Student Handbook - Department of Counselor Education 2020-2021

STUDENT HANDBOOK Master of Arts in Clinical Mental Health Counseling Marriage and Family Counseling School Counseling Department of Counselor Education 2020-2021

Table of Contents

Introduction ………………………………………………………………………………………………………..……………………….5 Mission Statement...................................................................................................................................... 5 Theme Statement ...................................................................................................................................... 5 Clinical Mental Health Counseling Mission............................................................................................... 6 Marriage and Family Counseling Mission ……………………………………………………………………………………….6 School Counseling Mission........................................................................................................................ 6

Program Faculty and Location ........................................................................................................ 7

Affiliate Faculty at Gonzaga........................................................................................................................ 8 General Program Information ................................................................................................................... 8

Program Information....................................................................................................................... 8

Description of Program Objectives ............................................................................................................ 9 Program Objectives.................................................................................................................................... 9 Student Learning Outcomes .................................................................................................................... 10 2016 CACREP Standards ........................................................................................................................ 16 Conceptual Framework ........................................................................................................................... 16 Department Policies ……………………………………………………………………………………………………………….…..17 Transfer of Credits................................................................................................................................ 17 Course Sequencing and Missed Courses .............................................................................................. 18 Independent Studies, Directed Studies, and Directed Readings .............................................................. 19 Pre-practicum........................................................................................................................................... 20 Practicum ................................................................................................................................................. 20 Internship ................................................................................................................................................ 21 Faculty Responsibilities ............................................................................................................................ 22 Professional Performance Evaluation & Reflection.................................................................................. 23 Graduate Level Professionalism............................................................................................................... 23 Personal Growth ...................................................................................................................................... 23 Advancement to Candidacy ..................................................................................................................... 24 Advancement to Candidacy Process ..................................................................................................... 24 Criminal Record Background Check ....................................................................................................... 25 Site Supervisor Evaluation ....................................................................................................................... 25 Evaluation of Site and Supervisor ............................................................................................................ 25 Grading Policies ....................................................................................................................................... 26 Grade Appeals Process ............................................................................................................................ 26 Departmental Student Records ................................................................................................................ 27 Endorsement and Certification ................................................................................................................ 27 Degree Plans and Advisement ................................................................................................................. 27 Professional and Personal Expectations ................................................................................................... 29 Classroom Policy ..................................................................................................................................... 29 Monitoring Process .................................................................................................................................. 29 Exit Experience........................................................................................................................................ 30 Comprehensive Examinations .............................................................................................................. 30 Personal Counseling ................................................................................................................................ 31 Alcohol and Substance Abuse Policy ....................................................................................................... 31 Close, Personal Relationships within Cohort …………………………………………………………………………….……32 Conflict Resolution .................................................................................................................................. 32 Orientation Meeting (Annual Fall Retreat) .............................................................................................. 32 Professional Liability Insurance ............................................................................................................... 32

Notification of Intent to Graduate............................................................................................................ 33

Other Information …………………………………………………………………………………………………………….33 Financial Aid............................................................................................................................................ 33 Graduate Assistantships ……………………………………………………………………………………………………………....34 Professional Licensure ............................................................................................................................. 34 School Counselor Educational Staff Associate Residency Certification ................................................ 34 National Board for Teaching Standards School Counseling Certificate (optional certification) ............ 34 Nationally Certified Counselor ............................................................................................................. 35 Mental Health Counselor Certification/Licensure ................................................................................ 35 Professional Organizations....................................................................................................................... 35 National Organizations ............................................................................................................................ 36 State Organizations: ................................................................................................................................. 36 Placement Activities ................................................................................................................................. 37 Recommendations for Employment and Credentialing (Endorsements) ................................................. 37 Extracurricular Counseling ...................................................................................................................... 37 Other Sources of Information ................................................................................................................. 38

Clinical Mental Health Counseling.................................................................................................39

Mission .................................................................................................................................................... 39 Student Learning Outcomes .................................................................................................................... 39 Sample Tracks ......................................................................................................................................... 41 Two Year Track (Full-time Students) ...................................................................................................... 42 CMHC Three-year track-sample (part-time on campus student) ............................................................. 43

Marriage and Family Counseling ………………………………………………………………………………………..45

Mission .................................................................................................................................................... 45 Student Learning Outcomes .................................................................................................................... 45 Sample Tracks ......................................................................................................................................... 47 Two Year Track (Full-time Students- 60 Credits) .................................................................................... 47 MFC - Three year track-sample (part-time on campus student) ............................................................... 48

School Counseling ..........................................................................................................................50

Mission .................................................................................................................................................... 50 Student Learning Outcomes .................................................................................................................... 50 Sample Tracks ......................................................................................................................................... 52 Master of Arts in School Counseling- Two Year Track (Full-Time) ........................................................ 52 Three-Year Track: Sample (Part-time on campus student)...................................................................... 53

Other Information and Procedures Specific to ..............................................................................55

School Counseling And Certification ....................................................................................................... 55 Professional Education Advisory Board .................................................................................................. 55 Educational Staff Associate (Esa Certification Application Process – Residency Certification ................. 56 Procedures for Certification ..................................................................................................................... 57 Oral Examination for School Certification .............................................................................................. 57 Professional Portfolio .............................................................................................................................. 57 Residency Certification ………………………………………………………………………………………………………….…….58 Relevant Ethical Principles and Standards ............................................................................................... 58

Appendix A ....................................................................................................................................60

GU and SOE Mission Statements ........................................................................................................... 60 Relevant Ethical Principles and Standards ............................................................................................... 63 Professional Performance Evaluation ...................................................................................................... 64 Academic Policies and Procedures .......................................................................................................... 72 Fair Process Manual ………………………………………………………………………………………………………….………..73 Statement Regarding the Monitoring of Progress ..................................................................................... 74 Counseling Department Admission and Retention Agreement ............................................................... 77 Photo/Video Release Form...................................................................................................................... 78 Request for Change of Graduate Program ………………………………………………………………………..……………80

Welcome to the Department of Counselor Education Introduction The purpose of this handbook is to provide students with information concerning the Department of Counselor Education at Gonzaga University in Spokane, Washington. This handbook is intended to clarify relevant information, policies, procedures, requirements, and expectations. All students admitted into a Counselor Education program are provided with a handbook during new student orientation. This handbook, along with the Fair Process Manual (https://my.gonzaga.edu/-/media/Website/Documents/Academics/School-of-Education/GeneralDocuments/Manuals-and-Handbooks/SOE-Fair-Process-Manual071318.ashx?la=en&hash=12EB25759EFF2ABEF10E66C60EB14DAE4185CA66), ), should serve as reference tools to supplement the guidance provided by faculty when advising students in successfully traversing the program.

It is the responsibility of the student to read and become familiar with the information in this handbook. In order to confirm that you have read this handbook and have understood the responsibilities, policies, and procedures outlined herein, please sign the Admission and Retention Agreement - the last page of this handbook. Please submit this signed agreement to your advisor for inclusion in your student file on the first day of pre-practicum class.

(If any information in this Handbook differs from information provided by the School of Education Fair Process Manual sections that pertain to the Department of Counselor Education, the current edition of the Fair Process Manual takes precedence.)

Mission Statement Following the Jesuit tradition with ever increasing awareness of human nature, diversity, social issues, and the power relationship, we model and promote theory and reflection informed transformational leaders who are intentional, ethical counselors of growth and learning in families, schools, and communities.

Theme Statement We are kind practitioners who are intentional in the development of relationships that honor personal strengths and the promotion of transformational growth.

Clinical Mental Health Counseling Mission The mission of the Clinical Mental Health Counseling Program at Gonzaga University is to provide a reflective state-of-the-art education and training within a cohort model that builds and supports relationships conducive to intentional transformation. As such, graduates are prepared to live as kind, creative, productive, morally grounded, socially just, service-oriented, reflective, and intentional clinicians ready to lead the profession to the next level.

Marriage and Family Counseling Mission The Marriage and Family Counseling Program models ethical, moral, and professional leadership as counselor educators to promote development of a solid knowledge base, a sound skills set, and an experienced understanding of the process of personal transformation. Marriage and Family Counseling students are prepared to live as creative, productive, morally grounded, socially just, service-oriented leaders in the profession.

School Counseling Mission The mission of the School Counseling Program is to facilitate the development of counselor excellence in professional competence and personal growth. School counseling graduates actively support the unique and complex needs of students and families with compassion, competence, and care. Graduates are intentionally prepared for distinguished service in the areas of leadership, advocacy, social justice, and diversity; as they develop academic, college/career readiness, and personal/social skills of all students.

Program Faculty and Location Nearly all on-campus Counselor Education classes are located in the Rosauer Center for Education. Practicum and Internship courses are also held in the Rosauer Center, though students fulfill the placement requirements in carefully chosen sites throughout the Spokane vicinity. All full-time members of the department of Counselor Education have offices in the Rosauer Center where they are available for course consultation, advising, and other student needs.

On rare occasions, Gonzaga University will opt to conduct courses virtually, either during the entire semester or portions of the semester, through video-conferencing platforms, such as Zoom. Rare occasions that may warrant this change include, but are not limited to, pandemics; faculty, staff, or students being unable to cross the Canadian – US borders; or situations in which the safety of the University’s students, faculty, staff, or additional stakeholders is in danger. The Department of Counselor Education must comply with all University-wide policy changes and reserves the right to make these modifications at any time, with little or no notice provided to incoming and current students.

The Department of Counselor Education is comprised of six core faculty members, a clinical coordinator, one program assistant and one program coordinator as noted below: Elisabeth Bennett, Ph.D. University of Utah Professor, RC 244, Tel: 313-3512 bennette@gonzaga.edu Curtis Garner, Ed.D. Baylor University Professor, Department Chair, Counselor Education RC 246, Tel: 313-3515 garnerc@gonzaga.edu Rob McKinney, Ph.D. Kent State University Assistant Professor, Director, Clinical Mental Health Counseling RC 260, Tel: 313-3848 mckinneyr@gonzaga.edu

Melanie Person, Ph.D. Idaho State University Assistant Professor Director, Master of Counselling RC 256, Tel: 313-3631 person@gonzaga.edu Addy Wissel, Ph.D. Idaho State University Associate Professor Director, School Counseling RC 258, Tel: 313-3851 wissel@gonzaga.edu Mark Young, Ph.D. Idaho State University Associate Professor Director, Marriage & Family Counseling RC 254, Tel: 313-3658 young@gonzaga.edu Miranda Lewis, M.A Clinical Placement Coordinator RC 242; Tel 313 - 3507 lewism2@gonzaga.edu

Cari Johnson, B.S. Program Coordinator RC 252, Tel: 313-3501 johnsonc3@gonzaga.edu

Alysha Terrell, B.A. Program Assistant – Canada RC 262, Tel: 313-6290 terrell@gonzaga.edu

Affiliate Faculty at Gonzaga In addition to the core faculty, the Counselor Education Department is fortunate to have remarkable adjunct faculty members to serve our students. These adjunct faculty members bring an added expertise and diversity to faculty that is greatly appreciated by both core faculty and students. While an adjunct faculty member may have a great deal of knowledge about the program and profession, students should not depend solely on an adjunct for advising. The current adjunct faculty includes the following: Amanda Beal Kimi Bonner Mary Brown David Crump Anna Eaglebear Miranda Lewis Jolanta Kozyra Nicole Markealli Carol I. Moore Bert Powel Kristin Souers Patti Livingstone Nika Davenport Michael Roberts Heidi Ehrlich

Brigham Young University Gonzaga University Gonzaga University Brigham Young University Gonzaga University Gonzaga University Gonzaga University Gonzaga University University of Oklahoma Whitworth College Gonzaga University San Diego State University Gonzaga University

Ph.D. M.A. M.A. Ph.D. M.A. M.A. Ph.D. M.A. Ph.D. M.A. M.A. M.S. M.A. M. ED. M.A

General Program Information Dean of the School of Education Yolanda Carter, Ph.D. Graduate Admissions Heather Schmitt Tel: 313-6240 schmitth@gonzaga.edu School Certification Director Amanda Coulter Tel: 313-3504 coulter@gonzaga.edu

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Program Information Description of Program Objectives Gonzaga University’s Master of Arts in Clinical Mental Health Counseling (CMHC), Marriage and Family Counseling (MFC), and School Counseling (SC) are designed to train professional counselors for a variety of employment settings including: schools, family counseling, social service and mental health agencies, and college counseling centers. Internships are available in the above settings with on-site supervision by both field supervisors and University professors. The Master of Arts in Counseling program offered in Canada is also designed to train professional counselors for social and mental health. Throughout both programs, emphasis is placed on personal growth and development in addition to translating theory and research from course work to service for students and clients. Counselor training utilizes both didactic instruction and experiential learning in a balanced manner in order to both aid the student in making the transition from education to practice and to offer an avenue for personal exploration. These experiences and any interactions with professors are in no way intended to provide personal counseling or psychotherapy for students. Students are encouraged to seek counseling outside of the program and its faculty when desired or needed. Another major focus of the program is developing and operationalizing the student’s personal theory of counseling. This theory incorporates the student’s view of human nature, psychological constructs, and counseling process along with theory grounded in the available scientific literature. This theory is developed in order to set a framework for each student to practice counseling. The Master of Arts in CMHC, MFC, and SC can be completed during two calendar years if enrolled full time. It may also be completed on a part-time basis ranging from three to five years in length.

