CSPY Handbook by Santa Clara University

Department of Counseling Psychology Student Handbook Policies and Procedures Academic Year 2011 - 2012 Chair: Jeffrey P. Baerwald, S.J., Ph.D. Administrative Assistant: Susan Babbel 408-551-1603 sbabbel@scu.edu 1

Contents I.

Mission Statement ................................................................................................................................ 6

II.

Terms of Matriculation: School Bulletin and Department Handbook .................................................. 7

III.

Student Learning Goals and Objectives ............................................................................................ 8

IV.

Integrity and Professional Review .................................................................................................... 9

Academic Integrity ............................................................................................................................ 9

Professional and Ethical Integrity ..................................................................................................... 9

Clinical Integrity ................................................................................................................................ 9

Self-Disclosure................................................................................................................................. 10

Professional Review ........................................................................................................................ 10

Degrees ............................................................................................................................................... 12 a.

Master of Arts in Counseling........................................................................................................... 12

Master of Arts in Counseling Psychology ........................................................................................ 12 1.

Licensing Consideration .............................................................................................................. 12

2. Relationship of SCU Department of Counseling Psychology to the Board of Behavioral Sciences (BBS, or other license granting entities). ............................................................................................ 13 VI.

Tracks .............................................................................................................................................. 14

VII.

Emphases ........................................................................................................................................ 15

a. Emphasis in Correctional Psychology: Counseling Delinquent and At-Risk Youth Bob Michels (Coordinator)........................................................................................................................................... 15 b.

Emphasis in Health Psychology Dale G. Larson (Coordinator) ........................................................ 15

Emphasis in Latino Counseling Lucila Ramos-Sánchez (Coordinator) ............................................. 16

VIII.

Schematic of Degrees, Tracks, and Emphasis ................................................................................. 17

IX.

Changing Degrees ........................................................................................................................... 18

From 78-units to 51-units. .............................................................................................................. 18

From 51-units to 78-units. .............................................................................................................. 18

Declaring and Changing Tracks and Emphases ................................................................................... 19 a.

Declaration of Track ........................................................................................................................ 19

Change of Track............................................................................................................................... 19

XI.

Declaring and Changing Emphases ................................................................................................. 20

Declaration of Emphasis ................................................................................................................. 20

“No Emphasis” Status ..................................................................................................................... 20

Change of Emphasis ........................................................................................................................ 20 2

XII.

General Academic Information ....................................................................................................... 21

Status .............................................................................................................................................. 21

Typical Course Load and Overload.................................................................................................. 21

Course Overload ............................................................................................................................. 21

Limit on number of classes per day ................................................................................................ 21

Advisors ........................................................................................................................................... 21

30 Hour Rule ................................................................................................................................... 21

Student Class Attendance ............................................................................................................... 22

Grading Norm of the Department .................................................................................................. 22

Appealing a Grade ........................................................................................................................... 22

Critical Courses and Grades ............................................................................................................ 23

Academic Probation ........................................................................................................................ 23

Request for an Incomplete Grade and Continuance of Incomplete ............................................... 23

Academic Termination ................................................................................................................ 23

Lab Group ........................................................................................................................................ 24

Thesis .............................................................................................................................................. 24

Independent Study.......................................................................................................................... 24

XIII.

Course Organization........................................................................................................................ 24

Sequencing of classes...................................................................................................................... 24

51-Unit Track ................................................................................................................................... 26

78-Unit MFT Course Grouping ........................................................................................................ 27

78-Unit LPCC Course Groupings ...................................................................................................... 28

Combined MFT/LPCC Track............................................................................................................. 29

XIV.

Registration ..................................................................................................................................... 30

XV.

Transferring, Challenging and Waiving Units .................................................................................. 31

Transferring Credits: ....................................................................................................................... 31 1.

Courses allowed for transfer credits: .......................................................................................... 31

Courses not allowed for transfer credits: ................................................................................... 31

Challenging a Course ....................................................................................................................... 31 1.

Courses that can be challenged: ................................................................................................. 31

Courses that cannot be challenged: ........................................................................................... 31

How to challenge a course: ............................................................................................................. 32

Waiving Courses:............................................................................................................................. 32

Advanced Specialty and Emphasis Classes: .................................................................................... 32

Incomplete and Continuance for Incomplete ................................................................................. 32 3

XVI.

Comprehensive Exam...................................................................................................................... 34

What is the Comprehensive Exam and when should I take it?....................................................... 34

How do I sign up to take the Comprehensive Exam? ..................................................................... 34

When should I begin studying for the Comprehensive Exam? ....................................................... 34

Who reads the Comprehensive Exam? ........................................................................................... 34

XVII.

Pre-Practicum Hours: MFT .............................................................................................................. 35

What are the considerations prior to accumulating pre-practicum hours? ................................... 35

Is there academic credit for pre-practicum experience?................................................................ 35

How many hours can be accumulated pre-practicum? .................................................................. 35

How are these hours parsed? ......................................................................................................... 35

Can LPCC students accumulate pre-practicum hours? ................................................................... 36

XVIII.

Practicum MFT ............................................................................................................................ 37

What is Practicum? ......................................................................................................................... 37

Who must take Practicum? ............................................................................................................. 37

When do I take Practicum? ............................................................................................................. 37

When do I start thinking about and planning for Practicum? ........................................................ 37

Employment and Practicum ............................................................................................................ 37

What are the Pre-Requirements for Practicum? ............................................................................ 38

Practicum Forms ............................................................................................................................. 38

XIX.

Understanding Practicum and Internship Hours toward Licensure ............................................... 39

MFT Hours ....................................................................................................................................... 39

LPCC Hours ...................................................................................................................................... 39

Combined MFT/LPCC ...................................................................................................................... 39

Case Studies for the Combined MFT/LPCC ..................................................................................... 39 Case #1 “I am in a Rush to Get my MFT” ............................................................................................ 39 Case #2 “No Rush for Me” ................................................................................................................. 39 Case #3 “I am the norm” ..................................................................................................................... 40

XX.

Graduate School: Etiquette............................................................................................................. 42

XXI.

Practicum Forms ............................................................................................................................. 44

Practicum Worksheet: Looking for a Practicum Site............................................................................. 45 Practicum Worksheet: Evaluating Quality Sites and Supervision ........................................................ 46 Practicum Form: Permission to Enroll for Practicum ............................... Error! Bookmark not defined. Practicum Form: Supervised Fieldwork Agreement............................................................................. 47 Practicum Form: Student Evaluation of Site ......................................................................................... 54 Practicum Form: Practicum Supervisor Evaluation of Student............................................................. 59 4

XXII.

