilitate your learning of skills Academic
Skills Counseling Skills Supervisor facilitating and monitoring
your interaction with clients Gate-keeper helping students discern
if counseling is a good fit for them
Slide 42
The Counselor Education Student Handbook will be your guide to
help you maneuver through this program. As you approach your field
experience, you will utilize the Field Experience Guide. You are
responsible for knowing the content of these documents. Not knowing
the content is not an excuse for not abiding by the content.
Slide 43
The Professional Performance Standards Twice per semester, all
students will be evaluated by all faculty members. The faculty will
use the below criteria, rating students on a Likert rating scale.
Any student falling below an acceptable score will meet with the
Program Coordinator to develop a remediation plan. If a student
falls below an acceptable score more than once or in more than one
area, the student will meet with the faculty to discuss remediation
and their fit within the program. Openness to new ideas Flexibility
Cooperativeness with others Willingness to accept and use feedback
Awareness of ones own impact on others Ability to deal with
conflict Ability to accept personal responsibility Ability to
express feelings effectively and appropriately Attention to ethical
and legal considerations Initiative and motivation
Slide 44
Program Requirements
Slide 45
Program Requirements (May be adapted to fit student needs.
Includes, but is NOT limited to) Participate in 6 personal
counseling sessions (1 hour each) Complete a professional
counseling portfolio (more details in the student handbook)
Maintain a Taskstream account Present at a professional conference
(not at work or in the classroom) Maintain membership in a
professional association Participate in 4 Developmental Steps/Field
Experiences Counseling Skills (CED 630): Work with your classmates
as clients. Observe sessions in the counseling lab. Pre-Practicum
(CED 604): Work in the counseling lab. Complete at least 15 hours
with 5 non-help seeking volunteer clients (3 sessions each).
Participate in tape reviews with faculty. Observe sessions in the
counseling lab. Practicum (CED 609): Out in the real world! 100
hours required at a field placement site. Internship: 600 (Clinical
Mental Health CED 610) or 1200 (School CED 619) hours required at a
field placement site. Successful completion of the CPCE
Examination
Slide 46
Examinations CAAP or equivalent exam for program entry (All)
Counselor Preparation Comprehensive Examination (CPCE) for program
exit (All) National Counselor Exam (NCE) for state licensure
(Clinical + School as desired) Certification is NCC National Board
for Certified Counselors (NBCC) administers CASE (Core Academic
Skills for Educators) required for all school counselors if you are
already a teacher, you have already taken/passed this exam. If you
are not, you must take this exam. Praxis II required for all school
counselors.
Slide 47
Field Experiences AKA: Practicum and Internship OR Do I have to
quit my job?
Slide 48
Field Experiences are cumulative in nature. Each field
experience is an academic course with a field experience component.
These courses are pass/fail. Students must demonstrate competency
in the courses to pass on to the next course. If a student does not
demonstrate competency, they do not pass on to the next field
experience. Students cannot complete a Masters degree without the
completion of all four field experiences. All students are required
to have liability insurance prior to beginning the second field
experience, typically their second semester in the program.
Students will NOT work with clients until they have liability
insurance. If a student fails to purchase liability insurance, and
therefore does not see clients, they will not pass their field
experience. Insurance is available at discounted student rates
through many professional counseling organizations. Many field
placement sites require background checks, drug screening, self-
defense training, orientations, and more. Therefore, it is
imperative that students be proactive in their planning of when
they will complete field experience and where it will be
completed.
Slide 49
Each student will participate in 4 Developmental Steps/Field
Experiences Counseling Skills (CED 630): Work with your classmates
as clients. Observe sessions in the counseling lab. Pre-Practicum
(CED 604): Work in the counseling lab. Complete a minimum of 15
hours with 5 non-help seeking volunteer clients (3 sessions each).