The on-campus program offering the Master of Arts in CHMC, MFC, and SC is CACREP accredited and is, therefore, modeled after the Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards. In line with the CACREP model, the overall philosophy of the Department of Counselor Education (EDCE) is to prepare master’s level counselors with academic, professional, and personal credentials to perform effectively in their anticipated work setting.

Current objectives of the EDCE programs are reflected in the core requirements as dictated by national accreditation standards and licensure requirements. Through coursework, practicum, internship, and successful completion of the comprehensive examination, students are expected to satisfy overall program objectives and specific course objectives.

Program Objectives The Department of Counselor Education at Gonzaga University has identified five major program objectives which are evaluated through a variety of ways including student learning outcomes, mid-program and end of program evaluations, and dispositional measures. Program Objectives related to core themes of the department are identified as follows:

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1.

2.

3.

4.

5.

The Department of Counselor Education faculty will be engaged in the greater community through service and dissemination of knowledge to promote greater good in our diverse local, regional, state, and national communities.

The Department of Counselor Education will create learning opportunities for students that encourage personal reflection to promote deeper intentional understanding of the whole self, awareness of one’s impact on the diverse world around one’s self, and a healthy capacity for discernment.

The Department of Counselor Education will provide intentional academic and field-based learning opportunities to facilitate meaningful and efficient learning in the field and classroom to promote a service-oriented heart in a culturally pluralistic world.

The Department of Counselor Education is aware of the power of relationships and is dedicated to providing a learning experience that centers on relationships and demonstrates the potential of strong working alliances with all individuals.

The Department of Counselor Education will consistently approach students from a place of kindness and caring to not only model this trait but to also create a safe and welcoming environment for all.

Student Learning Outcomes Student Learning Outcomes (SLO) have been developed to evaluated success in the above program objectives. Each student in the Master of Arts program will be evaluated on 10 SLOs measured through 19 Key Performance Indicators (KPI).

SLO #1: Students experience a transformational learning environment that honors the power of relationships and the importance of self-reflection and intentional personal growth promoting well-being contributing to effective counseling in service to and for others.

KPI KPI 1.1 Students will understand self in relationship to essential skills and gain awareness of self as counselor.

KPI 1.2 Students will identify their own

Where KPI Assessed EDCE 695Counseling PrePracticum EDCE 696Counseling Practicum EDCE 697 A/BCounseling Internship EDCE 699Comprehensive Oral Exam EDCE 639Counseling Theories

Assignment PPE Chart and Reflection

Assessment Tool PPE Chart

PPE Chart and Reflection PPE Chart and Reflection Personal Theory Paper

PPE Chart

Theory Paper

Theory Paper Rubric

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PPE Chart Comprehensive Exam Rubric

process of understanding nature of a person, psychological constructs and process of counseling, developing a personal theory of counseling and gaining great awareness of self as counselor.

EDCE 695Counseling PrePracticum EDCE 696Counseling Practicum

PPE Chart and Reflection

PPE Chart

PPE Chart and Reflection

PPE Chart

EDCE 697 A/BPPE Chart and Counseling Internship Reflection

PPE Chart

EDCE 699Comprehensive Oral Exam

Comprehensive Exam Rubric

Personal Theory Paper

SLO #2: Students understand, identify, and develop strategies for working with clients at different developmental stages, including understanding how addiction, trauma, and developmental concerns impact the client and process of human growth and development.

KPI KPI 2.1 Students will identify various theories of development and learning.

KPI 2.2 Students will understand different abilities of clients and identify ways to work with a variety of clients at various stages.

Where KPI Assessed EDCE588- Human Growth and Development EDCE 699Comprehensive Oral Exam EDCE 588- Human Growth and Development EDCE 697 A/BCounseling Internship

Assignment Research Paper

Assessment Tool Rubric

Personal Theory Paper

Comprehensive Exam Rubric

Four-time frame Interviews/ Observations Site Supervisor Evaluation

Rubric Site Supervisor Evaluation

SLO #3: Students understand career development dynamics and incorporate this knowledge into work with clients across all cultures, stages of development, and levels of care.

KPI KPI 3.1 Students will understand theories and models of career development, including patterns and processes of career development.

Where KPI Assessed EDCE 605Occupational Choice and Career Development Comprehensive Written Exam

Assignment Life Planning Model Paper/ Presentation

Assessment Tool Rubric

Comprehensive Written Exam

Score on Item

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KPI 3.2 Students will identify assessment tools useful in career development and utilize these assessments with meaningful and culturally relevant approach

EDCE 605Occupational Choice and Career Development Comprehensive Written Exam

Life Planning Model Paper/ Presentation

Rubric

Comprehensive Written Exam

Score on Item

SLO #4: Students understand the impact of culture, including their own, on the counseling process and are able to act within the expectations of Multicultural and Social Justice Competencies.

KPI KPI 4.1 Students will gain a global perspective of diversity and culture, incorporating this knowledge to increase effectiveness with various groups and cultures.

Where KPI Assessed EDCE 695Counseling PrePracticum EDCE 696 Counseling Practicum EDCE 697 A/BCounseling Internship EDCE 550 Multicultural Counseling Comprehensive Written Exam KPI 4.2 Students will EDCE 695identify ways that Counseling Presocial injustice and Practicum multicultural EDCE 696 incompetence impacts Counseling Practicum systems, clients, and EDCE 697 A/Bthe counseling Counseling Internship process.

EDCE 550 Multicultural Counseling Comprehensive Written Exam

Assignment Multicultural Checklist

Assessment Tool Checklist

Multicultural Checklist Multicultural Checklist MAP Project

Checklist

Comprehensive Written Exam Multicultural Checklist

Score on Item

Multicultural Checklist Multicultural Checklist MAP Project

Checklist

Comprehensive Written Exam

Score on Item

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Checklist MAP Rubrics

Checklist

Checklist MAP Rubrics

SLO #5: With respect for and healthy collaboration with other professionals, students adopt the professional identity of a counselor and practice as such, including following and knowing the ACA Code of Ethics, state legal codes, reporting and referral processes, and the roles and functions of a professional counselor.

KPI KPI 5.1 Students will know and use the ACA Code of Ethics, including ACA supported ethical decision making models and be able to distinguish ethics from laws.

Where KPI Assessed EDCE 697 A/BCounseling Internship EDCE 699Comprehensive Oral Exam

Assignment Site Supervisor Evaluation Comprehensive Oral Exam

Assessment Tool Site Supervisor Evaluation Oral Exam Rubric

KPI 5.2 Students will identify situations in which confidentiality of a client may be broken and reports the appropriate process in these scenarios.

EDCE 559- Critical Issues in School Counseling

Interview

Interview Rubric

Comprehensive Written Exam

Score on Item

EDCE 560- Critical Issues and Ethics in Counseling (CMHC/MFC) Comprehensive Written Exam

SLO #6: Students understand group counseling dynamics and are able to facilitate various types of groups using appropriate and relevant group facilitation skills to create transformational experiences in serving clients.

KPI KPI 6.1 Students will identify models and theories of group work, including theories of group development.

Where KPI Assessed EDCE 650- Group Process Comprehensive Written Exam

Assignment Group Proposal

KPI 6.2 Students will intentionally and effectively utilize culturally appropriate group facilitation skills in a variety of settings.

EDCE 664- Group Facilitation Comprehensive Written Exam

Group Leadership Assignment Comprehensive Written Exam

Comprehensive Written Exam

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Assessment Tool Group Proposal Rubric Score on Item

Group Leadership Rubric Score on Item

SLO #7: Students intentionally, creatively, and effectively use essential counseling and interviewing skills in working with clients from various cultures and backgrounds.

KPI KPI 7.1 Students will understand, identify, and intentionally utilize essential skills of counseling across a variety of client cultures and issues.

Where KPI Assessed EDCE 695Counseling PrePracticum EDCE 696Counseling Practicum EDCE 697 A/BCounseling Internship

Assignment Final Exam/ Final Tape

Assessment Tool Final Exam/Tape Rubric

Practicum Site Supervisor Evaluation Site Supervisor Evaluation

Site Supervision Evaluation Site Supervisor Evaluation

SLO #8: Students will demonstrate an understanding of the aspects of counseling and professional roles of counselors.

KPI KPI 8.1 Students will identify ways to monitor client progress and the therapeutic relationship.

KPI 8.2 Students will develop culturally and developmentally relevant client conceptualizations and identify and utilize appropriate, theoretically based interventions.

Where KPI Assessed EDCE 696Counseling Practicum EDCE 697 A/BCounseling Internship EDCE 699Comprehensive Oral Exam EDCE 696Counseling Practicum

Assignment Relationship Surveys

Assessment Tool Relationship Survey

Relationship Surveys

Relationship Survey

Comprehensive Oral Exam

Comprehensive Oral Exam Rubric

Case Conceptualization and Video Presentation EDCE 697 A/BCase Counseling Internship Conceptualization and Video Presentation Site Supervisor Evaluation

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Case Conceptualization and Video Presentation Rubric Case Conceptualization and Video Presentation Rubric Site Supervisor Evaluation

SLO #9: Students understand assessment process in counseling and intentionally and effectively utilize appropriate assessments for a variety of reasons across a variety of settings.

KPI KPI 9.1 Students identify appropriate selection of measures given the specifics of the client’s or student’s situation.

KPI 9.2 Students understand and apply ethically sounds diagnostic evaluation when considering assessment reports.

Where KPI Assessed EDCE 565Assessment in Counseling Comprehensive Written Exam

Assignment Assessment Report

Assessment Tool Rubric

Comprehensive Written Exam

Score on Item

EDCE 616Psychopathology and Psychopharmacology EDCE 565Assessment in Counseling

Case Vignettes

Case Vignette Rubric

Assessment Report

Rubric

SLO #10: Students are effective consumers of research and understand how to intentionally apply research to the counseling process.

KPI KPI 10.1 Students will identify the relevance of research in counseling and basic principles including reliability, validity, measures of central tendency, distribution, and variability.

Where KPI Assessed Assignment EDCE 698Final Exam Research and Statistics

Assessment Tool Final Exam Score

Comprehensive Final Exam

Comprehensive Final Exam

Score on Item

KPI 10.2 Students will identify how to use research to inform work with clients, including identification of evidenced-based counseling practices.

EDCE 698- Research and Statistics

Research Proposal

Research Proposal Rubric

EDCE 616Psychopathology and Psychopharmacology

Case Vignettes

Case Vignette Rubric

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2016 CACREP Standards Along with above identified SLOs and KPIs, students will demonstrate knowledge, understanding, and application of all 2.F. CACREP Standards. These standards can be accessed in entirety through the link below. They can also be found linked to the information presented within each course. https://www.cacrep.org/for-programs/2016-cacrep-standards/

Conceptual Framework The Department of Counselor Education holds great respect for the foundations laid by the missions of Gonzaga University, the School of Education, and the standards of the Counseling profession. In accordance with these valued fundamentals, the framework driving the beliefs, actions, and outcomes of the department are represented by the following dispositions.

Deep Concern for Others  Altruistic Service  Empathy  Respect  Kindness  Warmth  Unconditional Positive Regard Cultural Competence  Culturally knowledgeable  Diversity affirmative  Expanding in awareness  Servant Leadership  Advocacy  Commitment Professionalism  Ethical  Excellence in work ethic (thorough, complete, accurate, timely)  Disciplined  Consciously Competent (solid knowledge base, sound skills set, intentional implementation of process) Self-Awareness  Non-defensiveness  Persistence  Social Deftness  Growing self-concept, worth, efficacy, esteem  Growing awareness/purposeful impact on others  Balanced (physical, emotional, social, spiritual, mental)  Genuineness  Reflective 16

 Emotional maturity/intelligence Zeal Resilience (strength and readiness for positive change) Tolerance for Ambiguity Emotional Regulation Discipline Gratitude Impulse Control  Relational equity  Integrity Growth Orientation  Future mindedness  Concreteness  Personal and Social Transformation  Optimism

Department Policies Transfer of Credits Gonzaga University has a policy that allows students entering a graduate program to transfer up to 20% of semester credits from an accredited university. These credits must have been taken following the completion of an undergraduate degree and must be at the graduate level. Not all courses are transferable. The following guidelines are recommended when attempting to transfer credits: 1. The student attempting to transfer credits to Gonzaga University must first meet with his or her advisor early in the first semester of enrollment. At this meeting the student must present the transcript indicating the course to be transferred, syllabi, textbooks, and completed assignments from the courses to be transferred. NOTE: Only courses that have a “B” or better are allowed to be transferred.

2. The advisor will review these materials or present them to the faculty regularly responsible for teaching the course(s) related to the requested transfer. If the materials are deemed comparable to the courses offered through the Department of Counselor Education, then full or partial credit will be recommended and the student and advisor must complete a Transfer of Credit form and submit to the Department Chair for approval.

3. If approved at the department level, the documents are then submitted to the Dean of the School of Education for final review.

4. The dean or his/her designee will then evaluate the materials and the credentials of the university from which the transfer is requested, and make a decision to allow or disallow the transfer of credits.

5. If partial credit is allowed, the student may need to complete an independent study to fulfill the requirements not met through the transferred course. The independent study should be orchestrated with the faculty member who regularly teaches the course. The

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student will need to be flexible and schedule such independent studies when the professor providing the independent study has room in his or her schedule to allow it.