Department Forms .......................................................................................................................... 62

Declaration of Track ............................................................................................................................... 63 Change of Track ...................................................................................................................................... 64 Declaration of Emphasis ........................................................................................................................ 65 Authorization for Course Overload ....................................................................................................... 66 Change of Emphasis ............................................................................................................................... 67 Change of Degree: From 78-units to 51-units ....................................................................................... 68 XXIII.

School Forms ............................................................................................................................... 69

Application for Course Incomplete ........................................................................................................ 69 Application for Incomplete Extension ................................................................................................... 69 Application for Independent Study ....................................................................................................... 69 Application for Transfer Credit .............................................................................................................. 69 Application for Waiver Credit ................................................................................................................ 69 Class Add/Drop Form ............................................................................................................................. 69 Leave of Absence Request ..................................................................................................................... 69 Petition to Graduate (for all Education and Counseling Psychology M.A. degrees)............................ 69 Permission to Participate in Commencement Ceremony ..................................................................... 69

Mission Statement Department of Counseling Psychology Mission Statement

The mission of the Department of Counseling Psychology is to prepare and to educate Bay Area practitioners to be psychological counselors and professionals in a myriad of human service careers. Reflecting and embodying the mission of Santa Clara University, the students in our department are trained and encouraged to bring the highest levels of competence, conscience, and compassion to their professional lives in the service of the community. The Department implements this mission by offering two Master of Arts degree programs in Counseling: The Master of Arts in Counseling Psychology – which fulfills the academic requirements for license eligibility as a California Marriage and Family Therapist (MFT) and the Licensed Professional Clinical Counselor (LPCC) – and the Master of Arts in Counseling. Students in either track have the option of choosing a unique emphasis in one of three areas: Health Psychology, Latino Counseling, or Correctional Psychology.

The Department of Counseling Psychology: Student Handbook: Policies and Procedures 2011 – 2012, has been reviewed and approved by the Interim Assistant Dean of the School of Education and Counseling Psychology, the Department Chair of the Counseling Psychology Department, the Counseling Psychology faculty, the Counseling Psychology Graduate Student Association, the Director of Student Services in the ECP Dean’s office, and the Administrative Assistant of the Counseling Psychology Department between June – September, 2011.

II.

Terms of Matriculation: School Bulletin and Department Handbook The School Bulletin and the SCU CPSY Student Handbook, published annually, contains, among other things, the Policies and Procedures of the School of Education and Counseling Psychology. It is up to each and every student to familiarize him/herself with the contents of the Bulletin and Handbook since these represent the Conditions of Matriculation setting forth the expectations for your course of studies and terms that must be fulfilled for you to file for graduation. The terms of obligation are those explicated in the Bulletin and Handbook for the year you entered. These Terms will change if you change your Degree (from Counseling to Counseling Psychology or vice versa) or you change your Track. Under any of these circumstances the Terms of your Matriculation change to the year of your change and become the conditions for fulfillment of your degree program.

III.

Student Learning Goals and Objectives Goal 1: Students will learn a variety of psychological theories and demonstrate competence in the differential application of these theories, based on clinical context. Objective 1. Apply one or more theories of intervention in the assessment, formulation, and treatment plan for a specific client or clients. Objective 2. Demonstrate appropriate competence in one or more specialized areas of counseling psychology, including Correctional psychology, Health psychology, Latino counseling, or other self-directed concentrated study. Goal 2: Students will learn a wide range of psychological skills and demonstrate competence in the differential application of these skills based on clinical context. Objective 1. Demonstrate the ability to use different clinical skill sets as determined by clinical context and client-oriented care. Goal 3: Students will achieve greater self-awareness and integration of affect, behavior, and cognition essential to oneâ&#x20AC;&#x2122;s professional identity as a counselor by analyzing their personal history, psychological make-up and modes of intrapersonal and interpersonal functioning. Objective 1. Construct a personal narrative that demonstrates an understanding of the influence of the studentâ&#x20AC;&#x2122;s personal and social identities (e.g., familial, cultural, racial, ethnic, gender, sexual orientation, SES, religious/spiritual) on his or her functioning as a therapist. Goal 4: Students will learn the impact of diversity, including but not limited to issues of race, gender, SES, religion, culture, creed, age, disability status and sexual orientation, as these influence the therapeutic relationship. Objective 1. Demonstrate awareness of both client and therapist worldviews and the impact of these on therapeutic relationship and process. Goal 5: Students will integrate and demonstrate competence in core professional areas related to law, practice, and the scope of clinical practice. Objective 1. Demonstrate ability to apply standards and ethical decision-making principles to the analysis of specific ethical dilemmas in clinical cases.

IV.

Integrity and Professional Review a. Academic Integrity

The Department of Counseling Psychology adheres to the strictest interpretation of Academic honesty and integrity. By graduate school, every student should have a clear and distinct understanding of the definition of plagiarism and how to provide appropriate citations of works, included but not limited to: written, published, and media works, in APA style. Plagiarism is not tolerated in the department and will be minimally responded to with suspension from the department and potential dismissal.

b. Professional and Ethical Integrity

The counseling psychology faculty and staff adhere to “Ethical Principles of Psychologists” as adopted by the American Psychological Association. Relevant “Ethical Principles” for the CPSY program include: •

Responsibility

•

Competence

•

Moral and legal standards

•

Public statements

•

Confidentiality

•

Welfare of the consumer

•

Professional relationships

•

Assessment techniques

•

Research with human participants

The “Ethical Principles of Psychologists” should be read by every student. Please go to: http://www.apa.org/ethics/code/index.aspx.

c. Clinical Integrity

The Department of Counseling Psychology utilizes case methodology in many of its courses. Often the source of this case material is information shared by you and your peers. It is explicitly understood that all such information is confined to the rubric of confidentiality. Such information is never the topic of any conversation outside of the classroom. Additionally, many students are involved in pre-practicum and practicum experiences involving confidential client information. A general ethical principle of our profession is that we do not discuss cases in any public context. Conversations about clients that are conducted in corridors, bathrooms, lobbies, etc., is an ethical violation. Breach of clinical integrity is not tolerated by the faculty and will be minimally responded to with suspension from the department and potential dismissal. 9

d. Self-Disclosure

The professional-training philosophy of the Counseling Psychology Department is predicated on the belief that the process of becoming an effective therapist must in part address the person of the therapist him/ herself. Indeed, in the practice of counseling, the person of the counselor is a major component in the healing process. As a counselor-in-training, then, self-reflection is a necessary and required part of the training that helps students better understand and empathize with their future clients’ experience. Such reflection is a significant component of one’s personal and professional development as an effective and sensitive instrument of change. Thus, it is customary that in the Counseling Psychology Master’s classes, students are regularly assigned work that involves self-disclosure and personal study of the content of that self-disclosure. Students are expected to reflect on their past and present personal experiences in courses and program related activities, in oral and/or written assignments.