Complete tape reviews with faculty. Observe sessions in the
counseling lab. Practicum (CED 609): Out in the real world! 100
hours required at a field placement site. Internship: 600 (Clinical
Mental Health CED 610) or 1200 (School CED 619) hours required at a
field placement site.
Slide 50
Practicum: Your first field experience outside of the
University. 100 hours (completed in 1 semester) 40 hours of direct
client interaction 10 hours of the 40 must be in a group experience
Supervision requirements 1.5 hours per week or 3 hours every other
week group supervision at Delta State University 1 hour per week of
dyadic supervision with a University supervisor 1 hour per week of
individual supervision with an on-site supervisor Note: Extra hours
accrued during practicum will not carry to internship. However,
they DO count towards licensure.
Slide 51
Internship: Clinical Mental Health Counseling 600 hours minimum
(may be completed in 1 or 2 semesters) 240 hours of direct client
interaction Supervision requirements 1.5 hours per week or 3 hours
every other week group supervision at Delta State University 1 hour
per week of individual supervision with an on-site supervisor
Internship: School Counseling 1,200 hours minimum (generally
completed over 2 semester at 40 hours per week) 240 hours of direct
client interaction Supervision requirements 1.5 hours per week or 3
hours every other week group supervision at Delta State University
1 hour per week of individual supervision with an on-site
supervisor
Slide 52
Field Experience FAQs Q.Will I get paid? A.It is VERY unlikely.
Maybe 1 out of 100 sites will pay, and then it is generally only a
token payment. Remember, you have not graduated as a counselor, so
it is unlikely that there is any reimbursement for the services you
are providing. The site is providing a service to you by allowing
you to complete your field experience at their facility, the same
as you are doing a service for them.
Slide 53
Q.Can I do my Internship during the summer when Im off work?
A.No. Internship is offered only during the Fall and Spring
semesters. Some sites ask that you continue to work with them, and
that is great those hours will count toward licensure IF your
supervisor is an LPC-S and agrees to complete the appropriate
paperwork with the LPC Board. However, they do not count toward
your hours required for graduation because you are not receiving
University supervision.
Slide 54
Q.Can I still work and take classes while I do my field
placement? A.Yes. You may work and take classes during field
placement as your schedule allows, especially if your Internship
site and job site are flexible. Remember, however, to pace yourself
and not overdo it. Field placement, work, classes, and life all
demand a lot of time, attention, and energy. Most people find it
difficult to work full-time during Internship unless Internship is
completed at 300 hours per semester.
Slide 55
Q.Do I have to stay at the site even after I finish my hours?
A.Yes! You made a commitment when you signed the Site Agreement to
remain at the site for the entire semester. Therefore, even if you
complete your hours in the first half of the semester, you must
remain on site and WORKING for the entire semester.
Slide 56
Q.I work as a case manager. Can this count as my Internship?
A.No. Remember, you are in training to be a counselor. Therefore,
your field experience must help train you to be a counselor your
job responsibilities must be consistent with those of a Masters
level counselor; not what you already do.
Slide 57
Q.My job lists me as a counselor, so can I count what I do
toward my field experience? A.No. As said before, even if your job
title has the word counselor, in it, it is not a Master level
position, and your field experience must be reflective of a Master
level position. Please keep in mind this is training for your
CAREER. Do not try to short-change yourself to save a very few
hours!
Slide 58
Program Completion
Slide 59
In addition to previously discussed program requirements, all
students are required to successfully pass a capstone experience,
currently the Comprehensive Examination (the CPCE), during the
final semester of enrollment in the counseling program. CPCE Taken
only during the final semester in the program Must be enrolled in
Internship Given three opportunities for successful completion
Slide 60
Other Things to Know
Slide 61
We Really Want to Help! The faculty are ALL counselors! We will
talk to you and work with you when life happens. You have to
approach us for us to be able to do so, however. We DO expect you
to be responsible adults, however, in all aspects of your
educational and professional experiences. Assignments are required.
They are not optional and they are not suggestions or requests.