Course Sequencing and Missed Courses According to the policy of the Department of Counselor Education, students must take courses in the sequence in which they are offered. If a student misses any courses due to extenuating circumstances, that student must adhere to the following guidelines: 1) The student will immediately contact his or her advisor to address the reasons for the proposed absence, including any documentation request by the department.

2) The student is responsible for outlining as plan of study to complete the missed course(s) within the boundaries set by the Department, School, and University and submit to the advisor. This plan could be that the student will wait until the following year to take the course, the student may find a course at another accredited university that is clearly similar to the course missed, or the student may propose that they take an “independent study” from an instructor within the Counselor Education Department.

3) If the student is seeking permission to take a course from another accredited university, the student must deliver a copy of the syllabus for the course missed, the institution from which they hope to take the course, and the text to be used for that course prior to taking the course.

4) The advisor will then review the materials submitted. If the course is one the advisor teaches for Gonzaga, the advisor may then determine the fit of the materials from the substituting course as well as those materials that are not represented. If the advisor is not the designated expert in that course content area, the advisor then brings the student’s submitted information to a faculty meeting where the faculty work to make the most informed decisions as promptly as possible.

5) If a transfer of credit is recommended either by the advisor or the faculty, the student and advisor must complete a Transfer of Credit form and submit to the Department Chair for approval.

6) If approved at the department level, the documents are then submitted to the Dean of the School of Education for final review.

7) After the dean or his/her designee evaluates the materials and the credentials of the university from which the transfer is requested, the dean will decide whether to allow or disallow the proposed transfer of credits.

NOTE: In order for a course to be counted as a part of the student’s program, the course must be approved in writing by the dean prior to the student taking it from another institution. Any course taken without prior written approval of the dean, runs the risk of the course and credits not being accepted and the student will be required to retake the course.

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If no course is available for the student to take and they do not want to sit out a year, the student may then propose that an independent study course be designed to cover the missing material/course not taken. The student makes this proposal to his/her advisor seeking a recommendation on whether this is a viable option. It is prudent to recognize that this option will only be conducted as an absolute last option and if/when a professor is able to provide such study without jeopardizing their contractual obligations. Hence, the student may need to be patient and accommodating to the professor’s schedule.

NOTE: There are certain courses that the department has identified that will not be considered acceptable for this route. Should that be the case then the student must identify another plan of action. Please refer to the “Independent Studies, Direct Studies, and Directed Readings section on the following page for a list of courses that may not be taken via this route.

1) If the independent study route is acceptable by the advisor, an instructor must then be identified to conduct the independent study. The instructor of record should be the individual, within the department, that is considered the content area expert or the instructor of the course(s) the student missed.

2) The instructor agreeing to provide the independent study will then determine the work to be completed on campus (if a residency is required), and a timeline for completion based on the professor's availability and university policy.

3) The student will then complete the independent study and make arrangements for the payment of all associated fees and tuition.

This process can be difficult. It is important to contact your advisor immediately if such a process is necessitated. Students must successfully complete all sequenced coursework (with the exception of an approved incomplete grade agreement) prior to advancement or registration for further classes. If a student is not able to satisfy the summer residency requirement (EDCE 698 Research and Statistics and EDCE 567 Career Development and Assessment in Counselling), then permission to register in EDCE 685 Pre-practicum will be withheld until evidence of successful completion of that coursework is demonstrated and documented.

Independent Studies, Directed Studies, and Directed Readings Occasionally students may wish to extend their program of study by adding courses not otherwise available. This is usually achieved by contract between one of the program faculty and the student. Forms are available from the student’s advisor. The advisor, the faculty member who will provide the added course, the department chairperson, and the Dean of the School of Education must each provide their signatures to the form before the student may register for such studies. Independent Study requests will be considered and completion of the form is not a guarantee that the student will be granted approval for the course. The following courses are not allowed to be taken as independent or directed study: EDCE 550- Multicultural Counseling, EDCE 551 – Diversity in Counselling, EDCE 559/560- Critical Issues, EDCE 565- Assessment in Counseling, EDCE 570- Special Issues in Counseling, EDCE 592- Advanced Family Systems, EDCE 600- Trauma, Grief, and Crisis, EDCE 603- Human Sexuality, EDCE 610- Classroom Management in Schools, EDCE 638- Theories of Couples Counseling, EDCE 639- Counseling Theories, EDCE 650- Group Process, EDCE 664- Group Facilitation, EDCE 689- Professional

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Seminar, EDCE 695- Counseling Pre-Practicum, EDCE 696- Counseling Practicum, EDCE 697A/B- Counseling Internship, EDCE 699- Comprehensive Oral Exam,

Pre-practicum Students will meet on campus in a classroom setting for much of their pre-practicum experience during which they will learn the skills and the framework for orchestrating the process of counseling. They will also fulfill the process of practicum field placement. They acclimating to that placement by completing an orientation to their setting so that they are prepared to begin direct service at the start of their practicum experience. As part of that orientation, students will gain working knowledge of record keeping, resources, and office protocol as well as gain knowledge of information necessary to counseling the populations served by their practicum sites.

Students may also begin shadowing or team-counseling as deemed appropriate by site supervisors. Some students may be able to counsel with less complicated cases as deemed appropriate by site supervisor and professor. Students must secure professional liability insurance before any contact with clients may begin.

Practicum The practicum for graduate students in the counseling field is one of the most important professional preparation activities. The practicum experience is designed to allow students to apply and synthesize knowledge and skills they have previously learned while transitioning from the pre-practicum experience to the internship experience. They will regularly observe and receive feedback from the field supervisor, and in most cases, will begin to carry a caseload of clients early in the semester. Most students will begin their first practicum experience during the second semester of the first year. In any case, paperwork (including liability insurance) must be in place before any practicum experience is commenced. In the case of an early practicum start, it is recommended that students restrict their activities to preparatory work (learning the protocols and procedures for the site, participating in training experiences) rather than entering the role of the counseling practicum student with clients until prerequisites are met. Prerequisites include official entrance into the program and into a cohort, and “passing with a grade of B- or higher the following courses: Counseling Theories, Issues and Ethics, Introduction to School Counseling for school counseling students, Introduction to Clinical Mental Health Counseling for clinical mental health counseling students, and Pre-Practicum.

The practicum experience requires at least 100 hours of field-based work 40 of which must be direct service hours over the course of the full semester (approximately 6-7 hours/week), as well as attending and actively participating in the practicum seminar. All practicum students are required to have Professional Liability Insurance and to show proof of such insurance by delivering a copy of the face sheet of their policies before beginning practicum.

The practicum is designed to refine counseling and interviewing skills, and to develop and practice new skills while in a closely supervised environment. This includes individual, family, and group counseling skills. Through one-on-one and group supervision, the student can expand his or her repertoire of counseling techniques and interpersonal relationship skills.

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In the practicum, all students will be expected to demonstrate a commitment to implementing and expanding the following skills: ⇒ Establishing and maintaining a helpful and supportive counseling/therapeutic relationship ⇒ Development and application of appropriate individual, family and group counseling techniques ⇒ Maintaining client records ⇒ Working effectively, observing, and occasionally co-leading with supervisors and colleagues, including appropriate analysis and presentation of counseling sessions and case studies ⇒ Continued development of professional behavior ⇒ Enthusiasm for and commitment to the counseling profession ⇒ A continued willingness to learn ⇒ Continued development of personal traits, which are conducive to effective counseling, learning and professional development NOTE: Occasionally, a student may discover that the practicum placement is not a good fit for a variety of reasons. In any case, a student does not arbitrarily quit a placement nor does a student independently seek an alternate placement. A student in such a circumstance must meet with a faculty member and clinical coordinator to determine the issue, make a plan of action (which may include a remediation at the original site or a change of site), and follow through with the assigned protocol for fulfilling that plan. No student independently ends or transitions to a new placement. All such issues and changes are made with a faculty advisement and direction.

Students are encouraged to immediately report to program advisor any (1) incident of harassment, discrimination, or sexual misconduct; or (2) any other unlawful conduct by employees of the internship and/or practicum training site. Please see course syllabus for further information on reporting harassing behavior.

Internship The internship for graduate students in the counseling field is probably the most important and comprehensive professional experience in the counseling program. The internship is designed to allow students to apply skills and knowledge they have gained in a supervised setting comparable to their ultimate choice for a professional work setting. To ensure that the student’s individualized career goals are met during the internship experience, arrangements for the internship are negotiated between the student, the field supervisor, and the student’s internship facilitator.

Most students choose to stay at the site where they completed their practicum experience, but not always. A student wishing to change his or her setting should immediately contact his/her practicum professor for guidance through the process of securing an alternate site. Students must have their internship site selected and a contract with the site completed by the beginning of registration in the semester prior to internship in order to be eligible for registration. Prior to enrolling in the internship, students must have successfully completed the Practicum (EDCE 696).

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Gonzaga University’s counseling program establishes internship requirements according to CACREP standards and in compliance with the Washington State professional counselor licensure law. Internship students are required to perform a minimum of 600 clock hours to satisfy their internship requirement. Those hours will be composed of at least 240 hours of direct service with clients appropriate to the program of study, weekly interaction with an average of one hour per week of individual and/or triadic supervision performed by an on-site supervisor throughout the internship, and three hours of class supervision per week performed by a program faculty member. Because of the time commitment involved (a 40 hour per week commitment if performed in one semester), Gonzaga’s program requires students to complete their Internship over the course of two semesters (20 hours per week).

The Internship is designed to provide the student with an opportunity to practice and expand his or her counseling skills in a setting outside the university environment. On-site supervisors will closely monitor student activities, provide effective and appropriate feedback, work cooperatively with university supervisors and encourage student participation in a variety of on-site activities. Students will also participate in group supervisory sessions (Group Facilitation) with continued expansion and evaluation of counseling skills.

During the internship, students will be expected to demonstrate a commitment to implementing and expanding the following skills: ⇒ Application of appropriate counseling skills ⇒ Development of specialized skills relevant to the requirements of the host site ⇒ Establishing and maintaining effective working relationship with staff, supervisors, and colleagues ⇒ Willingness to meet professional obligations ⇒ Enthusiasm and commitment to the counseling profession ⇒ Willingness to learn and sensitivity to feedback ⇒ Personal traits conducive to effective counseling, learning, and professional development ⇒ Willingness to explore and expand capacity to offer mental health services to clients of diversity ⇒ Willingness and capacity to behave in compliance with ethical guidelines

Faculty Responsibilities In addition to general legal and ethical parameters that guide the behavior of practitioners, counselor trainers and supervisors are further bound by the ethical guidelines of the Association for Counselor Education and Supervision (ACES). Five areas of responsibility are outlined below. This information is provided to assist students in understanding that which has shaped the policies and procedures adhered to by Gonzaga’s Counseling Program with regard to student remediation, retention, and due process.

1.

Faculty members have an ethical responsibility to accept only those students who meet entry level requirements for admission into the training program or applied counseling setting.

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2.

Faculty has the responsibility for assessing each student’s skills and experience and should choose for the student only those activities which are commensurate with the student’s assessed level of competence.

3.

When it has been determined that deficits exist which impede the student’s professional functioning, faculty members have the responsibility to recommend remedial assistance. If the area of concern centers on personal understanding and problem resolution, faculty may recommend participation in activities designed to facilitate personal growth.

4.

Should faculty concerns not be adequately addressed, faculty has the responsibility of screening from the program, applied counseling setting, or state licensure those students unable to provide competent and ethical professional services.

5.

Faculty has the responsibility of providing the student with information concerning due process appeal.

Professional Performance Evaluation & Reflection Faculty members will conduct regular evaluations of all students admitted to prepracticum, practicum, and internship courses. The tools for such evaluation will include but not necessarily be limited to a Professional Performance Evaluation (PPE). This evaluation will be completed by the student each semester. Students will also complete a reflection of the assessment as assigned by the clinical professor. Faculty will formally review this evaluation at the conclusion of Practicum and Internship B. When discrepancies or deficits occur, faculty will meet with students to discuss. After these evaluations, all completed PPEs must be signed by the student and filed in the Department student advisory files. Students with unsatisfactory PPEs may be asked to successfully fulfill a contract (that may include slowing the rate of program completion, seeking outside counseling, completing additional coursework or clinical work, or any other growth producing assignment) designed to assist the student in the remediation of any deficits that the faculty find remediable. Students deemed unfit for the profession may be asked to withdraw from the program.

Graduate Level Professionalism It is assumed at the graduate level that students attend with strong writing skills, the ability to read a textbook and distill the critical information, the habit of balancing the workload so as to handle the rigorous assignments, exams, and projects, and the capacity to meet deadlines and follow through effectively with completed polished assignments. The Department expects all students to do so or to utilize the available resources across campus and outside of the Gonzaga community to assure a high level of professionalism in all the student does while in the program.

Personal Growth Students enrolled in the programs offered by the Department of Counselor Education are expected to participate in the role of “client” in individual or group counseling training experiences during the time they are enrolled as graduate students. This expectation is based on a 23

philosophy that recognizes the value of such an experience to the continuous development of selfawareness and personal identity. The Department believes that first-hand experience as a client bridges the often-existing gap between intellectual understanding and emotional awareness of the client experience. These experiences will be growth centered and are not intended to provide psychotherapy for students. This experience should focus on personal growth and awareness in addition to specific skills training. Important components could include the following: sharing of here-and-now feelings; working out communication blocks; interpersonal feedback; individual expression of concerns; or expression of feelings about self, significant people in one’s life, as well as other facets of the counseling training experience. Students are very careful to monitor their own sharing of personal information and choose wisely to keep ethical boundaries at all times.