We respect students’ rights to confidentiality and do not require that any particular or specific information be disclosed. Moreover, we do not evaluate students’ progress in the program based on the disclosure of any specific information (except as mandated by ethical codes or law). It is our experience that this philosophy and related formats in our classes provide a rich educational experience, involving more aspects of student experience than do standard lectures or written material that do not include the person of the therapist-in-training.

e. Professional Review

A uniform practice across mental health training schools is the periodic review of students based not only on academic performance but on evaluated goodness of fit for the field of mental health. Based on the ethical principle of serving and protecting the public good, it is viewed as part of the service that is rendered in the interest of public safety to evaluate and potentially dismiss students from the program who are perceived to be impaired in their ability to be good therapists.

As part of the Department’s commitment to the profession of counseling psychology and to the clients their students may serve, the Counseling Psychology faculty may not only review students’ academic performance but also professionally-relevant capacities, behaviors, and demeanor (including on-campus or off-campus behavior of which the institution becomes aware). It is possible, and within the authority of the faculty, to dismiss students for reasons, e.g., plagiarism, unethical conduct, unprofessional conduct, psychological instability, etc., that go well beyond the scope of student assessment found in other disciplines. To that end, the department has adopted a formal review process, called the Professional Performance Review (PPR), for “students of concern.” A student of concern is any student who has come to the attention of the faculty, Chair, or staff as having

significant difficulties in the program requiring the review and potential intervention of the faculty. In such a case, the following protocol has been adopted by the faculty (1/18/11) to be followed: 1. The faculty or staff member who perceives a problem first meets with the student of concern to discuss the problem. 2. In such an event where #1 fails to rectify or change the situation, or when the situation has been judged to be of such a nature as to justify more formal review, the faculty or staff member completes a Professional Performance Review (PPR) of the student. 3. The PPR is submitted to the Chair. The Chair, based upon the nature of the of the problem the Chair may: a. Meet with the student and faculty member, and/or; b. Refer matter to student’s advisor c. Refer for formal review or investigation by two faculty members on an ad hoc basis d. Dismiss the PPR. 4. Potential outcomes of this review include, but are not limited to, e. counseling the student, f. temporary probation that may include completion of designated remedial activity(ies) prior to or concurrent with the return to class, g. or dismissal of the student from the program. Dismissal may come at any point of the student’s academic program and will not be impacted by the number of units completed. 5. If the advisor, program coordinator or ad hoc committee believes the situation is serious enough to warrant immediate implementation of an outcome, the decision may be immediately implemented before the 30day appeal period has run. Except for cases when the Chair dismisses the PPR, all information and documented protocols will be placed in the student’s official file. The student will have the right to appeal by submitting in writing the basis for the appeal to the dean of the school within 30 days of the date of the written notice informing the student of the department’s action. The dean shall consider the appeal and respond to the student in writing within 30 days. The decision of the dean shall be final.

Degrees a. Master of Arts in Counseling

The 51-unit Master of Arts in Counseling Program prepares students to counsel in educational settings, career centers, community agencies, hospitals, religious settings, and in industry. It is also an appropriate program for students who wish to pursue a doctoral program at a later date. The Master of Arts degree in Counseling does not meet the requirements for the California State License in Marriage and Family Therapy (MFT). In accordance with California State regulations, students who complete and receive the 51-unit master’s degree cannot, post-graduation, transfer or apply those credits toward the completion of an MFT license program. The 51-unit program can be completed as a general program or can include one of the department’s three emphasis programs.

b. Master of Arts in Counseling Psychology

The Master of Arts in Counseling Psychology provides an intensive 78-unit Master of Arts program for students. The Master of Arts in Counseling Psychology has two tracks: MFT and LPCC. These tracks are based on regulations provided by the California Board of Behavioral Sciences and on guidelines suggested by the American Association for Marriage and Family Therapy, the California Association of Marriage and Family Therapists, and the California Coalition for Counselor Licensure. Coursework is designed to prepare the student for the California MFT and/or LPCC license examination(s) and for practice in the field.

1. Licensing Consideration

The Masters in Counseling Psychology is considered the “journeyman’s” degree for most students. In addition to being a more thorough study of the dynamics of counseling, the Masters in Counseling Psychology allows you a broader range of career options than the Masters in Counseling. It is important to note that should you ever choose to go into private practice as a therapist, the state of California requires you obtain the designated licensure in Marriage and Family Therapy (MFT) or Licensed Professional Clinical Counselor (LPCC). The Masters in Counseling Psychology offers a track designed specifically for those who wish to obtain one or both of these licensures. As an MFT or LPCC, not only can you set up private practice, but you are able to work for a variety of clinics, hospitals, hospices, non-profit social service organizations, county facilities, schools, etc. A select few of the aforementioned institutions do hire non-licensed individuals. So, if you do not plan to become licensed, it is recommended you contact the employer for whom you wish to work and ensure the Masters in Counseling is sufficient. The Masters in Counseling may be a good 12

choice for those who are interested in bettering their relational skills in the environment in which they already work or intend to pursue a doctorate and have no previous academic experience in psychology.

2. Relationship of SCU Department of Counseling Psychology to the Board of Behavioral Sciences (BBS, or other license granting entities).

A common misunderstanding among students is that your academic program at SCU (or any other degree granting institution) grants you a license as a MFT or LPCC. Your work, education and training in our program is an essential component on your way to becoming a licensed therapist in the State of California, or other states. This period of time is a necessary part of licensure but is not sufficient to actually be licensed. To be licensed in this or any other state includes accumulating postgraduation clinical hours, applying for licensure, and passing the state exam(s). The Department of Counseling Psychology at Santa Clara University annually files a document to the BBS that explicates how the courses in our degree program fulfill the requirements of State Law. The BBS reviews those courses and then approves that our program is in compliance with the State Law. The approved list of courses becomes a boilerplate for the BBS. When you are ready to apply for licensure, you will submit, among many other documents, your SCU transcript. The BBS compares your transcript to the boilerplate. If your transcript is 100% correspondent to the programs audit report (and in the vast majority of cases it will), and all other requirements are fulfilled, then you will be approved to sit for examination. That SCU documents your track and emphasis on your transcript makes no difference to the BBS. Track and emphasis are documented on your transcript as one method by which we follow your academic progress, and at the time of your Petition to Graduate, certify that you have met all requirements for the Master degree. While this may indirectly inform the BBS that we believe you have fulfilled your academic requirements they will, nonetheless, audit your transcript.