Many are required for graduation. This faculty has a rich
collective experience. Take advantage of this experience. The
faculty serve many roles, such as: Service to the counseling
profession Service to the University Research Writing Ongoing
Clinical Work Many others.
Slide 62
We Really Want to Help! Ways to help us help you: Make
appointments with us Use e-mail (via our DSU email, not Canvas)
Note the office hours on our office doors/syllabi Consult your
advisor Contact us BEFORE a problem gets out of hand If you have
problems with registration or schedule questions, email your
advisor and include: 900 # Course number CRN number The problem! If
you email us regarding a problem or concern, please tell us what it
is! Just stating, I cant get into class doesnt tell us what is
going on, so we cannot help you. Be clear.
Slide 63
Other things to know APA. APA is a uniform style of writing
that consists of rules and guidelines which address grammar,
organization, structure, punctuation, citations, references, how to
format your papers, how to avoid plagiarism, and more. It is very
important. Please know and understand it. All of your graduate
level assignments must be in APA format. Some of your courses may
require the use of the manual, which is: American Psychological
Association. (2009). Publication manual of the American
Psychological Association (6 th ed.). Washington, DC: APA
Technology. This program is technologically enhanced. This includes
the use of Canvas, Powerpoints, email, video interactions, etc. If
you are having difficulties, please contact OIT at 4444. You may
obtain more information in any course syllabus. There will be no
exceptions to these requirements. Documents must be submitted
in.doc,.docx,.rtf A webcam, with audio and video, is required for
this program Technological issues are NOT an excuse for late
assignments. Canvas. Delta State University uses Canvas as the
Online Learning System. For a student tutorial, while in Canvas
click help in the upper right hand corner, and select the student
tutorial.
Slide 64
Other things to know If you are going to miss a class, email
your professor with an explanation. Attendance is crucial (and
required)! Attendance in class is required, not optional. No
exceptions. These are not program requirements, rather, University
and CACREP requirements. Speaking of attendance did you know that
if you miss more than 3 classes in a regular semester, or more than
1 class in a 1 month summer course, you will be removed from the
course with an F? Yes, this is University policy so be very
careful! There may also be additional penalties for missing fewer
classes. Graduate school is very different from undergraduate! You
are students in a professional program. You are expected to present
yourselves as such. This includes your conduct in the classroom as
well as the way you dress and the way you communicate in your
emails with faculty. Clothing. Its ok to dress comfortably.
However, keep in mind you are in a professional program, you are a
counselor-in-training youre not coming to a club and youre not
looking to pick up a new boyfriend/girlfriend from among your new
clients/classmates. Please dress respectfully. When you are on-site
in field placements, you are representing the University, the
program, and the faculty. Please present yourself as such.
Slide 65
Other things to know Professional Courtesy - displaying
professional skills and attributes in a professional setting, such
as the classroom and throughout the graduate department: When you
need assistance from a faculty member, please ask, do not demand or
tell. Do NOT play with or use your telephone in class. This is rude
and disrespectful to your professor and to your colleagues. If you
cannot be present in the moment in class, how would you be present
with your client? Consider this an opportunity to practice this
being present behavior. If you choose to bring your laptop or iPad
to class, you choose to use it ONLY for classwork. If you are
observed using it for Facebook, to shop, to email, to text, etc.,
you may be asked to leave class. In all communications, use
professional language, not texting or online language.
Slide 66
How to write an email: Address it Make your request Sign it How
to make telephone calls: Identify who you are Make your request
Thank the person to whom you are speaking If you contact someone in
a professional capacity, and they respond, RESPOND BACK. If someone
contacts you in a professional capacity, RESPOND. A response can be
as simple as, Thank you for letting me know or I have received your
message. Avoid Demanding Expecting that your crisis is a crisis to
someone else and that the person will be ABLE to respond
immediately or will drop everything to fix your problem Multiple
punctuation (????? !!!!!!) Texting Language Remember some people
are your friends, some are your colleagues, and some are in a
position of authority (professors, site supervisors, etc.). Keep in
mind with whom you are speaking.