Advancement to Candidacy In addition to the on-going monitoring of students’ progress throughout the year, the department faculty will meet at the end of the first year to assess each student’s progress for advancement to Candidacy. Advancement to Candidacy will be based on completion of: • • • • •

Minimum of 35 hours of coursework, Satisfactory Professional Performance Evaluations and Reflections, Successful practicum and pre-practicum evaluations, G.P.A above a 3.0.

Input regarding fit for the profession from faculty over one full year minimum of full-time equivalent coursework

Students will be informed of Advancement to Candidacy by a letter signed by the department chair with a copy to the student file. Should a student not be prepared to advance at that point, the student will be given remedial steps to become prepared for advancement. If the student’s lack of progress or lack of appropriateness for the counseling profession warrants such action, the student will be assisted in leaving the program and finding a more suitable course of study. This gate-keeping process is in accordance with the state mandates regarding the monitoring of the profession and protection of the public, and is essential in protecting both the profession and the public served by the profession.

Advancement to Candidacy Process The necessary steps in order to achieve advancement to Candidacy are below: Clinical Mental Health Counseling (CMHC), School Counseling (SC), and Marriage and Family Counseling (MFC): 1. CMHC, MFC and SC students who are fully admitted into the CMHC, MFC or SC Program may be considered for Candidacy.

2. Upon completion of 35 credit hours of approved graduate work, 24

students are assessed for promotion to Candidacy.

3. Students who are not matriculated into a degree program may not earn beyond 12 credits (depending on status) without admission and are, therefore, not qualified for candidacy consideration. Students who are on provisional status cannot be considered for candidacy until the provision has been lifted and full admission is granted.

4. Candidacy will be denied and the student dropped from the program if the GPA is less than 3.0, if any single grade falls below a B-, or if performance is otherwise unsatisfactory in any other area as determined by faculty.

5. The chair will give written notification to those students not advanced to candidacy as well as to those students advanced to candidacy.

6. A student who is denied candidacy may choose to apply to another program in the department and will need to demonstrate a resolution to the issues surrounding the denial in order to be considered for the alternate program.

7. Exceptions to the above can be made with the approval of the program director and the dean 8. Denial of candidacy may be appealed.

Criminal Record Background Check Criminal record, background checks, and assessments of character and fitness may be required by the student’s individual placement site. The fees associated with these procedures must be paid by the students. No student will be allowed to provide any services in practicum or internship without completing the requirements of the site.

Site Supervisor Evaluation Students are given an evaluation instrument at the beginning of their practicum and internship seminars to deliver to the site supervisor, each term in placement. Students are to meet with their site supervisor early in the semester to discuss the evaluation tool and process and regularly throughout the semester to discuss progress. Site supervisors complete the evaluation tool at the end of each semester and submit the completed evaluation to the practicum or internship professor. The department encourages the site supervisor and student to meet and formally review the evaluation at the end of each semester. The materials will be placed in the student’s file.

Evaluation of Site and Supervisor Students are given an evaluation instrument at the end of their practicum and internship seminars. Students are instructed to complete the evaluations in a timely manner and return them to their internship professors. Faculty members of the Department of Counselor 25

Education routinely review these evaluations of site and supervisors in order to assure high quality placements and ethical and instructional experiences for Counselor Education students in such placements. These evaluations are retained in binders to be utilized by incoming students who are attempting to evaluate the potential practicum and internship sites for placement application.

Grading Policies The standard letter grade policy, as identified in the Graduate University Catalog is used in the Department of Counselor Education. If a student receives a grade of “I” (incomplete), he or she is responsible for completing work within 30 calendar days into the following semester with a grade of “B-“ or better in order to advance in the program. Any student receiving Financial Aid should consult with a Financial Aid advisor before making the decision to take an incomplete, as this may affect the student’s Financial Aid eligibility status.

Grading policies for Practicum and Internship vary slightly from the classroom grading policy. It is the student’s responsibility to make certain he/she understands the expectations for the practicum.

Students must retain a 3.0 GPA with no course falling below a B-. Students must pass all courses with a no individual grades lower than a B-, and a GPA of no lower than 3.0 to advance to the next semester. Students not maintaining a minimum GPA of 3.0 or receiving a grade lower than a B- should be aware that their future progress in the program as well as advancement to candidacy and entrance to clinical courses may be adversely impacted. If students fall below this minimum standard, they must meet with their advisor to re-formulate their program of study. In some cases where there is failure to remediate dismissal from the program may be warranted.

Grade Appeals Process The steps for appealing a grade in Gonzaga University’s Department of Counselor Education is as follows: 1. The student appeals to the individual faculty member no later than ten (10) business days after a grade is recorded, or the student receives notice of course failure, or following the conclusion of the course in question, including summer session.

2. If the student is not satisfied with the individual faculty member’s response to the grade appeal, and the student wants to continue their grade appeal, the student must submit a written request to the Department Chair identifying the student’s concern and steps taken prior to this portion of the appeal. This must be completed within 10 business days 3. Upon written request from the student, the Department Chair appoint a review committee of no less than three faculty members (excluding the faculty member involved).

4. The committee reviews the student’s concern by speaking with the student and the faculty member and examining the materials involved in the grading process.

5. Upon conclusion of the review, the committee shall notify the department chair of their decision in writing and make a recommendation to the department chair, in writing (e.g., No Change, Change, and Further Review).

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6. It is the department chair’s responsibility to notify the student within 10 business days of the decision. It is preferable for this notification to be conducted in person, but if the student is not available for such a meeting, then the department chair shall notify the student via email.

7. If the student is not satisfied with the decision, they may follow the appeals process through the School of Education’s Fair Process Manual guidelines which can be found online.

8. All documentation for any appeal shall be housed in a confidential file within the department.

Departmental Student Records Each student in the programs offered by the Department of Counselor Education will have a set of records kept by the department in a student file. The records in this file will include proof of liability insurance, the Admissions and Retention Agreement and any other documentation of agreements made between student and department, Supervisor Evaluations, Professional Performance Evaluations, Personal Reflection and Personal Theory Papers, rubrics, hours logs, technology checklist, outcome surveys, supervisor vita, and any other documentation needed for assessment or requested by the students and as agreed upon by the Department and/or SOE. Additionally, documentation of any disciplinary action may be kept in the student’s file. Student files are for Departmental use though a student may view his or her file within FERPA guidelines and in the presence of his or her advisor, the department secretary, or the department chair.

Should a student choose to have a copy of any part of their file, the student will pay the department fifteen cents per page of that material for said copy.

Endorsement and Certification Gonzaga is regionally accredited by the Northwest Association of Schools and Colleges.

The Clinical Mental Health Counseling, Marriage and Family, and School Counseling programs are accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP).

Degree Plans and Advisement The degrees offered by Gonzaga University through the Department of Counselor Education include a Master of Arts in School Counseling, a Master of Arts in Clinical Mental Health Counseling, a Master of Arts in Marriage and Family Counseling and a Master of Counselling (offered only through our site-based centers in Canada). Students may consult with their advisor regarding moving to one of the alternative program if he/she finds him/herself not a fit with his or her chosen program.

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Professional and Personal Expectations Classroom Policy The Department of Counselor Education believes in the value of classroom learning as a primary component of the education and training of our students. To that end, and in line with the Faculty Handbook, the Department supports a classroom environment conducive to learning for every student. We strongly encourage all students to work to build and sustain a standard of classroom behaviors that promote such an environment. It is recommended that students consider their own learning needs as well as the needs of others. Known distractions should be contained or eliminated including noises and activities that might distract or otherwise detract from the student’s or others’ learning. It is recommended that cell phones be silenced, computers be utilized only for classroom activities and remain muted, talk between students reserved for breaks or out of class meetings, and eating and drinking be as quiet and contained as possible. Further, it is critical that students recognize the impact of their guests on the learning environment. Guests should be informed of the educational norms of the group. Guests that cannot commit to keeping those norms may wait for the student in the lobby or elsewhere. It is important to note that children can be a distraction. It is incumbent upon the student to monitor any minor child present for any reason and to keep any and all distractions to a minimum. Children that cannot meet the educational norm in the classroom are better left with a care provider. Should a child need to nurse, the small practicum rooms are provided for this activity as needed. t is required by University policy that minor children not be allowed to roam the hallways unaccompanied by a responsible adult. Finally, it should be noted that a professor or any particular student may struggle with certain activities that have potential to be disruptive more so than another professor or student might. Therefore, the Department encourages any particular student to address a disruption directly. Further, the Department recognizes each professor’s prerogative to place more detailed limits on disruptions in order to achieve the greatest potential for classroom learning. Students shall comply with all University policies regarding minors on campus.

Monitoring Process Students are expected to conduct themselves in an ethical, responsible, and professional manner and be familiar with the Code of Ethics of the American Counseling Association (ACA), the International Association of Marriage and Family Counselors, the American Association for Marriage and Family Therapy (AAMFT), the American School Counseling Association (ASCA), and the American Psychological Association (APA). These codes serve as guidelines for students and professionals in the field of counseling and should be adhered to at all times.

As trainers of student counselors, the faculty of EDCE expect prospective counselors to be concerned about other people, to be stable and psychologically well-adjusted, to be effective in interpersonal relationships, and to be able to receive and give constructive feedback. Further, we expect the student to be committed to personal growth and professional development through opportunities such as those provided in course work, group labs, supervision, self-selected readings, and personal counseling. The EDCE faculty believe that it is ethically imperative that counselors be willing to do in their own lives what they ask their clients to do.

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Given these ethical guidelines and beliefs, the EDCE faculty have a responsibility to the student, the profession, and the eventual consumers of counseling services provided by EDCE graduates.

This responsibility is to monitor not only the student’s academic progress but the personal characteristics of the student which will affect their performance in the field. These characteristics should be of a quality so as to NOT interfere with the professionalism or helping capacity of the student. All students in training are informally reviewed each semester by faculty.

Exit Experience Comprehensive Examinations Written Comprehensive Exam All on-campus students are required to pass a written comprehensive exam for the completion of their program. Comprehensive examinations will be taken at the completion of all coursework but before the Professional Seminar (EDCE 689). The comprehensive examination covers core curriculum areas in counseling. The exam is proctored and is held at a date and time set by the faculty and announced to the student prior to the completion of Spring semester each year.

Oral Comprehensive Exam All students both on and off campus will be required to pass an oral comprehensive examination at the conclusion of the program and after all courses are completed, including the Professional Seminar. This oral examination will cover the student’s Personal Theory Paper as well as the core curriculum areas in counseling and the student’s placement activity.

Students in the Master of Arts in SC, CMHC, MFC Programs and Master of Counselling—Site-Based programs who are successful in completing the prerequisite requirements will follow the set course of exit procedures.

1. Students who have completed all course work may then register for Professional Seminar and Oral Examinations that will occur in said order. The Professional Seminar should consist of approximately 10 students and one professor. The Professional Seminar is designed to assist the student in successfully formulating and presenting with clarity in both oral and written format his or her personal theory paper in a manner comprehensible by others and grounded in the professional literature.

2. At the successful completion of the Professional Seminar, students will sit for their final oral examination. The orals committee is comprised of the professional seminar professor and a reader chosen by the professional seminar professor from an approved list. The oral examination is an opportunity for the student to demonstrate his or her working knowledge of the profession of counseling as well as to orate clearly and knowledgeably about his or her personal theory and its

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relationship to the student’s practice of counseling. All areas, all coursework, and counseling practice are subjects for questions and discussion. Students who successfully complete their Oral Examinations must then assure that they have completed all requirements for the application for graduation with the SOE and the University.

3. Students who are denied application for graduation may appeal that decision by following the appeal process outlined in the Academic Policies and Procedures Manual found online.

4. Students may find that they have a wait of several weeks after oral examinations before their degrees are granted. This is due to the fact that the university adheres to policies that assure that all degrees for a semester are posted after the conclusion of that semester. Most students will conclude their oral exams in May, but not officially graduate until the middle of June. Students who successfully complete their program will receive a departmental letter to that end, but students must wait for the official university deadline to receive their degrees.

Personal Counseling The Counselor Education program places great emphasis on personal growth for each student. This does not mean, however, personal psychotherapy is required of students. That said, such counseling is strongly encouraged. There may be issues with which a student struggles that may be greatly alleviated or remediated by personal counseling. It is left to the student’s discretion to determine their own course of action when such a case arises. At such times, the department may encourage such interventions, though the student may find another equally suitable and acceptable means of both fulfilling the growth or change needed and the evidence of said growth or change in order to remain or re-enter the program. If an issue causes a disturbance in the program, an advisor, the department chairperson, and/or the faculty on the whole, may become involved. The involvement of said parties is determined by the faculty involved who makes such decisions with the program, cohort, faculty, and student in mind working to promote beneficence for all parties. It is strongly encouraged that a student inform his/her advisor of any current counseling experience that may impact the student’s performance in the program or as a counseling practicum student or intern. Students are eligible to receive counseling at the University Health Center or at an off-campus counseling service provider at no expense to the University.

Alcohol and Substance Abuse Policy Trust is an essential component of the counseling process. The client depends on the health and well-being of the counselor to be good at least and excellent most preferably.

Substance abuse is one area that can deplete the sense of trust a counselor merits from a client.