VI.

Tracks Four tracks are available to students in the 78-unit program. These are: • • • •

Marriage and Family Therapy (MFT), Licensed Professional Clinical Counselor (LPCC), Joint MFT/LPCC, No Track.

All 78-unit students must declare a Track, i.e., a Track is required and not optional. Even if a student chooses not to pursue the MFT, LPCC, or combined MFT/LPCC, he/she must formally declare “No Track” after 21 units. The No Track option is available for individuals who desire more extensive training and experience than the 51-unit Master of Arts in Counseling program affords. This track does not lead to licensure.

VII.

Emphases a. Emphasis in Correctional Psychology: Counseling Delinquent and At-Risk Youth Bob Michels (Coordinator)

The emphasis in the Correctional Psychology Program at Santa Clara University (the only one in the nation) offers a concentration and focus on the population of youth and adults who are connected with the various formal or informal adjudication options in todayâ&#x20AC;&#x2122;s society. The program deals with practical methods of working with those who lead alternative life styles, involved in gangs, those seeking vocational and life transitions, at-risk, antisocial and non-conventional youth and adults, mental health issues, social services, community work, juvenile justice, correctional and school programs. Coursework concentrates on the development of knowledge and practical skills in the following areas: dealing with youth and adults who are considered to be atrisk, working within institutions; including, but not limited to, schools, group homes, social service agencies, law enforcement and the prison system, developing rapport with this clientele and the application of applied behavior analysis. Each of the required courses include a study trip to various facilities; such as, San Quentin State Prison, Chowchilla Womenâ&#x20AC;&#x2122;s Prison, Department of Corrections and Rehabilitation in Stockton and several Juvenile Facilities. Classes are augmented with guest speakers who are recognized experts in their profession. Working in the Corrections field is one of the fastest growing areas in Counseling Psychology. The Emphasis in Corrections is designed for individuals with a combined interest in counseling and corrections. Graduates of the program work in agencies and private practice, schools, correctional institutions, law enforcement agencies, community settings, mental health facilities, group homes and rehabilitation facilities. The emphasis is available to students in both Master of Arts program options: Counseling with an Emphasis in Correctional Psychology (51-units) and Counseling Psychology with an Emphasis in Correctional Psychology (78-units).

b. Emphasis in Health Psychology Dale G. Larson (Coordinator)

The emphasis in Health Psychology offers a concentration in health psychology coursework within each of the counseling degree programs. The program focuses on applications of psychology to issues of health, disease, and prevention at individual and societal levels. Coursework concentrates on the development of knowledge and practical skills in the following areas: maintaining and promoting personal health; preventing disease; exploring the individual and social contexts of health problems; counseling healthy and ill individuals regarding health-related problems and issues; counseling for grief and loss; developing stress management programs; addressing interpersonal issues in health care settings and the emerging field of Positive Psychology. The emphasis in Health Psychology is designed for individuals with a combined interest in counseling and health psychology. Graduates of the program work as agency and private practice counselors; health promotion specialists in industry, schools, and hospitals; counselors in employee assistance programs; and counseling and health specialists in other settings. The emphasis is available to students in both Master of Arts 15

program options: Counseling with an Emphasis in Health Psychology (51-units) and Counseling Psychology with an Emphasis in Health Psychology (78-units). The 78-unit option provides a greater depth of training in counseling theory and skills.

c. Emphasis in Latino Counseling Lucila Ramos-Sรกnchez (Coordinator)

The emphasis in Latino Counseling offers a concentration and focus on counseling the large component of the population that defines itself as Latino. The program focuses on applications of psychology with reference to issues of culture, ethnicity, acculturation, and assimilation. Implications of counseling within a Latino family system and issues of language are explored. Coursework concentrates on the development of knowledge and practical skills in the following areas: reaching clients from this normally underserved population, developing rapport with clients from these cultures, intervening in culturally sensitive and appropriate ways, and counseling at various times throughout the life cycle. Some of the classes will stress the importance of language and may be instructed partially or substantially in Spanish. The emphasis is available to students in both Master of Arts program options: Counseling with an Emphasis in Latino Counseling (51-units) and Counseling Psychology with an Emphasis in Latino Counseling (78-units). The 78-unit option provides a greater depth of training in counseling theory and skills. This emphasis in Latino Counseling is one of only three in the United States.

VIII.

Schematic of Degrees, Tracks, and Emphasis

Degree

51-units

Emphasis

Track

(optional)

(required)

Correctional

MFT

Health

LPCC

Latino

MFT/LPCC

No Emphasis

No Track

Degree

78-units

IX.

Changing Degrees Students are admitted into the Department in either the Counseling or Counseling Psychology degrees.

a. From 78-units to 51-units.

You may change your degree from 78-units to 51-units after discussion with your academic advisor and filing a Change of Degree: From 78-units to 51-units form. Note that changing your degree has several implications: • • •

You become obligated to the Terms of Matriculation of the Bulletin for the year that you change your degree; not for the year you entered the program; If you later decide, as a matriculated student, to return to the 78-unit program, you will have to re-apply and incur all costs with application submission. Once you graduate from SCU (graduation is defined as the date you filed your Petition to Graduate form) you are ineligible to sit for the MFT or LPCC license exams. In accordance with BBS law, you MAY NOT return to SCU to take extra courses to meet the 78-unit requirement. If you wish to sit for licensing you will have to take the entire degree as one unified program.

b. From 51-units to 78-units.

You will be required to submit a new application to the School of Education and Counseling Psychology for admission into the 78-unit degree. Please consult with Admission’s Counselor in the Dean’s Office to begin this process. If you are accepted then your courses will transfer in total to the new degree. If you are not accepted there is no change in your courses completed or matriculated status.

Declaring and Changing Tracks and Emphases Students admitted into the 78-unit degree, can declare a Track anytime between completing 1-21 course units, but must declare a Track after completing 21 course units.

a. Declaration of Track

All students enrolled in the 78-unit degree program must declare a track (MFT, LPCC, MFT/LPCC, or No Track) when the student has accumulated 21 units. A track may be declared prior to 21 units (Declaration of Track Form).