Slide 67
Activities/Opportunities Professional Development
Slide 68
Conferences/Professional Development Woodall. Each spring, the
Counselor Education department hosts the Woodall Spring Conference
for the Helping Professions. This is an excellent opportunity to
attend exciting workshops, network, hone your presentation skills,
and build up your resume! Play Therapy. The Delta State University
Play Therapy Training Institute is the only Approved Provider of
Play Therapy training in the state of Mississippi, and strives to
present a yearly summer conference and ongoing workshops/trainings
throughout each semester to provide advanced education
opportunities to our students and clinicians within the community.
These events not only provide advanced education and networking
opportunities, they allow attendees to gain continuing education
toward the credential of Registered Play Therapist.
Slide 69
Student Organization. Delta Sigma Upsilon Chapter of Chi Sigma
Iota - This honor society recognizes academic excellence in
counseling students and provides opportunities for them to become
involved in professional growth and leadership development.
Internship. The Play Therapy Training Institute (PTTI) offers
Clinical Mental Health Counseling students the opportunity to
complete their internship in the on-campus clinic providing play
therapy services to children and families of the Mississippi Delta
and surrounding regions. Counselors-in-Training completing their
internships at the PTTI will receive training and supervision that
will also count toward the requirements for the Registered Play
Therapist credential.
Slide 70
Graduate Assistantships Counseling Laboratory. Two students
each semester may work as Graduate Assistants in the Counseling
Labs. Play Therapy Training Institute. One student per semester may
work as a Graduate Assistant in the PTTI, grant funds allowing.
Volunteer Opportunities Students who express a strong interest in
working with children and in play therapy, as well as in
potentially completing their internship in the Play Therapy
Training Institute, may request to sign-up to volunteer to assist
in the Play Therapy Training Institute. Volunteer opportunities
will include a multitude of experiential, networking, and learning
opportunities! See Dr. Barnes for more information.
Slide 71
The Syllabus
Slide 72
Review the syllabus to learn: Faculty office hours Faculty
preferred form of communication Class meeting times and location
Course description, content, and CACREP Objectives Required texts
Assignments Classroom Policies Class Agenda
Slide 73
Sample Classroom Policies
Slide 74
Late Assignments Late assignments receive a 10% deduction for
each day they are late if assignments are not submitted by (1)
midnight CST on the day it is due [online/electronic assignments],
OR (2) the beginning of class [hardcopy assignments]. Assignments
not submitted within 1 week will automatically receive a grade of
0. Technological issues are not considered valid grounds for late
assignment submission. NO EXCEPTIONS Note: It is the students
responsibility to check assignment submissions to ensure that
assignments have been properly submitted in Word format. Improper
formatting of submission or forgetting to submit are not acceptable
excuses for a late paper, and late penalties will apply.
Slide 75
Quoting, Plagiarism, Paraphrasing, and Citations Plagiarism: As
per the American Psychological Association (APA) Publication
Manual, Researchers do not claim the words and ideas of another as
their own; they give credit where credit is due (APA Ethics Code
Standard 8.11, Plagiarism) (p. 15). No more than 10% of any paper
or assignment may be quoted material. Beyond 10% will result in an
equivalent grade deduction. Quotes require a citation, including a
page or paragraph number. As well, as per the APA Publication
Manual, quotation marks should be used to indicate the exact words
of another (p. 15). Paraphrasing means putting someone elses ideas,
thoughts, or research into your own words, and giving them credit
with a proper citation. Instances of plagiarism may result in a
grade of 0 and academic repercussions. Self-Plagiarism: According
to the APA Publication Manual, self-plagiarism, or double-dipping,
is when an individual presents work they have previously submitted
for publication or for a grade as if it is new scholarship (ie.
newly completed). Examples of self-plagiarism might include
submitting the same assignment (or portions of the same assignment)
in a class which is being taken for the second time or in a
different class. Keep in mind that recycling even ONE paragraph is
considered Self-Plagiarism/Double-Dipping. Instances of
Self-Plagiarism/Double-Dipping is a serious offense. You have
created no new academic work (ie. you received a grade the first
time you submitted the work), and therefore, you will receive a
grade of 0 and the face academic repercussions of plagiarism.