Like all Gonzaga University students, those enrolled in Department of Counselor Education are required to follow all University policies regarding the consumption of alcoholic beverages and illegal drugs, including the alcohol policy, drug policy, and student conduct process and outcomes for alcohol and other drugs. At no time during the course of the program will a professor participate in the intake of alcohol or other substances with students.

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Close, Personal Relationships within Cohort Close, personal relationships are desirable for building cohesive graduate counseling cohorts within the Department of Counselor Education. Enrolled graduate students of all backgrounds must feel they belong to the cohort. The Department desires to build professional bonds between and among cohort members that will facilitate the academic growth and success of all cohort members. Building a strong cohort requires caring for one another with professional sensitivity. Positive personal relationships are evidence of high-quality interaction between cohort members. The Department believes that professional, caring interactions between cohort members requires that each cohort member use good judgment, experience, and discretion to draw the line between inter-cohort relationships which are destructive and those which are constructive.

Conflict Resolution Students are encouraged to resolve all conflict in a healthy manner, at the earliest and lowest level possible. While not required, it is recommended that the first step of any resolution be at the lowest unit level, between the parties involved or the parties and an appropriate third party (e.g., other faculty, department chair, program director, administrator, Equal Opportunity Officer, Title IX Coordinator). Students may always consult appropriate campus resources and support services for advice and possible mediation. A student may seek assistance from higher level administrators or any other appropriate departments within the University. For more information on campus resources, please review the Student Handbook at https://www.gonzaga.edu/student-life/student-services/resolution-center/the-conductprocess/conduct-outcomes-for-alcohol-and-other-drugs. Please also see https://www.gonzaga.edu/school-of-education/faculty.

Orientation Meeting (Annual Fall Retreat) All on-campus students, whether full-time or part-time, are required to attend a one-day orientation retreat. This experience has proven to be a wonderful avenue by which to build and strengthen group cohesiveness for graduate students who will be working very closely with one another for two years. Additional information will be sent to those enrolled in EDCE 695 prior to the start of classes that will provide specifics regarding the retreat.

Professional Liability Insurance Litigation involving practitioners in the mental health professions has increased dramatically in the last few years. Clearly, the best way to avoid involvement in litigation is to adhere to professional ethical standards, as well as to demonstrate high standards of personal and professional conduct. Even with the best adherence to ethical standards and even given exemplary counseling, a client may still choose to bring suit against a counselor. Because of this situation, the vast majority of professionals now consider professional liability insurance a necessity.

Students are required to obtain professional liability insurance prior to participating in the practicum and internship. Both practicum and internship students will be required to provide a copy of the cover sheet for their policy as proof of liability insurance coverage. This can be

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purchased through the American Counseling Association, the American School Counseling Association, or one of several major insurance carriers related to professional organizations in the United States and Canada. Coverage must be obtained prior to the first day of practicum experience and must be documented to the faculty by delivery of a copy of the insurance face sheet to the department secretary by the first day of practicum as well the first day of each internship seminar. No student will be allowed to practice in either practicum or internship without said proof of liability coverage at all times. Additionally, no student shall be permitted to participate in his or her own private practice while participating as a student in the Department programs without prior exhaustive review by the Department faculty, release of liability for the Department and its faculty by the student, and written documentation by the Department and student of the boundaries and responsibilities of the student and the Department for said practice.

If you do not already have professional liability insurance, you will be guided through the process of obtaining it. Some organizations offer affordable student rates for professional liability insurance to their members. Students will receive more information about these options in the prepracticum class. Some schools and many of our internship sites have “blanket� professional liability insurance policies that may cover students who are counseling a practicum client or doing their internships there. However, there may be some restrictions (i.e., only apply to counseling which takes place at that location) which make it advisable for students to have their own insurance, should they decide to meet with the client at a different location.

Notification of Intent to Graduate Students must complete an application to graduate. Degrees are granted at the end of each semester: Fall (December), Spring (May), and twice during Summer (June & August). Formal commencement ceremonies are held in May each year, and graduating students are invited to participate, regardless of the semester their degree is granted.

Other Information Financial Aid Graduate tuition is determined by the University and posted per semester credit hour.

Fees, books and supplies are additional. Complete details on financial aid, loans, work-study, veteran’s benefits, and related programs are available through the Financial Aid office. Deferred payment plans may be arranged through the Student Accounts office, and Visa and MasterCard are accepted.

A number of students receive financial aid through loans and assistantships. Financial Aid programs are offered at the federal and state levels. Programs are offered on a need and non-need basis. Financial aid applications must be submitted once every academic year. To apply, students need to submit the FAFSA, along with several other documents. For specific information, contact the Financial Aid Office, (509) 313-6581.

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Graduate Assistantships (On campus only) Graduate assistantships are offered in several departments and schools. Payment for graduate assistantships is determined and posted each year. Graduate assistants typically work for their department for 3-4 hours per week as assigned. Applications for assistantships should be directed to the school or department to which a student enrolls. Payment cannot commence without the appropriately completed paperwork. Students who receive graduate assistantships should work with the department program assistant and chairperson to assure that all paperwork is completed. Students must submit their record of time worked in accordance with the university schedule in order to receive payment in a timely fashion.

Residence Hall Assistantships are also available to qualified graduate students through the Office of the Vice President of Student Life. Assistantships pay board, room, and in certain cases, a monthly stipend. Please contact the Student Development

Professional Licensure The faculty believes that attainment of professional status through licensure and certification is an essential aspect of professionalism itself. Therefore, students are encouraged to plan their academic programs in such a manner as to be eligible for appropriate professional credentials and to actively seek such after graduation. Qualification and restrictions should be discussed with your advisor.

REMEMBER: Save all course syllabi and documentation from field experiences for the duration of your professional career. You may need them in the future to verify that you have completed requirements for various certifications or licensure.

The following is a description of several certification options available to students:

School Counselor Educational Staff Associate Residency Certification (Granted on successful completion of all coursework and requirements) Washington State Certification: After completion of all program requirements, graduates apply for Residency Certification through The School of Education Certification Office.

National Board for Teaching Standards School Counseling Certificate (optional certification) Counselors who have completed three years of successful school counseling are eligible for this national certification. There are two components of assessment: a portfolio that utilizes student work samples and videotaping and a computer-based assessment measuring content knowledge of school counseling. In total, it is a 10-part assessment of content knowledge and skills in the academic, career, and personal/social domains of school counseling. Washington State offers salary enhancement for this certification.

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Nationally Certified Counselor Most professional certifying agencies are national (or international) in origin and scope, distinguishing themselves from state-level certifying agencies such as state departments of education. Graduates of the counseling program are eligible to take the examination for the National Certified Counseling Board and apply for national certification following supervised post-graduate counseling experience.

Mental Health Counselor Certification/Licensure The state of Washington grants licensure and certification of mental health professionals.

Certification or licensure is NOT automatic upon graduation from the program. Students must apply to the State of Washington Department of Health, Health Professionals Quality Assurance Division, Mental Health Counselor Certification, PO Box 47869, Olympia, WA 98504-7869 (http://www.doh.wa.gov/hsqa/Counseling/Default.htm). Students are required to pass an examination (National Board of Certified Counselor’s NCE: National Counselor Exam) and complete a determined number of hours of post-graduate supervised counseling experience as set by the state of Washington. It is recommended that students request and thoroughly read the law of the state(s) in which the student plans to practice post-graduation. It is the student’s responsibility to assure that they have met the requirements for any other state in which the student chooses to gain licensure or certification. The department will work to assist students in meeting these requirements if the student acts in a timely manner in discovering what needs may exist beyond the program’s requirements. Any costs for such assistance (added courses or practicum/internship experiences) will be the responsibility of the student.

Professional Organizations To enhance graduate education and set the foundation for full participation in the counseling profession, it is strongly recommended that all graduate students become members of the professional organizations or associations, which represent their area(s) of special interest.

The Department particularly emphasizes the appropriateness of the American Counseling Association for student membership as well as appropriate divisions of the ACA fitting to the students’ interests. Most professional organizations offer reduced membership rates to students as well as the following benefits: • • • • •

Receipt of professional publications (journals and newsletters) published by the organization and divisions in which membership is held Reduced registration fees for professional meetings (seminars, conventions, and workshops) sponsored by the organization Eligibility for member services (library resource use, legal defense funds and services, group liability insurance) Involvement with activities and issues which are directly or indirectly pertinent to their profession (legislation and professional credentialing, including licensure, certification and program accreditation) Affiliation with other professionals having interests and areas of expertise similar to their own

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Most professional organizations have both state and national affiliations. Students may join one without joining the other. Divisions within the professional organizations serve specific areas of interest (e.g., marriage and family counseling, mental health counseling, or school counseling).

These divisions can only be joined if one already belongs to the parent organization (usually at a small additional cost). Students will be given applications to join such organizations at the beginning of their pre-practicum class.

National Organizations • • • • • • • • • • • • • • • • • •

American Counseling Association (ACA) MEMBERSHIP REQUIRED Divisions and interest groups of ACA (go to www.counseling.org for lists) American Mental Health Counselors Association (AMHCA) American School Counselor Association (ASCA) International Association for Marriage and Family Counseling (IAMFC) Association for Specialists in Group Work (ASGW) National Career Development Association (NCDA) Association for Counselor Education and Supervision (ACES) Association for Multicultural Counseling and Development (AMCD) National Employment Counselors Association (NECA) International Association for Addictions and Offender Counselors (IAAOC) American College Counselors Association (ACCA) Association for Adult Development and Aging (AADA) American Rehabilitation Counseling Association (ARCA) Association for Humanistic Education and Development (AHEAD) Association for Assessment in Counseling (AAC) Association for Spiritual, Ethical and Religious Values in Counseling (ASERVIC) Military Educators and Counselors Association (MECA)

State Organizations: • • • •

Washington Counseling Association (WCA) Washington School Counselor Association (WSCA) Washington State Association of Counselor Educators and Supervisors (WSACES) Washington Association for Spiritual, Ethical and Religious Values in Counseling (WASERVIC)

The Department strives to introduce students to their professional organizations at all levels during the students’ tenure in the program. As such, the department provides some support to students who wish to attend ACA, WCA, WSCA, WMFT and other organization conferences.

The kind of support varies and is determined by the department faculty based on available funding and faculty involvement. It is department policy to assist students in finding opportunities to present and attend conferences where feasible and usually involves the cost of hotel accommodations and a dinner. The department requires students who do participate in department-assisted attendance to conferences to follow the following guidelines: 1. The student provides information concerning arrival, departure, residence, and contact information to the department regarding convention attendance.

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2. The student attends the conference and participates fully in the scheduled activities (workshops, gatherings, exhibits).

3. The student refrains from any behavior that is not a positive reflection of Gonzaga University and the Department.

4. The student respects the rights and needs of other conference attendees and hotel roommates (observes quiet times, does not disrupt the sleep of, and otherwise treats fellow conference attendees with respect).

5. The student who presents follows the protocols and procedures of the department and advising faculty regarding the presentation to assure excellence expected of a Gonzaga presentation.

6. The student adheres to all ethical guidelines at all times.

Placement Activities The University’s Career Resources Center provides employment information, assists students in career development, and arranges interviews for full-time employment with school districts, national and regional corporations, government agencies, and other organizations. The center also sponsors career fairs, campus visits, and maintains individual placement files that students may make available to recruiters or other prospective employers. Students can also subscribe to a listing of educational and professional career opportunities.

Recommendations for Employment and Credentialing (Endorsements) Students enrolled in the program or those who are graduated often have need for letters of recommendation for possible employment or for state licensure or other credentialing. The faculty in the Department of Counselor Education consider it a top priority to provide students such letters in an accurate and timely manner. Students must be thoughtful in their preparations prior to seeking recommendations from faculty. Requests should be accompanied by all available information regarding the opportunity. An addressed and stamped envelope should be provided where mailing is needed. Requests should be made at least two weeks in advance of the deadline for the recommendation to assure a quality letter. Should students determine usefulness in listing faculty as references for telephone checks, students should first contact the faculty to be listed to seek permission for such reference. Faculty will be clear with students regarding their views of the student and their abilities to give strong recommendations so that the student can make decisions about the appropriateness of seeking recommendation from that faculty. Letters of recommendation are considered confidential. However, faculty may, at their individual discretion, choose to share letters with students/graduates about whom the letter is written.

Extracurricular Counseling Students enrolled in the program often have opportunities to become involved in professional counseling activities that are separate and apart from required program activities.

These opportunities are called “extracurricular� counseling activities. They are considered extracurricular because they are neither conducted under the auspices of the Counseling Program, nor do those professionals associated with the program officially supervise them. All nonprogram-counseling activities fall under this definition, regardless of whether the students receive pay for the provision of such services.

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If a student chooses to engage in extracurricular counseling activities, they do so without University approval or affiliation. Moreover, any use of University resources (e.g., physical facilities, materials) by students for extracurricular counseling activities is strictly prohibited. The Counseling Program neither encourages nor discourages students from engaging in extracurricular counseling activities.

Other Sources of Information ⇒ ⇒

⇒ ⇒ ⇒ ⇒

If additional information is needed, some helpful sources would include: Gonzaga University’s Graduate Catalogue Academic Policies and Procedures (with the appeals process outline) found online at https://my.gonzaga.edu/-/media/Website/Documents/Academics/School-ofEducation/General-Documents/Manuals-and-Handbooks/SOE-Fair-Process-Manual071318.ashx?la=en&hash=12EB25759EFF2ABEF10E66C60EB14DAE4185CA66), Department of Counselor Education School of Education Graduate Admissions Office Financial Aid Office Gonzaga University Bookstore

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Clinical Mental Health Counseling Mission The CMHC Program models ethical, moral, and professional leadership as counselor educators to promote development of a solid knowledge base, a sound skills set, and an experienced understanding of the process of personal transformation. CHMC students are prepared to live as creative, productive, morally grounded, socially just, service-oriented leaders in the profession.