An important element of the Declaration/Change of Track form is that the terms of your matriculation change from the year of your acceptance to the year of your declaration/change, i.e., if you were accepted in 2010 and change/declare your track in 2011, you become obligated to the terms of matriculation in the 2011 catalogue. Note: Your track is included on your transcript.

b. Change of Track

A student may change track at any time in the program up to the time when the petition to graduate form is filed. At that point no changes can be made to oneâ&#x20AC;&#x2122;s program. (Change of Track Form)

XI.

Declaring and Changing Emphases An Emphasis program, while highly recommended, is completely optional. It is recommended that students declare their Emphasis as soon as possible but no later than completing 33 units.

Declaration of Emphasis

The three emphasis programs are optional specialties available to students. A student who is interested in declaring an emphasis should do so as early as possible in the program. Since many of the emphasis courses are only offered one time per year and some are only offered every two years, the student should declare as soon as possible so to be able to complete the emphasis in time along with other courses in the program. (Declaration of Emphasis Form)

b. “No Emphasis” Status

At the beginning of matriculation, no student transcript reflects an emphasis. An emphasis only becomes a part of the official transcript when the student formally declares it. If a student does not declare an emphasis, there is nothing noted on the transcript; to repeat, if a student opts for the No Emphasis option, he/she need do nothing further. “No Emphasis” is equivalent to not declaring an emphasis.

c. Change of Emphasis

If you decide to change your emphasis, including changing to from one emphasis to No Emphasis, you must submit a Change of Emphasis form to the Department as soon as possible. (Change of Emphasis Form)

XII.

General Academic Information a. Status

Full time status is 9 units per quarter. Anything less is considered part time.

b. Typical Course Load and Overload

Students may take up to 10.5 units per quarter.

c. Course Overload

A student may take up to 12 units one quarter per academic year with advisor’s permission (Authorization for Course Overload).

Any student found to be enrolled in excess of 10.5 units without advisor’s permission will be required to drop one course, pay for the respective drop fee, with a “W” appearing on the transcript. It is exceedingly rare for a student to receive permission for 15 or more units for any quarter during his/her academic career. A student requesting this many units must write to the Chair, clearly explaining the necessity for this number of units.

d. Limit on number of classes per day

Students are permitted to take up to 6 units of classes per day. Students may not take more than 6 units per day. If a student is found to be taking 7 or more units per day, he or she will be required to drop one or more of these courses to bring the load down to 6 or less units per day. This action will result in the student paying for a course(s) that he or she is required to drop and, and a “W” entry appearing on the student’s transcript.

e. Advisors

All students are assigned an advisor, who is a full-time faculty member, upon admission to the program. It is up to the student to meet regularly with his/her advisor. Critical periods to meet with advisor include the following: Declaration of Track, Declaration of Emphasis, and Petition for Graduation. Other important times to meet with one’s advisor would include registration for courses. One’s advisor will change if a student declares an emphasis. The new advisor will be the Emphasis Coordinator.

f. 30 Hour Rule

Three unit classes meet for 3 hours per class, which is 30 hours per quarter; 1.5 unit courses meet for 15 hours per quarter. There is a mandatory 15 minute break in the middle of a 3 hour class, and a 10 minute break in the middle of a 90 minute class. Several classes meet on weekends or have a weekend class, nonetheless, and by State law, every class must meet for 15 or 30 hours per quarter. 21

g. Student Class Attendance

Class attendance is required. All syllabi include a statement on the professorâ&#x20AC;&#x2122;s attendance policy. That any professor allows a student to miss a class without penalty does not translate into an understanding, implicit or otherwise, that you may miss one class. The only acceptable reason to miss class is due to illness or emergency.

Notify your instructor by phone or by email that you will be missing a class and why. Notifying your instructor that you are missing does not mean that you will not be penalized. All professors have a policy on the consequences of missed classes, typically in the reduction of your grade. Missing a class forfeits any quiz, test, or any other points that you missed. It is up to the discretion of the professor whether you are allowed to be allowed to make up this work.

h. Grading Norm of the Department

The department maintains norms on grading. It is the philosophy and understanding of the faculty that grade inflation undermines the integrity and erodes the excellence of our department. Grades are neither punitive nor are they rewards. Grades are evaluative of a studentâ&#x20AC;&#x2122;s understanding and demonstrated expertise of skills and theory related to course expectations, outcomes, and assessment. Grades, then, are bound to course expectations, operationalized in course outcomes, and measured in course assessment. It is customary in graduate programs that final course grades of B, B+, A- and A are an acceptable level of performance for graduate study.

The grading policy in CPSY is that students earn Aâ&#x20AC;&#x2122;s through consistent and high quality work as assessed by the professor. No student is entitled to an A for any reason; nor do we have a system where everyone begins with an A and then loses points to a lower grade. In a normal class the range of final course grades is from B to A with a mean in the A-/B+ range. The range may be quite a bit wider on individual papers, exams or projects that make up the final grade. Professors may give grades of C+ or lower for inferior work. A grade of C+ in any class, (except CPSY 200, 212, 216, 218, or 227) must be balanced by higher grades to yield a 3.0 or better GPA.

Appealing a Grade

Per University and School policy, the only legitimate reason for a grade change is a calculation error. There is no recourse beyond the decision of the professor. A student has a right to appeal a grade to the course professor. The appeal should be made in person, i.e., meeting with the professor during a scheduled appointment. Per University and School policy, the only legitimate reason for a grade change is a calculation error. There is no recourse beyond the decision of the professor. 22

Critical Courses and Grades

Per Department norm, a grade of B- or lower in CPSY 200, 212, 216, 218, or 227 will result in academic termination.

k. Academic Probation

A cumulative grade point average below 3.0 indicates that a student is performing below graduate school expectations. A student with a CGPA lower than 3.0 is placed on administrative probation and is restricted to 6 units per quarter until the GPA is raised to 3.0 or above.