TURN-IT-IN will be used, and you will have access as needed. Please
see Canvas.
Slide 76
Assignment Formatting ALL assignments must be in APA format,
unless otherwise specifically stated. ALL assignments are expected
to uphold appropriate academic integrity. ALL assignments and
interactions (including online) must be in academic language (ie.
no texting language, abbreviations such as u for you, etc.). All
assignments are required to have resources cited in appropriate APA
formatting, unless explicitly stated. Electronic assignments must
be in Word format and uploaded as an attachment (ie. not pasted
into the message). Other formats will NOT be accepted. It is up to
each student to ensure their work is in the appropriate format and
is submitted correctly. Individual electronic assignments are to be
saved as FirstnameLastnameAssignmentName (Example:
MistieBarnesLiteratureReview.doc) NOT FOLLOWING THESE ASSIGNMENT
FORMAT GUIDELINES WILL RESULT IN A REDUCTION OF YOUR GRADE.
Slide 77
APA Formatting APA Formatting is required on ALL assignments.
We will use the 6 th Edition of the APA Manual.
Slide 78
Attendance Attendance at each class meeting is expected in
graduate school. In the case of an emergency absence, please notify
the instructor prior to the class period or immediately afterward.
Remember, this is not an undergraduate course or program.
Attendance is not optional, and attendance policies will be
strictly enforced. Students will gain the most from this class by
being present and participating fully in all classes and
assignments. Students may miss up to 1 class during the semester
without consequence. Students with 2 absences will be dropped from
the course with an F, as per University policy, regardless of
reason for absences. Remember, this is a semester long course being
taught within a 4-week period of time. There will be several
assignments, and attendance is necessary to ensure integration of
material. Please do not misuse your one un-penalized absence, and
then become upset when you have a consequence for a second absence.
There are no excused/unexcused absences. Only absences, and you are
responsible for your attendance.
Slide 79
Lateness/Leaving Early Arriving for class after attendance has
been recorded or leaving early without communicating with the
instructor will result in a 1/2 absence. If you miss more than half
of the class, you will receive a full absence. Break-time during
class is a privilege. If class is routinely held up due to students
returning late from break, breaks will be canceled. Returning late
from break is considered coming to class late (ie. you are missing
content), therefore, you may receive a 1/2 absence (Needing to
smoke is not an excuse this is a smoke-free campus!).
Slide 80
Accommodation of Disabilities It is the responsibility of
students who have professionally diagnosed disabilities to notify
the instructor so that necessary and/or appropriate modifications
can be made to meet any special learning needs. If you have a
documented disability and wish to request accommodations please
officially contact Dr. Richard Houston, Disability Director for the
University (846-4690), who will coordinate the accommodations
process.
Slide 81
Diversity Case studies and other examples inherent in this
course will approach counseling from a cultural perspective. This
course examines many sensitive areas. Because our student
population is very diverse, sensitivity to
gender/race/ethnicity/disability/sexuality is expected and
disrespectful language and/or behavior will not be tolerated.
Slide 82
Inclement Weather Notification Classes will proceed as
scheduled unless official announcements of cancellation are made.
When classes are canceled, faculty and commuting students are
advised not to come to campus. To find out if classes are canceled
because of inclement weather, members of the campus community have
several options: www.deltastate.edu, radio, and television. In
addition, please check your official okramail email address, as I
personally will send you an email notifying you of the
cancellation, if possible.