Student Learning Outcomes There are two SLOs and six KPIs for CHMC. The first three KPIs focus more on knowledge, while the last three focus on application and skill. Knowledge KPIs are distributed into a number of courses with assignments related to the outcomes, but the assessment is deferred until students complete all track specific courses. This allows students the opportunity to improve their knowledge and skills after practicing in the field.

In order to pass the knowledge indicators, students are required to successfully complete several assignments, orally defend their personal theory, and pass a final exam to show evidence of competence related to each of the knowledge areas in the CMHC standards. In order to pass the SLO, students are required to successfully complete several assignments/experiences directly associated with the KPI identified below: CMHC SLO #1: Students in the Clinical Mental Health program will understand the foundations of CMH counseling including classic and current theories, models, and principles and demonstrate these in both definition of their role as CMH counselors and in their practice of counseling.

KPI KPI CMHC 1.1 Students will demonstrate understanding of current theories and models.

Where KPI Assessed EDCE 639Counseling Theories EDCE 699Comprehensive Oral Exam Comprehensive Written Exam KPI CMHC 1.2 EDCE 586Students will describe Introduction to the counselor’s role in Counseling identification of EDCE 696needs, treatment, Counseling Practicum referral, and the

Assignment Theories Paper Personal Theory Paper

Assessment Tool Theories Paper Rubric Comprehensive Oral Exam Rubric

Comprehensive Written Exam Community Interviews

Score on Item

Case Presentations

Case Presentation Rubric

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Rubric

coordination of services.

KPI CMHC 1.3 Students will understand diagnostic processes allowing for accurate diagnosis and assessment of clients from various backgrounds.

EDCE 697 A/BCase Presentations Counseling Internship

Case Presentation Rubric

EDCE 699Comprehensive Oral Exam Comprehensive Written Exam

Personal Theory Paper

Comprehensive Oral Exam Rubric

Comprehensive Written Exam

Score on Items

EDCE 586Introduction to Counseling EDCE 616Psychopathology and Psychopharmacology

Clinical Intake Assessments

Rubric

Mid-term/ Final Exam

Score on Assessment

Case Conceptualizations

Comprehensive Written Exam

Comprehensive Written Exam

Case Conceptualization Rubric Score on Items

CMHC SLO #2 Students in the CMH counseling program will demonstrate skilled, intentional, ethical, and creative practice of CMH counseling.

KPI KPI CMHC 2.1 Students will effectively counsel diverse individuals presenting a wide range of issues utilizing fitting theory application and evidence-based practices.

KPI CMHC 2.2 Students will demonstrate

Where KPI Assessed Assignment EDCE 696Site Supervisor Counseling Practicum Evaluation Case Conceptualization and Video Presentation Weekly Supervision Records EDCE 697 A/BSite Supervisor Counseling Internship Evaluation Case Conceptualization and Video Presentation Weekly Supervision Records EDCE 696Site Supervisor Counseling Practicum Evaluation

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Assessment Tool Site Supervisor Evaluation Case Conceptualization and Video Presentation Rubric Completion Record Site Supervisor Evaluation Case Conceptualization and Video Presentation Rubric Completion Record Site Supervisor Evaluation

intentional processes in counseling clients through assessment, conceptualization, treatment planning, intervention selection, and ongoing and varied evaluation of effectiveness.

KPI CMHC 2.3 Students will advocate for and provide service for preventative care for individuals, groups, and communities.

Case Conceptualization and Video Presentation Weekly Supervision Record

Case Conceptualization Rubric

Client Surveys

Client Surveys

EDCE 697 A/BSite Supervisor Counseling Internship Evaluation Case Conceptualization and Video Presentation Weekly Supervision Record

Completion Record

Site Supervisor Evaluation Case Conceptualization Rubric Completion Record

Client Surveys

Client Surveys

EDCE 696Site Supervisor Counseling Practicum Evaluation

Site Supervisor Evaluation

Case Conceptualization and Video Presentation Weekly Supervision Records EDCE 697 A/BSite Supervisor Counseling Internship Evaluation Case Conceptualization and Video Presentation Weekly Supervision Records

Case Conceptualization and Video Presentation Rubric Completion Record Site Supervisor Evaluation Case Conceptualization and Video Presentation Rubric Completion Record

Sample Tracks Full time students follow the two-year track as depicted below. If a student has been admitted on a part-time basis, careful planning of his/her schedule of courses should be conducted with the student’s advisor prior to beginning course work. There are several courses that have pre-requisites necessitating a particular sequencing of the courses involved. Part-time students may take as long as five years to complete the program though most are finished in three or four years. Cycles for part-time students that work to meet the pre-requisite ordering of courses are also provided below.

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On Campus Programs Master of Arts in Clinical Mental Health Counseling Two Year Track (Full-time Students)

1st Year Fall Semester Critical Issues and Ethics in Counseling Introduction to Clinical Mental Health Counseling Counseling Theories Counseling Pre-Practicum Research and Statistics Special Issues Spring Semester Human Growth and Development Psychopathology and Psychopharmacology Group Process Counseling Practicum Marriage and Family Counseling Or Child-Adolescent Counseling Summer Semester Assessment in Counseling Occ. Choice and Career Develop. in Counseling Internship Elective 2nd Year Fall Semester Group Facilitation Counseling Internship Chemical Dependency in Counseling Spring Semester Multicultural Counseling Counseling Internship Professional Seminar: Advance Theory Design Summer Semester Comprehensive Oral Exam

EDCE 560 EDCE 586

3 2

EDCE 639 EDCE 695 EDCE 698 EDCE 570

3 4 4 1

EDCE 588 EDCE 616 EDCE 650 EDCE 696 EDCE 589

3 4 2 4 3

EDCE 587

3

EDCE 565 3 EDCE 605 2 EDCE 697 1 1st Year = 38 credits EDCE 664 EDCE 697A EDCE 581

2 5 2

EDCE 550 EDCE 697B EDCE 689

3 5 3

EDCE 699

0

Electives to be taken in courses offered in Marriage and Family or School Counseling programs, summer practicum/internship course, optional electives offered through the department, or directed study in an area pertinent to student needs.

2 elective credits 2nd Year = 20 credits Total Program Credits = 60

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CMHC Three-year track-sample (part-time on campus student) 1st Year Fall Semester Critical Issues and Ethics in Counseling Counseling Theories Special Topics

EDCE 560 EDCE 639 EDCE 570

3 3 1

Spring Semester Human Growth & Development Psychopathology & Psychopharmacology

EDCE 588 EDCE 616

3 4

Summer Term (May be taken 2nd summer) Assessment in Counseling Occ. Choice and Career Develop. in Counseling

EDCE 565 EDCE 605

3 2

1st Year Total = 19 credits (14 if not taking summer courses)

2nd Year Fall Semester Introduction to Clinical Mental Health Counseling Counseling Pre-Practicum Research and Statistics Spring Semester Marriage & Family Counseling Group Process Counseling Practicum Internship Elective [Summer Term (if not already taken) Assessment in Counseling Occ. Choice and Career Development in Coun.]

EDCE 586 EDCE 695 EDCE 698

2 4 4

EDCE 589 EDCE 650 EDCE 696 EDCE 697

3 2 4 1

EDCE 565 EDCE 605

3 2

EDCE 664 EDCE 697A EDCE 581

2 5 2

EDCE 550 EDCE 697B EDCE 689

3 5 3

EDCE 699

0

2nd Year Total = 19 [24if summer]

3rd Year Fall Semester Group Facilitation Counseling Internship Chemical Dependency in Counseling Spring Semester Multicultural Counseling Counseling Internship Professional Seminar: Advance Theory Design Summer Term Comprehensive Oral Examination

3rd Year Total = 20 credits Electives to be taken in courses offered in Marriage and Family or School Counseling programs, summer practicum/internship course, optional electives offered through the department, or directed study in an area pertinent to student needs.

2 Credits Total Program Credits = 60

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Specific procedures for each program are tracked and implemented with the clinical coordinator and are listed below: CMHC Procedures: 1. Students will visit various sites in groups as instructed by the clinical coordinator in Pre-practicum 2. Students will select three of the visited sites and rank order them according to preference for practicum 3. Students will complete vitae and cover letters for each of the three ranked sites and submit them to their practicum professors noting their ranked preferences.

4. The clinical coordinator will make contact with the student’s first choice site and mail the student’s vita/resume and cover letter along with a letter of introduction and explanation from the department.

5. Students will be contacted by site as accepted or rejected.

6. Students accepted to their ranked site will return both phone call and letter to the site indicating their acceptance and their readiness to begin.

7. Students not accepted to their ranked site will notify their clinical coordinator who will telephone and send the second set of materials to the site ranked next by the student.

8. No student approaches a placement on one’s own at any point. If a student does not gain placement after the three rounds of application, that student will meet with the clinical coordinator to determine the next steps in practicum placement process.

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Marriage and Family Counseling Mission The MFC Program models ethical, moral, and professional leadership as counselor educators to promote development of a solid knowledge base, a sound skills set, and an experienced understanding of the process of personal transformation. MFC students are prepared to live as creative, productive, morally grounded, socially just, service-oriented leaders in the profession.

Student Learning Outcomes In order to successfully show evidence of the knowledge, as well as skills in MFC, students must demonstrate passing scores on six KPIs, three related to student knowledge and three pertaining to student skill. Corresponding to these six KPIs, MFC students must meet two specific SLOs that pertain to the MFC program. Knowledge and skill KPIs are distributed into a number of courses with assignments related to the outcomes, but the assessment is deferred until students complete all track specific courses. This allows students the opportunity to improve their knowledge and skills after practicing in the field.

In order to pass the SLO, students are required to successfully complete several assignments/experiences directly associated with the KPI identified below: MFC SLO #1: Students in the Marriage and Family Counseling program will identify as a marriage, couple, and family counselor, recognizing the unique knowledge and perspective they bring to the profession through identifying the impact of issues on the system, assessing families and couples, understanding theories and models of couple and family counseling, and understanding the foundational knowledge of marriage, couple and family counseling.

KPI KPI MFC 1.1 Students will understand the models and theories within marriage couple and family counseling.

Where KPI Assessed EDCE 583Introduction to Marriage Couple and Family Counseling EDCE 592Advanced Family Systems Comprehensive Written Exam KPI MFC 1.2 EDCE 583Students will describe Introduction to practices of marriage, Marriage Couple and couple and family Family Counseling counselors, licensure EDCE 560requirements and Critical Issues in Counseling

Assignment Panel Reaction Paper

Assessment Tool Rubric

Theoretical Application Paper

Rubric

Comprehensive Written Exam Credentialing Project

Score on Item

Professional Interview

Rubric

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Rubric

professional organizations.

Comprehensive Written Exam

Comprehensive Written Exam

Score on Item

KPI MFC 1.3 Students will identify as a marriage, couple, and family counselor, recognizing the unique knowledge and perspective they bring to the counseling profession, particularly in relation to working within family systems and relational dynamics.

EDCE 583Introduction to Marriage Couple and Family Counseling

Credentialing Project

Rubric

EDCE 603Human Sexuality

Special Issues Presentation

Rubric

EDCE 699Comprehensive Oral Exam

Comprehensive Oral Exam

Comprehensive Oral Exam Rubric

MFC SLO #2: Students in the Marriage and Family Counseling program will demonstrate skilled, intentional, ethical, kind, and creative practice of marriage, couple and family counseling.

KPI Where KPI Assessed Assignment Assessment Tool KPI MFC 2.1 EDCE 592Theory Practice Rubric Students will counsel Advanced Family Session couples and families Systems using appropriate EDCE 638- Theories Theory Practice Rubric theory application of Couples Session and evidence-based Counseling practices.

EDCE 699Comprehensive Oral Comprehensive Oral Comprehensive Oral Exam Exam Rubric Exam KPI MFC 2.2 Students will demonstrate intentional processes in counseling couples and families through assessment, conceptualization, treatment planning, and intervention selection.

EDCE 592Advanced Family Systems EDCE 638Theories of Couples Counseling EDCE 699Comprehensive Oral Exam

Pre-session Plan and Rubric Post Session Reaction Rubric Comprehensive Oral Exam

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Comprehensive Oral Exam Rubric

KPI MFC 2.3 Students will advocate for family wellness and participate in activities that promote critical learning of family systems.

EDCE 638-Theories of Couples Counseling EDCE 697 A/BCounseling Internship

Community Presentation

Rubric

Site Supervisor Evaluation

Site Supervisor Evaluation

EDCE 699Comprehensive Oral Exam

Comprehensive Oral Exam

Comprehensive Oral Exam Rubric

Sample Tracks Full time students follow the two-year track as depicted below. If a student has been admitted on a part-time basis, careful planning of his/her schedule of courses should be conducted with the student’s advisor prior to beginning course work. There are several courses that have pre-requisites necessitating a particular sequencing of the courses involved. Part-time students may take as long as five years to complete the program though most are finished in three or four years. Cycles for part-time students that work to meet the pre-requisite ordering of courses are also provided below.