Request for an Incomplete Grade and Continuance of Incomplete

Students requesting an Incomplete must complete the Application for Course Incomplete form and submit to the course professor on or before Week 10 of the quarter, or Week 4 of a summer session. The unfinished work must be completed and given to the course instructor within four weeks of the end of the term in which the Incomplete was received; in other words, four weeks after Week 11 of the quarter or Week 5 of a summer session. If a student is unable to submit the work within this period of time, then: (a) the student’s Final Grade will be dropped by one letter grade; and, (b) the student must file for a 4-week Application for Course Incomplete Application for Incomplete Extension that includes the professor’s signature and submitted to the School’s registrar. The Continuance of Incomplete form must be filed with GSO office prior to the date that the original Incomplete expires. Only one (1) incomplete extension per student per course is allowed. The obligation to file for, as well as to fulfill, an incomplete resides solely with the student. Failure to: • File a Request for Incomplete form within the time period articulated above will result in an “F” for the course; or, • File an Extension or to file in a timely manner will automatically result in a grade of F; or, • Complete the required work before the Extension expires will automatically result in the grade of F. There is no appeal process in the failure to comply with this policy. Any student who receives an “F” will be administratively withdrawn from the School.

m. Academic Termination

A student can be terminated from the Department for several reasons: 1. A grade of B- or lower in CPSY 200, 212, 216, 218, or 227; 2. If overall CPGA fall below 3.0 and failure to raise CGPA to 3.0 within 2 quarters; 3. Failure to file for or complete an Incomplete; 23

4. Based on PPR outcome.

n. Lab Group

Lab Group (219A [MFT] or 221 [LPCC]) is the laboratory portion of CPSY 219 (Psychology of Group Counseling). It is a group experience in which you are a member of a group and keep a journal of your experience. It is recommended that you do the lab group while you are taking the 219 class. CPSY 200 is a pre-requisite for Lab Group. The Lab Group is a non-graded lab. Contents of the group meetings, which are led by licensed professionals who are not on the faculty, are confidential within the limits set by state law and University policy. Lab Groups are limited to 8 individuals and are offered during each term except summer.

o. Thesis

Only a very few students choose to go the thesis route, and these are typically students who feel a need to produce a written product that would enhance their chances to be admitted to a more research-oriented Ph.D. program. If you are interested in exploring this option, ask for the document Guidelines for Developing and Submitting a Master's Thesis in the Department, and schedule an appointment with your faculty advisor.

p. Independent Study

Independent study projects are highly individualized, though it is important that the student produce an independent academic product and that the professor provides educational input that directly provides or guides the learning of the student. Independent study is supervised research initiated by the student. A proposal must be submitted and approved by a faculty advisor prior to registration. Full-time faculty is preferred advisors (Application for Independent Study Form)

It is rare that permission for Independent study is approved for a project that replicates a currently offered course in the curriculum. The purpose of an Independent Study is to pursue a subject matter (typically within the faculty memberâ&#x20AC;&#x2122;s expertise) that is not offered in curriculum. When a student applies for Independent study for an area already offered as course material, justification needs to be provided why the student canâ&#x20AC;&#x2122;t wait to take the course. Poor planning for taking courses when offered is not a justification. Permission is never granted when the subject matter replicates a course offered in the same quarter.

XIII.

Course Organization a. Sequencing of classes

The Foundation courses need to be completed first. As the name suggests they are the pre-reqs for almost every other course in the program. One should next work on the 24

Core courses. These courses should be taken as they fit into your schedule. The average student in our programs is a working professional and usually takes two courses per term. If you are enrolled in an emphasis program (e.g., Health Psychology, Latino Counseling, etc.), it is wise to take the emphasis courses as early in your program as possible because emphasis courses are offered less frequently (at the most one time each year).

b. 51-Unit Track

Foundation

Core

Required

•These Core courses should be worked on next. If you are in an Emphasis Program, it will be important for you to begin monitoring when courses in your Emphasis are offered. Some Emphasis courses are offered just once per year, or every other year; take these courses as they are offered. •212 Psychology of Relationships •219 Psychology of Group Counseling •219A Lab Group •220 Research Methods •227 Counseling Process and Skills •231 Multicultural Counseling •275 Ethical and Legal Issues in Counseling

•These Required courses be taken next. Continue to monitor Emphasis courses as well as taking Electives. •CPSY 312 Counseling for Contemporary Problems I •CPSY 318A Child Diagnosis

•Emphasis courses can taken at any time.

Emphasis

•Electives can be taken at any time after Foundation Group has been completed.

Electives

Practicum

•Practium is the final step in one's program. It is possible to take one or two courses while in Practicum (limited to electives and emphasis). Should be discussed with Practicum Supervisor.

c. 78-Unit MFT Course Grouping

Foundation

Core

Required

•These Foundation courses are pre-reqs for most courses in the program and should be taken immediately in your schedule. If you are in an Emphasis, you may begin taking Emphasis courses at this time as long as you have fulfilled any pre-reqs. •200 Psychology of Interpersonal •216 Psychology of Human Development •218 Foundations of Psychotherapy •These Core courses should be worked on next. If you are in an Emphasis Program, it will be important for you to begin monitoring when courses in your Emphasis are offered. Some Emphasis courses are offered just once per year, or every other year; take these courses as they are offered. •212 Psychology of Relationships •219 Psychology of Group Counseling •219A Lab Group •220 Research Methods •227 Counseling Process and Skills •231 Multicultural Counseling •275 Ethical and Legal Issues in Counseling •These Required courses be taken next. Continue to monitor Emphasis courses as well as taking Electives. •211 Human Sexuality •217 Short Term Approaches to Therapy •311 Psychology of Marriage Counseling •312 Counseling for Contemporary Problems I •312A Contemporary Lab •315 Family Therapy •317 Therapeutic Intervention with Children •318 Clinical Assessment I •319 Clinical Assessment II •323 Psychopharmacology

•Emphasis courses can taken at any time.

Emphasis

•Electives can be taken at any time after Foundation Group has been completed.

Electives

Practicum

•Practium is the final step in one's program. It is possible to take one or two courses while in Practicum (limited to electives, emphasis, and on some occassions, CPSY 323). Should be discussed with Practicum Supervisor.

Foundation

Core

Required

Emphasis

Electives

Practicum

78-Unit LPCC Course Groupings

•These Foundation courses are pre-reqs for most courses in the program and should be taken immediately in your schedule. If you are in an Emphasis, you may begin taking Emphasis courses at this time as long as you have fulfilled any pre-reqs. •200 Psychology of Interpersonal •216 Psychology of Human Development •218 Foundations of Psychotherapy •These Core courses should be worked on next. If you are in an Emphasis Program, it will be important for you to begin monitoring when courses in your Emphasis are offered. Some Emphasis courses are offered just once per year, or every other year; take these courses as they are offered. •212 Psychology of Relationships •219 Psychology of Group Counseling •221 Lab Group •220 Research Methods •227 Counseling Process and Skills •231 Multicultural Counseling •275 Ethical and Legal Issues in Counseling •276 Professional Orientation, Ethics and Law