Slide 83
Respect in the Classroom Please turn all cell phones, pagers,
and other electronic equipment off or on silent (not vibrate) when
you enter class. To create a respectful class environment, please
refrain from texting, checking messages, etc. In the case of an
emergency, please alert the instructor prior to class. If you are
observed using your phone or electronic device, you will receive
one half absence, as you are not attending (ie. fully in the
classroom).
Slide 84
Communication from Program and University OKRA mail is the
official method for email communications from the university to
each student. Students will be responsible for all program and
university-wide information communicated through their DSU okra
email account. I will communicate with you via the email account
you have listed with Delta State.
Slide 85
Important: Class remember to 1) save your books from your
counseling classes rather than selling them. You will need them
when it is time to study for your Comprehensive Examinations and
your National Counselor Exam. 2) Please remember to work on your
portfolio on an ongoing basis. You will be required to complete
sections from each course you take. Save your syllabus and
coursework from each course! Students are strongly encouraged to
read the Delta State University's Graduate Bulletin especially
regarding issues such as academic grievance, plagiarism and
cheating, etc. The policies stipulated in the Graduate Bulletin
will be strictly enforced. All assignments are due according to the
timeline established by the syllabus unless otherwise noted by the
instructor.
Slide 86
DSU Counselor Education Online
Slide 87
Visit our webpage at: http://www.deltastate.edu/pages/567.asp
Stay up-to-date and current with whats happening the Department!
Please visit and Like us on Facebook at
https://www.facebook.com/#!/pages/Delta-State-University-
Counselor-Education-Department/114173808595602?fref=ts Visit the
Delta State University Play Therapy Training Institute (PTTI)
online at http://playtherapytraininginstitute.com to stay
up-to-date on trainings and happenings in their work with play
therapy
Slide 88
Preparing for Graduate School Now that you have the details out
of the way how can you ensure that you have a successful graduate
school experience? In the following slides, we will explore some of
the factors that contribute to having a successful graduate school
experience in a counseling program. Based on : Granello, D. &
Young, M. (2011). Counseling today: Foundations of professional
identity. Upper Saddle River, NJ: Pearson
Slide 89
What Do You Think? Lets start by you asking yourself: What kind
of student am I? What are my strengths? Limitations? What kind of
student do I want to be? This will help you as you begin preparing
for graduate studies
Slide 90
Graduate School is Different than Undergrad Difference in
intensity Difference in focus Difference in responsibility
Difference in meaning Difference in peers What other differences
have you noticed?
Slide 91
Intentionality The core of graduate education It means Thinking
about how you want to approach your education Planning for success
Working to overcome any limitations Keeping an open mind In
undergrad, there was little focus on intentionality. You chose a
degree, and you went about fulfilling the requirements. In grad
school, you must have a plan. You must address limitations so you
can fulfill your plan. You must have an open mind so that you can
explore alternatives to help you meet your goals, and you have to
explore how you want to approach meeting your educational
goals.
Slide 92
Getting Ready for Grad School How can you prepare to be
successful? Write down 5 ways you can prepare to be successful in
graduate school. What challenges will you have to overcome to be
successful? What challenges did you have in undergrad that may be a
detriment now that you are in grad school?
Slide 93
Prepare Your Attitude! (Crucial!) Strategies for Success Be
open to new possibilities Be energetic & passionate Be willing
to tolerate ambiguity and not knowing Potential Pitfalls Reverting
to rigid & inflexible approach under stress Self-defeating
messages As simple as they sound, these strategies for success and
potential pitfall can make or break you in a graduate counseling
program.
Slide 94
Prepare Your Support Network Strategies for Success Talk about
your goals & plans Help them understand your passion Give them
an overview of your schedule Make them feel included Potential
Pitfalls They may worry you are outgrowing them You might feel
guilty for missing events I cannot stress enough how true and how
valuable these strategies and pitfalls are! The strategies may help
you avoid the pitfalls, and I know of few graduate counseling
students who have not experienced at least one of these pitfalls at
one time or another. The key is learning how to manage the
situation.