On Campus Programs Master of Arts in Marriage and Family Counseling Two Year Track (Full-time Students- 60 Credits) 1st Year Fall Semester Critical Issues and Ethics in Counseling Introduction to Marital, Couple and Family Counseling Counseling Theories Counseling Pre-Practicum Research and Statistics

EDCE 560 EDCE 583

3 2

EDCE 639 EDCE 695 EDCE 698

3 3 4

Spring Semester Human Growth and Development Marriage and Family Counseling Psychopathology and Psychopharmacology Group Process Counseling Practicum

EDCE 588 EDCE 589 EDCE 616 EDCE 650 EDCE 696

3 3 4 2 3

Summer Semester Assessment in Counseling Human Sexuality Occ. Choice and Career Develop. in Counseling

EDCE 565 EDCE 603 EDCE 605

3 2 2

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1st Year = 37 credits

2nd Year Fall Semester Advanced Family Systems Group Facilitation Counseling Internship

EDCE 592 EDCE 664 EDCE 697A

3 2 5

Spring Semester Multicultural Counseling Theories of Couples Counseling Counseling Internship Professional Seminar: Advance Theory Design

EDCE 550 EDCE 638 EDCE 697B EDCE 689

3 2 5 3

Summer Semester Comprehensive Oral Exam

EDCE 699

0

2nd Year = 23 credits Total M. A. Program

60 Credits

MFC - Three year track-sample (part-time on campus student) 1st Year Fall Semester Critical Issues and Ethics in Counseling Counseling Theories

EDCE 560 EDCE 639

3 3

Spring Semester Human Growth & Development Marriage & Family Counseling Psychopathology & Psychopharmacology

EDCE 588 EDCE 589 EDCE 616

3 3 4

Summer Term (Two of these classes may be taken 2nd summer) Assessment in Counseling EDCE 565 Human Sexuality EDCE 603 Occ. Choice and Career Develop. in Counseling EDCE 605 Research and Statistics EDCE 698

3 2 2 4

1st Year Total = 18 credits (13 if not taking summer courses) 2nd Year Fall Semester Introduction to Marital, Couple, and Family Coun.

EDCE 583 Advanced Family Systems EDCE 592 Counseling Pre-Practicum EDCE 695

2 3 3

Spring Semester Theories of Couples Counseling Group Process Counseling Practicum

2 2 3

EDCE 638 EDCE 650 EDCE 696

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Summer Term (If not taken summer at end of 1st year) Assessment in Counseling EDCE 565 3 Human Sexuality EDCE 603 2 Occ. Choice and Career Develop. in Counseling EDCE 605 2 Research and Statistics EDCE 698 4 2nd Year Total = 17 [22] 3rd Year Fall Semester Group Facilitation EDCE 664 2 Counseling Internship EDCE 697A 5 Spring Semester Multicultural Counseling Counseling Internship Professional Seminar: Advance Theory Design

EDCE 550 EDCE 697B EDCE 689

3 5 3

Summer Term Comprehensive Oral Examination

EDCE 699

0

3rd Year Total = 18 credits Total Program Credits = 60

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School Counseling Mission The mission of the SC Program is to facilitate the development of counselor excellence in professional competence and personal growth. SC graduates actively support the unique and complex needs of students and families with compassion, competence, and care. Graduates are intentionally prepared for distinguished service in the areas of leadership, advocacy, social justice, and diversity; as they develop academic, college/career readiness, and personal/social skills of all students.

Student Learning Outcomes There are two SLOs and six KPIs for SC. Knowledge KPIs are distributed into a number of courses and each KPI corresponds to multiple assessment items at multiple points in time.

Students are required to successfully complete each of the KPIs as evidenced by passing scores on assessment tools as pre-defined by the school program director. The CACREP school standards are distributed into the courses as shown below.

In order to successfully show evidence of the knowledge, as well as skills in SC, students must demonstrate passing scores on six KPIs, three related to student knowledge and three pertaining to student skill. Corresponding to these six KPIs, SC students must meet two specific SLOs that pertain to the SC program. Knowledge and skill KPIs are distributed into a number of courses with assignments related to the outcomes, but the assessment is deferred until students complete all track specific courses. This allows students the opportunity to improve their knowledge and skills after practicing in the field.

SC SLO #1: Students in the School Counseling program will understand the essentials of school counseling specific to K-12 education including understanding models, roles and practices of school counseling.

KPI KPI SC 1.1 Students will identify models of comprehensive school counseling programs including models of consultation and collaboration.

Where KPI Assessed EDCE 585Introduction to School Counseling EDCE 697 A/BCounseling Internship EDCE 699Comprehensive Oral Exam

Assignment Comprehensive School Counseling Plan Consultation and Collaboration Comprehensive Oral Exam

Assessment Tool Rubric

KPI SC 1.2 Students describe and identify the various roles of a

EDCE 595- Special Issues in School Counseling

Strategies to Promote Resiliency

Rubric

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Rubric Comprehensive Oral Exam Rubric

school counselor, including leadership, advocacy, and social justice.

KPI SC 1.3 Students understand and describe the professional practices of a school counseling including leadership styles, referral and community resources, section 504, and ethical considerations

EDCE 697 BAdvocacy Counseling Internship Assignment

Rubric

EDCE 699Comprehensive Oral Exam EDCE 585Introduction to School Counseling

Comprehensive Oral Exam

Comprehensive Oral Exam Rubric

Comprehensive School Counseling Plan

Rubric

EDCE 600Trauma, Crisis, and Grief EDCE 697 ACounseling Internship

Crisis Support Referral Process and Resources Work with Students with Diverse Educational Needs EDCE 696School Counselor as Counseling Practicum Leader EDCE 699Comprehensive Oral Comprehensive Oral Exam Exam

Rubric Rubric Rubric Comprehensive Oral Exam Rubric

SC SLO #2 Students in the School Counseling program will demonstrate skilled, intentional, ethical, and creative practices in school counseling.

KPI KPI SC 2.1 Students will design a comprehensive school counseling program including mission statements, objectives, evaluation processes, curriculum, lesson plans, classroom management, advocacy, and collaboration efforts.

Where KPI Assessed Assignment EDCE 564Needs Assessment Assessment in School Counseling

Assessment Tool Rubric

EDCE 595Special Issues in School Counseling EDCE 585Introduction to School Counseling EDCE 699Comprehensive Oral Exam

Guidance Lesson on Multiple Intelligence and Blog Comprehensive School Counseling Program Comprehensive Oral Exam

Rubric

Education Transitions Assignment

Rubric

Site Supervisor Evaluation

Site Supervisor Evaluation

KPI SC 2.2 EDCE 697 AStudents will Counseling Internship demonstrate strategies and interventions to facilitate school

51

Rubric Comprehensive Oral Exam Rubric

transitions, promote academic success in students, and provide necessary support for students of various backgrounds and abilities.

EDCE 564Assessment in School Counseling EDCE 696Counseling Practicum

Interventions and Data Collection

Rubric

Closing the Achievement Gap

Rubric

KPI SC 2.3 Students will display the dispositions and intentional behaviors necessary to facilitate a positive and growth-oriented environment within the schools they serve.

EDCE 695Counseling PrePracticum

PPE and Smart Goals

Total Score

EDCE 696PPE and Smart Goals Counseling Practicum Site Supervisor Evaluation Reflection Journals

Total Score Site Supervisor Evaluation Total Score

EDCE 697 A/BPPE and Smart Goals Counseling Internship Site Supervisor Evaluation

Total Score

Reflection Journals

Site Supervisor Evaluation Total Score

Sample Tracks Full time students follow the two-year track as depicted below. If a student has been admitted on a part-time basis, careful planning of his/her schedule of courses should be conducted with the student’s advisor prior to beginning course work. There are several courses that have pre-requisites necessitating a particular sequencing of the courses involved. Part-time students may take as long as five years to complete the program though most are finished in three or four years. Cycles for part-time students that work to meet the pre-requisite ordering of courses are also provided below.

Master of Arts in School Counseling- Two Year Track (Full-Time) FIRST YEAR: (Full-time students will complete 38 credits, including summer term)

Fall Semester EDCE 559 EDCE 639 EDCE 695 EDCE 698 EDCE 585

Critical Issues in School Counseling Counseling Theories Pre-Practicum in Counseling Research and Statistics Introduction to School Counseling

Spring Semester EDCE 588 EDCE 616

3 credits 3 credits 3 credits 4 credits 2 credits 15 Credits Total

Human Growth and Development Psychopathology & Psychopharmacology

3 credits 4 credits

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EDCE 650 EDCE 696 EDCE 587 EDCE 595

Group Process Practicum Child and Adolescent Counseling Special Issues in School Counseling

2 credits 3 credits 3 credits 2 credits 17 Credits Total

Summer Semester EDCE 564 EDCE 605 EDCE 600

Assessment in School Counseling Counseling and Occupat. Choice/Career Dev Trauma, Crisis, and Grief

2 credits 2 credits 2 credits 6 credits 38 Credits First Year

SECOND YEAR: (Full time students will complete 22 credits, including Summer Term) Fall Semester EDCE 697 A EDCE 664 EDCE 581 EDCE 610

Internship Group Facilitation Chemical Dependency in the Schools Classroom Management in the Schools

Spring Semester EDCE 697 B EDCE 550 EDCE 689

5 credits 2 credits 2 credits 2 credits 11 Credits Total

Internship Multicultural Counseling Professional Seminar: Advance Theory Design

Summer Semester EDCE 699 EDCE 693

5 credits 3 credits 3 credits 11 Credits Total

Comprehensive Oral Examination School Counseling Oral Examination

0 credit 0 credit 22 Credits Second Year 60 Credits Total

Three-Year Track: Sample (Part-time on campus student)

1st Year Fall Semester EDCE 559 Critical Issues in School Counseling EDCE 639 Counseling Theories EDCE 610 Classroom Management in the Schools

3 credits 3 credits 2 credits

Spring Semester EDCE 588 Human Growth & Development EDCE 616 Psychopathology & Psychopharmacology

3 credits 4 credits

Summer Term (May be taken 2nd summer) EDCE 565 Assessment in School Counseling EDCE 605 Occup. Choice and Career Develop.

2 credits 2 credits

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EDCE 600

Trauma, Crisis, and Grief

2 credits

1st Year Total = 21 credits (15 if not taking summer courses) 2nd Year Fall Semester EDCE 695 Pre-Practicum in Counseling EDCE 698 Research and Statistics EDCE 585 Introduction to School Counseling

3 credits 4 credits 2 credits

Spring Semester EDCE 650 Group Process EDCE 696 Practicum EDCE 587 Child & Adolescent Counseling EDCE 593 Special Issues in School Counseling

2 credits 3 credits 3 credits 2 credits

Summer Term (If not already taken) EDCE 565 Assessment in School Counseling EDCE 605 Occupational Choice and Career Development 2nd Year Total = 19

2 credits 2 credits

3rd Year Fall Semester EDCE 697A Internship EDCE 664 Group Facilitation EDCE 581 Chemical Dependency in Schools

5 credits 2 credits 2 credits

Spring Semester EDCE 697B Internship EDCE 550 Multicultural Counseling EDCE 689 Professional Seminar: Advance Theory Design

5 credits 3 credits 3 credits

Summer Term EDCE 699 Comprehensive Oral Examination EDCE 693 School Orals Examination

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0 credits 0 credits 3rd Year Total = 20 credits Total Credits = 60

Other Information And Procedures Specific To School Counseling And Certification In order to support the successful implementation of Washington State’s ongoing publicschool reform and improvement policies, the State Board of Education has established a performance-based system for educators. The intent of the performance-based preparation system is to ensure that educators can demonstrate a positive impact on student learning as a foundation for preparing students to participate effectively in a diverse and democratic society. (WAC 18078A-005)

Professional Education Advisory Board The Gonzaga University Professional Education Advisory Board for school counselor certification is responsible for supporting the mission of preparing educators who demonstrate a positive impact on learning. The PEAB participates in and cooperates with the University on decisions related to the development, implementation and quality of the counseling program.

PEAB MEMBERS Adriana Wissel, Ph.D. (WSCA – Voting) PEAB Chair Director, School Counseling Program Gonzaga University wissel@gonzaga.edu, 509.313.3851

Lauren Mills (WSCA – Voting) Counselor, Coeur d’ Alene School District Borah Elementary lmills@cdaschools.org, 208-664-5844 ex. 21016

Dr. Curtis Garner (University – Non-Voting) Counselor Education Department Chair Gonzaga University garner@gonzaga.edu, 509.313.3515

Mary Wetzel (WSCA – Voting) Counselor, Spokane Schools Lincoln Heights Elementary School marywe@spokaneschools.org, 509.354.6116

Kathy Blancher (WSCA – Voting) Counselor, Spokane School District Lewis and Clark High School kathyb@spokaneschools.com, 509.354.6893

Morgen Flowers (WSPA – Voting) Principal, Spokane Public Schools Linwood Elementary School morgenf@spokaneschools.org, 509.354.3400

Kristie Thurston (WASA – Voting) Director, Student Support Services Cheney School District kthurston@cheneysd.com, 509 559-4525

Mona Griffin (Community – Voting) Director, Student Assistance Program ESD 101 rgriffin@esd101.net, 509.789.3585

Megan Decker (WSCA – Voting) Counselor, Spokane School District Salk Middle School megand@spokaneschools.org, 509 354-6711

Amanda Coulter (GU- Non-Voting) Director of Certification Gonzaga University coulter@gonzag.edu, 509-313-3504

Lisa Mattson-Coleman (WSPA – Voting) Principal, Spokane School District

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On Track Academy LisaMat@spokaneschools.org, 509 354-3863

Educational Staff Associate (Esa Certification Application Process – Residency Certification 1. Candidates currently enrolled in the SC degree program at Gonzaga University or those who have graduated from Gonzaga University with a Master’s Degree in counseling who wish to apply for admittance to the SC certification process, will provide to the PEAB Chair by April (graduates) or September (current students), the following: a. A letter written by the candidate to the Chair of the Professional Education Advisory Board requesting admittance into the certification process and including a personal statement regarding the student’s counseling and academic background, personal and career goals in the profession of school counseling, and the specific setting in which the candidate hopes to complete the practicum/internship. b. Two letters of recommendation from professionals such as K-12 teachers, school counselors, supervisors, principals, clergy, attesting to the candidate’s potential as a school counselor. c. A professional resume including professional references, with the understanding that the PEAB may contact those references. d. The Alternate Level Observation Form (see Appendix) 2. Candidates who have completed their Master’s degree in counseling through another institution and desire ESA Certification shall provide in addition: a. Transcripts of all academic work including undergraduate and graduate courses.