•These Required courses be taken next. Continue to monitor Emphasis courses as well as taking Electives. •223 Biology of Development •224 Evidence Based Therapy •300 Career Devleopment and Life Planning •307 Career Counseling Seminar •312 Counseling for Contemporary Problems I •313 Counseling for Contemporary Problems II •318 Clinical Assessment I •318A Child Diagnosis •319 Clinical Assessment II •321 Dual Diagnosis •323 Psychopharmacology •361 Special Topics in Multicultural Psychotherapy

•Emphasis courses can taken at any time. •Electives can be taken at any time after Foundation Group has been completed. •Practium is the final step in one's program. It is possible to take one or two courses while in Practicum (limited to electives, emphasis, and on some occassions, CPSY 323). Should be discussed with Practicum Supervisor.

e. Combined MFT/LPCC Track

Core

Required

Emphasis

Electives

•These Core courses should be worked on next. If you are in an Emphasis Program, it will be important for you to begin monitoring when courses in your Emphasis are offered. Some Emphasis courses are offered just once per year, or every other year; take these courses as they are offered. •212 Psychology of Relationships •219 Psychology of Group Counseling •221 Lab Group •220 Research Methods •227 Counseling Process and Skills •231 Multicultural Counseling •275 Ethical and Legal Issues in Counseling •276 Professional Orientation, Ethics and Law

•These Required courses be taken next. Continue to monitor Emphasis courses as well as taking Electives. •300 Career Devleopment and Life Planning •307 Career Counseling Seminar •311 Psychology of Marriage Counseling •312 Counseling for Contemporary Problems I •313 Counseling for Contemporary Problems II •315 Family Therapy •317 Therapeutic Interventions with Children •318 Clinical Assessment I •318A Child Diagnosis •319 Clinical Assessment II •323 Psychopharmacology •361 Special Topics in Multicultural Psychotherapy

•Emphasis courses can taken at any time; though normally, after the Foundations Group has been completed. •Electives can be taken at any time after Foundation Group has been completed.

XIV.

Registration See School of Education and Counseling Psychology Bulletin for information regarding Registration.

XV.

Transferring, Challenging and Waiving Units a. Transferring Credits:

A student may transfer up to 9 quarter units (that have been completed in the prior five years from date of application) from another accredited graduate program. To apply for credit the student must complete the Application for Transfer Credit, submit certified transcripts and a syllabus from the original course. The request is reviewed by the professor of record for the course who makes the final decision. Transferred credits only apply to the specific course for which the exemption is sought. The transferred units can be credited to the student’s transcript and counted within the overall number of units towards fulfillment of the degree. Semester courses of equal to or more than 3 quarter units are transferred in at a 3 quarter unit value. Courses not accepted as required courses may be accepted as elective/independent study units.

1. Courses allowed for transfer credits:

Courses that may be transferred include: 215, 220, 231, 275, 311, 312, 317, 318, 383, all electives.

2. Courses not allowed for transfer credits:

Courses that may not be transferred include the following: 200, 211*, 212, 216, 218, 219, 227, 315, 317, 319, 323, 331, and 333.

b. Challenging a Course

Students may challenge a course by “passing” a course via examination, oral or written. A student who successfully challenges a class receives a transcript notation indicating the units and a grade for the challenged class. Challenged courses fulfill the BBS content and unit requirements; however, they do not satisfy degree unit requirements. Those who challenge a class in the 78-unit master’s program must complete 78-units in addition to whatever course(s) is challenged. Classes that include a high experiential component are usually unavailable for challenge. The singular advantage of challenging a course is that it allows a student to substitute an elective for an otherwise required course.

1. Courses that can be challenged:

Courses that may be challenged include the following: 215, 220, 231, 275, 311, 312, 318, 383, and all electives.

2. Courses that cannot be challenged: 31

Courses that cannot be challenged include the following: 200, 211, 212, 216, 218, 219, 227, 315, 317, 319, 323, 331 and 333.

3. How to challenge a course:

To challenge a course, a student must: • • • •

Have completed at least 15 units at Santa Clara (unless an exception is granted by the Department Chair) Have a cumulative GPA of 3.2 Obtain the appropriate form from the GSO; and, Have permission from the instructor, Department Chair, and Dean to proceed with the challenge. The instructor must complete a written description of the proposed challenge process to be approved by the Department Chair.

Challenge examinations may be either oral or written as determined by the instructor. Grades for a challenged course may not be taken on a pass/no pass basis. A $100 fee is assessed for challenging a course.

c. Waiving Courses:

Students who waive classes with the permission of the Department Chair receive no indication on their transcript that the classes have been waived, but a notation is made in the student’s file that the specific class requirements have been met and waived. Another class must be taken in lieu of the waived class. Waived classes are not accepted by licensing or credentialing boards for meeting competency requirements. The only course that can be waived is: CPSY 220 (Application for Waiver Credit).

d. Advanced Specialty and Emphasis Classes:

Several classes are offered only once each year or every other year. If you are in an emphasis program and the course is offered annually or every other year, you should take the emphasis class when it is offered, because it may not re-occur for several terms. FYI: Normally, required and core classes with a 200-299 number are offered three (sometimes more) times a year. 300-level required classes are typically offered twice a year (e.g., 311; 323). Normally, classes with fewer than 10 students are cancelled, except under special circumstances (e.g., necessary emphasis classes).

e. Incomplete and Continuance for Incomplete

Students requesting an Incomplete must complete a Request for Incomplete form and submit to the course professor on or before Week 10 of the quarter, or Week 4 of a summer session. The unfinished work must be completed and given to the course instructor within four weeks of the end of the term in which the Incomplete was received; in other words, four weeks after Week 11 of the quarter or Week 5 of a summer session.

If a student is unable to submit the work within this period of time, then: (a) the student’s Final Grade will be dropped by one letter grade; and, (b) the student must file for a 4-week Continuance of the Incomplete that includes the professor’s signature and submitted to the School’s registrar. The Continuance of Incomplete form must be filed with GSO office prior to the date that the original Incomplete expires. Only one (1) Continuance of Incomplete per student per course is allowed. The obligation to file for, as well as to fulfill, an Incomplete resides solely with the student. Failure to: • File a Request for Incomplete form within the time period articulated above will result in an “F” for the course; or, • File a Continuance or to file in a timely manner will automatically result in a grade of F; or, • Complete the required work before the Continuance expires will automatically result in the grade of F. There is no appeal process in the failure to comply with this policy. Any student who receives an “F” will be administratively withdrawn from his or her degree program.

XVI.

Comprehensive Exam a. What is the Comprehensive Exam and when should I take it?