Slide 95
Prepare Your Physical Space Strategies for Success Get
comfortable (not too comfortable!) Set the right tone Have
ergonomic seating Have room to spread out Organize your space Keep
visual reminders of your deadlines & projects Potential
Pitfalls Too many distractions can limit your attention
Multi-tasking is seldom efficient We are all different. Remember,
what works for one, may not work for someone else. Do what works
for you. Just be sure to ask yourself, is this ACTUALLY helping me
be productive, or am I just finding ways to procrastinate?
Slide 96
Prepare Your Schedule Strategies for Success Look for balance
Understand the trade-offs Make intentional choices Seek assistance
when needed Potential Pitfalls Over-commitment Spending time on
what is not really your priority Learn. To. Say. NO! Set
priorities. There may be times when you have to give up a night out
with friends to complete an assignment, but remember, this is
temporary as you move forward with your career. If you focus on
what is a priority and drop the time-wasters, you will find you
have a lot more time to do what you truly value!
Slide 97
Prepare Your Mind Strategies for Success Develop strategies for
reading Take good notes Keep your textbooks Use University services
Writing Center Counseling Center Office for Disability Services, if
needed Potential Pitfalls Using study strategies from undergraduate
that no longer work Giving up in the face of difficult challenges
Yes. Just yes. Also, buy a planner/scheduler! It will become your
BEST friend! Also keep in mind that Canvas has a calendar that
marks all of your due dates, and you can also add dates. Take
advantage of this feature!
Slide 98
Stop & Think What strategies can you use to be planful and
intentional about the rest of your graduate education? Now that you
have read all of the strategies, and pitfalls, to having a
successful graduate experience, a successful graduate experience in
a program which is unique in that the focus is NOT solely upon
academics, what can YOU do to ensure that YOU are successful and do
not fall into the traps that may defeat others?
Slide 99
The Successful Grad Student Success doesnt just happen. You may
be more effective if you actively work to be successful in all
domains
Slide 100
Successful Peer Relationships Reframing classmates as
colleagues Classmates help develop counseling skills Understand
criteria for giving & receiving feedback
Slide 101
Successful Relationships with Faculty Ask for feedback Seek
help if you need it Read facultys published research & writing
Volunteer to collaborate in research Schedule appointments during
professors office hours Seek out a faculty mentor, one whom you
have common academic interests Learn how each faculty wants to be
addressed Set appropriate boundaries
Slide 102
Successful Interactions with Counselors Look for ways to
network in the professional community If you read an interesting
article, feel free to contact the author Develop an elevator speech
Ask the counselor about his/her work After the encounter, follow up
with a brief email or note this helps to build your professional
relationships Never burn your bridges in the professional community
Remember, you are now and forever on public display, and you never
know who may be observing you clients, colleagues, etc. Act
professional in public! You are now a professional; no longer an
undergrad!
Slide 103
Success in the Classroom Be an active participant Show up on
time to class! Turn off & put away your cell phone Pay
attention appear focused Be respectful of classmates Submit
assignments on time Use appropriate body language Dress
appropriately
Slide 104
Success in Navigating Program Culture Clarify expectations
Understand the role of the hidden curriculum Take advantage of
opportunities for professional growth conferences, workshops,
training events, etc.
Slide 105
Success in Maintaining Your Own Mental Health There is pressure
to perform well Grad students can feel overwhelmed Healthy
lifestyle choices can suffer (do not forget to exercise, eat
healthy, get sleep) Many counseling students seek their own
counseling during grad school There are many positive benefits to
seeking counseling during training
Slide 106
Stop & Think What do you need to do in order to be the most
successful graduate student you can be?
Slide 107
Thank you.
Slide 108
Thank you for joining us at Delta State University. We look
forward to assisting you and guiding you in your career development
and in your growth as a counselor-in-training. Please complete the
assessment and print. Remember, this must be provided to your
advisor at your first advising appointment.