(Candidates must have a G.P.A. of 3.0 in the upper division.) b. Evidence of liability insurance (a current copy of the face sheet) with coverage through the duration of the internship. c. Verification of a written comprehensive examination at the culmination of Master’s Degree in counseling. d. The PEAB may request a case study utilizing the outline that can be found in the Appendix of this document and an audio or video tape of 15-30 minutes demonstrating counseling proficiency.

3. Other Admission Procedures a. The Professional Education Advisory Board will interview the candidate. The PEAB will vote to admit, defer, or not admit the candidate. The PEAB will be advisory to the University in the internship placement of the candidate and will serve as a professional support group for the candidate during the certification process. b. To remain in the program, the candidate must maintain at least a 3.0 G.P.A. and receive grades of B- or better in all courses. There must be evidence of continued personal growth manifested by consistent involvement in learning opportunities and compliance with legal and ethical aspects of the profession. Program progress is discussed within the advisor and advisee relationship throughout the certification process using The Professional Performance Evaluation form found in the Fair

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Process Manual which can be found at the following link: https://my.gonzaga.edu/-/media/Website/Documents/Academics/School-of-Education/GeneralDocuments/Manuals-and-Handbooks/SOE-Fair-Process-Manual071318.ashx?la=en&hash=12EB25759EFF2ABEF10E66C60EB14DAE4185CA66),

Procedures for Certification Upon acceptance into the certification process, the following is submitted to the Certification Officer, RC 202C, ext. 3504.

• FBI background checks submitted and clearance obtained before beginning practicum (via E-Cert) • Admissions rating sheet At the completion of the program and Oral Examination for SC, the Certification Officer will require the following: • Residency Certification application fee (paid at program completion) • Signed Verification of Internship Hours form (Internship Log, see Appendix) • Certification Requirements Summary Sheet/Exit Checklist (See Appendix)

Oral Examination for School Certification An exit requirement for school certification is the successful completion of an oral examination. A Board of three people, the Director of SC, a representative from the PEAB, and the candidate’s site supervisor meet with the candidate for one hour. The candidate provides a copy of the Professional Portfolio to each Board member well in advance of the oral. Board members ask the candidate about the documentation provided as well as any other related questions to determine the candidate’s school counseling preparation and readiness for certification.

1. The Director of School Counseling (student advisor) is available to assist the candidate in the selection of school certification orals board members, though the candidate is responsible for asking the selected persons to serve in that capacity.

2. The candidate should complete the Professional Portfolio so that these can be delivered to Board members no later than one week in advance of the oral.

3. The candidate arranges an orals date, time and room satisfactory to all orals board members. (Reserve the room through the Department secretary).

4. The student will pay an orals board fee of $150 to the University through Student Accounts upon registration for the school oral examination. Each member of the orals board will receive a stipend from the University from these funds.

Please note that in order to be recommended for certification on a timeline that will be the most advantageous for district hiring, the school oral should be scheduled to occur as soon as all coursework and the comprehensive exam are completed or no later than June 15.

Professional Portfolio

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The professional portfolio is a purposeful collection of student work that tells the story of a student's efforts, progress, and achievement during the two years of study in the SC Program. It begins with the two-day fall retreat and is completed for presentation at the SC Program oral examination. All of the artifacts are works in progress that reflect initial understanding as well as competence over the course of two years.

The portfolio is organized according to Standard 5 for Residency Certification. There are required portfolio artifacts/entries for each standard that incorporate state benchmarks and CACREP standards. The student may include any other work that represents what he/she knows and can do according to the standards.

The portfolio can provide explicit examples/evidence to parents, teachers, potential employers, the orals review committee, and others of what the student knows and is able to do; it allows the student to chart his/her growth over time and to self-assess progress; and, it encourages the student to engage in self-reflection.

Portfolio Sections: • SC Program • Student Learning and Assessment • Counseling Theories and Techniques • Equity, Advocacy, and Diversity • School Climate and Collaboration • Professional Identity and Ethical Practice The Portfolio is evaluated and assessed by each Orals Committee member using the Professional Portfolio Rubric.

Upon successful completion of all SC Program requirements for the Master’s Degree and for certification, the candidate will be recommended for Residency Certification. This certification is subject to the requirements in Chapters 180-78A and 180-79A WAC. The first date of issuance was September 1, 2005.

Residency Certification This certification, when first issued, is valid until the individual has completed two successful years of service as a school counselor.

The Residency Certificate can be reissued with a five-year expiration date. The candidate then needs to enroll in a Professional Certification program. While completing the Professional Certification program, a two-year extension is available, if needed.

Relevant Ethical Principles and Standards The Counselor Education Program believes that the stated procedures for selection, evaluation, and retention are in accord with accepted educational practices and with the following mandatory standards of practice of the American Counseling Association (ACA, 1995): SP-17 Counselors must practice only within the boundaries of their competence.

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SP-19 Counselors must refrain from offering professional services when their personal problems or conflicts may cause harm to a client or others.

SP-41 Counselors must assist students and supervisees in securing remedial assistance, when needed, and must dismiss from the training program students and supervisees who are unable to provide competent service due to academic or personal limitations.

SP-42 Counselors who conduct experiences for students or supervisees that include selfgrowth or self-disclosure must inform participants of counselors’ ethical obligations to the profession and must not grade participants based on their nonacademic performance.

SP-43 Students and supervisees preparing to become counselors must adhere to the Code of Ethics and the Standards of Practice of counselors.

SP-49 Counselors must take appropriate action when they possess reasonable cause that raises doubts as to whether counselors or other mental health professionals are acting in an ethical manner.

This program is also in accord with the following ethical standards of the Nation Organization for Human Service Education: 47

Human service educators establish and uphold appropriate guidelines concerning self-disclosure or student-disclosure of sensitive/personal information.

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Human service educators establish an appropriate and timely process for providing clear and objective feedback to students about their performance on relevant and established course/program academic and personal competence requirements and their suitability for the field.

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Human service educators ensure that students are familiar with, informed by, and accountable to the ethical standards and policies put forth by their program/department, the course syllabus/instructor, their advisor(s), and the Ethical Standards of Human Service Professionals.

Ethical Standards for School Counselors – revised 2010: See at the end of the Handbook Appendix and at www.schoolcounselor.org

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Appendix A GU and SOE Mission Statements

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School of Education Mission Statement The mission of the School of Education is to prepare socially responsive and discerning practitioners to serve their community and professions.

• We model and promote leadership, scholarship and professional competence in multiple specializations.

• We support an environment that is challenging, inclusive, reflective, and collegial.

• We foster inquiry, intellectual creativity, and evidence-based decision-making to accept the challenges facing a global society.

• We provide academic excellence in teaching, advising, service, and scholarship.

• We promote, support, and respect diversity.

The School of Education upholds the tradition of Humanistic, Catholic, and Jesuit Education.

The mission has been summarized in the theme:

"Socially responsible professionals who serve with care, competence, and commitment."

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Appendix B

Relevant Ethical Principles and Standards The Master of Arts in Clinical Mental Health Counseling, Marriage and Family Counseling, and School Counseling Programs believe that the stated procedures for selection, evaluation, and retention are in accord with accepted educational practices and with the following mandatory standards of practice of the American Counseling Association (ACA, 2014); (Please see the Ethics materials provided in your “Issues� class)

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Appendix C Professional Performance Evaluation

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67

68

69

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Academic Policies and Procedures This document is found online Please be sure to read the entire document.

This document is to be referenced for the most current policies pertaining to all included areas.

I have read the entire Academic Policies and Procedures found online at https://www.gonzaga.edu/academics/academic-calendarresources/registrars-office/policies-procedures/academicpolicies-procedures I agree to abide by the policies and procedures as written in this online document.

Student signature indicating agreement

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Date

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Appendix F Statement Regarding the Monitoring of Progress

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Statement Regarding the Monitoring of the Progress Throughout the Master of Arts Counseling Program

Progress indicators throughout your coursework will include, but not limited to, the following: 1) Recommendations of faculty; 2) Recommendations of practitioners; 3) Required GPA; 4) Exam performance 5) Observations (including assessment of overall mental health/stability, response to feedback, ethical and moral behavior, etc.); 6) Written coursework 7) Course participation/completion We feel strongly that the mental health and wellness of each of our candidates is equally as critical as good academic preparation. You are about to embark on a career that will require absolute clarity regarding personal boundaries and issues. It is our intent to assist you in the process of developing a healthy system of attaining and maintaining such clarity. It is our pledge to remain sensitive to your individual needs, and to provide you with direction when needed.

At times, that direction may be one of seeking professional help for yourself.

We will be meeting with you formally and informally periodically throughout your program to talk about your progress, and any one of us would be happy to meet at other times upon request. We have chosen you carefully, and we are committed to your success.

Thank you for choosing us as your graduate institution.

____________________________________________ Student Signature

_____________________ Date

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Appendix G Admission and Retention Agreement

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Counseling Department Admission and Retention Agreement Master of Arts in Clinical Mental Health Counseling, Master of Arts in School Counseling Master of Arts in Marriage and Family Counseling Master of Counselling (Site-Based)

Gonzaga University

Please initial and date each of the following statements indicating your agreement and sign the bottom signature line indicating your commitment to each of the agreements.

I have read and I understand the Academic Honesty Policy and Section I and II of the Standards and Academic Policies and Procedures Manual of the School of Education.

I have read and I understand the Conditions for Admission and Retention and the Student Evaluation and Retention Procedures. I agree to adhere to both documents while enrolled as a student in the Master of Arts in Clinical Mental Health Counseling, Master of Arts in School Counseling, or Master of Counselling Site-Based.

I agree to not participate in private practice while enrolled in the program as outlined in the Conditions for Admission and Retention.

I agree to adhere to the Codes of Ethics and Standards of Practice of the American Counseling Association or Canadian Counseling Association, or Code of Ethics of American School Counseling Association I will obtain student liability insurance from the American Counseling Association or other approved association as outlined in the Conditions for Admission and Retention.

I will complete the necessary procedures which include completion of the character and fitness supplement form and Washington State Patrol FBI fingerprint clearance as a student in the Master of Arts programs in the Department of Counseling Education. If I am in the School Counseling Program, I will also complete the institutional application for certification form I will address any concerns I have with faculty, administration, support staff, supervisor, or fellow students directly with said party, or with the aid of my advisor, chair, or other faculty member with said party. I will refrain from any discussion of conflicts, issues, or concerns with fellow students or others not related to the present problems. Should any issue remain unresolved, I will direct my concerns as per the direction in the Academic Policies and Procedures Manual.

I have read, understand and will agree to abide by the Department of Counselor Education and Gonzaga University policies and procedures regarding substance use and romantic/sexual relationships amongst cohort members.

Signature

Date

Print Name

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Appendix H Photo/Video Release Form of Graduate Student Image

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GONZAGA UNIVERSITY – SCHOOL OF EDUCATION 502 East Boone – Spokane, WA 99258-0025

PHOTO/VIDEO RELEASE FORM Date:

Place:

I give permission to the School of Education, Gonzaga University to take and use the photograph(s) of: Print - (name of student)

I understand that the photograph(s) will become the property of the School of Education I agree that the photograph(s) may be used in multimedia presentations, videotapes, books, supplemental products, and related advertising materials, such as brochures or websites.

Signature

Date

Address City

State

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Zip Code

Appendix I Request for Change of Graduate Program

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REQUEST FOR CHANGE OF GRADUATE PROGRAM: DEPARTMENT OF COUSNELOR EDUCATION FORM Box 1: Name: ________________________________________ Student ID#: ____________________ Email Address: _________________________________ Phone #: _______________________ Starting Term of Current Program: _________________________________________________ Are you considered a (please circle one):

full-time student

part-time student

Box 2: Current Degree Program: _________________________________________________________ Current Program Coordinator Signature: ___________________________ Date: _____________ Box 3: New Desired Degree Program: ____________________________________________________ Potential New Program Coordinator Signature: _____________________ Date: ____________ Desired Effective Term of Starting New Program: _____________________________________ Desired Effective End Date of Program: _____________________________________________

Please attach to this form your new potential course of study outline.

Without this outline, the request will not be reviewed.

Department Chair: ___________________________________

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Date: ___________________

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