The Comprehensive Examination is a take-home essay exam devised to help you synthesize your learning into a powerful personal and professional statement. The exam is given once during the Fall, Winter, and Spring quarters, and you have two weeks to complete it after it is mailed to you. You take this exam near the end of your studies, typically the quarter before the last quarter in which you are enrolled in the program. Practicum experience gained by that time can help you in the exam because one of the questions requires the description of a case study.

b. How do I sign up to take the Comprehensive Exam?

Email you Name, Address, Phone Number and Student ID to the Departmentâ&#x20AC;&#x2122;s Administrative Assistant during the first week of the Fall, Winter, or Spring Quarter.

c. When should I begin studying for the Comprehensive Exam?

The comprehensive exam is meant to encourage an integration of all the learning that occurs for you in the program, so in essence, you are preparing for it each step of the way through the program. However, a better question is "When should I begin writing the exam?" The best strategy for writing the exam is to begin at least one quarter before you are going to take the examination. The questions change little if it all from quarter to quarter and it does not behoove you to wait until the exam is released and then frantically complete the exam by the final deadline. It is perfectly acceptable (and wise) to begin drafting your answers well in advance of the formal exam, and to spend the actual exam period polishing and refining your answers. The exam questions from the previous quarter are available from the CP&E office. It is not acceptable (i.e., it is prohibited) to form study groups to work on the comprehensive exam. The exam is meant to be an individualized experience and it is of no benefit to you to give someone else's answers to the questions.

d. Who reads the Comprehensive Exam?

The answer is that all full-time faculty are involved in reading them. Only one faculty person will read any given comprehensive if it receives a "Pass." If the reader thinks it is not up to passing standards, a second person will read it. If both agree that it is not up to standards, it will receive a "no pass." If the two readers disagree, a third reader will break the tie. Students who do not pass the comprehensive examination are allowed to retake the examination in a fashion to be determined by the faculty member coordinating the comprehensive examination for the quarter in which the student took the exam.

XVII. Pre-Practicum Hours: MFT a. What are the considerations prior to accumulating pre-practicum hours?

1. Must complete 18 units of academic training before accumulating hours (except for personal therapy, cf. 4.c.) 2. All experience hours must be under the supervision of supervisor. A Supervisor is one who: a. Has been licensed minimally 2 year as MFT, CSW, Psychologist, Psychiatrist b. Has not provide therapy services to the trainee c. Has a valid license d. Complies with board regulations for supervisors 3. Trainee can be volunteer or paid (restrictions apply for paid work); no hours count for independent contractor 4. Must be approved by SCU Department of Counseling Psychology Practicum Supervisor, prior to beginning the experience.

b. Is there academic credit for pre-practicum experience?

No. While the faculty encourage students to gain clinical experience, and thereby accumulate hours towards licensure, there is no academic credit for pre-practicum experience.

c. How many hours can be accumulated pre-practicum?

Not more than 1300 hours may be accumulated pre-internship. Practicum is required to be a minimum of 550 hours; so 750 pre-practicum hours can possibly be accumulated.

d. How are these hours parsed?

Better to understand the division of all 1300 hours. 1. Not more than a combined total of 1250 hours of experience in : a. Direct supervisor contact b. Not more than 250 hours of verified attendance at workshops, seminars, training sessions, or conferences (all of which must by directly related to marriage and family therapy) c. Not more than 100 experience hours of personal therapy, including group, marital, conjoint, or individual therapy with a licensed therapist; note: 1 Therapy Hour = 3 experience hours. d. Client centered advocacy, defined as: research, identifying, and accessing resources, or other activities related to 35

2. 3.

obtaining or providing services and supports for clients or groups of clients receiving psychotherapy or counseling services (4990.03). Not more than 500 hours of providing group therapy or group counseling Not more than 250 hours of administering and evaluating psychological tests, writing clinical reports, writing progress notes, or writing process notes. Not less than 500 hours in diagnosing and treating couples, families and children. For the first 150 hours of treating couples and families in conjoint therapy 1 Therapy Hour = 2 experience hours. Not more than 375 hours of providing personal psychotherapy, crisis counseling, or other counseling services via tele-medicine.

e. Can LPCC students accumulate pre-practicum hours?

No. And it is ridiculous that you canâ&#x20AC;&#x2122;t. Complain to your state legislature and through CALPCC.org.

XVIII. Practicum a. What is Practicum?

Practicum is intended to be the culminating experience in the Counseling Psychology Programs. Students are given the opportunity to begin to develop the professional competencies required of a mental health clinician. It is listed as CPSY 333 in the Course Catalogue and is for 9 units (3 units each quarter).

b. Who must take Practicum?

All students in the MFT, LPCC, or MFT/LPCC Tracks seeking licensure are required to take Practicum.

c. When do I take Practicum?

Practicum is designed to be taken the last year of your academic studies. All Practica start in the Fall of each year and run for three quarters. A student must take CPSY 333.1, 333.2, and 333.3 consecutively in the same year. Practicum is not offered during summer sessions.

d. When do I start thinking about and planning for Practicum? •

• • • • •

From the beginning of your program! At this time should start your planning, that includes the sequence of your courses and the number of courses you plan on taking each quarter. You should also begin to attend the annual Practicum Fairs in your first year. Begin to inform yourself on the available option and sites. Thanks to the GSA, the department now has a comprehensive two-hour videotape on the laws. You can schedule an appointment to see the video by calling the SCU Media Lab at 554-4091. The Board of Behavioral Science has an excellent Web site at http://www.bbs.ca.gov/. When you meet a Practicum student, ask questions!! How is the experience? How is the supervision? And those types of questions. In the year prior to taking Practicum you should meet with your advisor and Department Practicum Supervisor to assess your standing in the program and to evaluate whether you will be ready for Practicum.

e. Employment and Practicum

The overall program is designed for part-time working adults with the majority of courses conveniently scheduled after 5:00 p.m. However, mental health sites in the community are not always as flexible when it comes to scheduling of client and meeting hours. Review the sites in the practicum binder carefully and make an appointment to see the Practicum Supervisor to discuss these and other options that are available.

f. What are the Pre-Requirements for Practicum? MFT

Foundation Group

Core Group

Required Group

CPSY 212 CPSY 220 CPSY 227 CPSY 231 CPSY 275

CPSY 217 CPSY 311 CPSY 312 CPSY 315 CPSY 317 CPSY 318 CPSY 319

LPCC CPSY 200 CPSY 216 CPSY 218

CPSY 212 CPSY 220 CPSY 227 CPSY 231 CPSY 275 CPSY 276 CPSY 223 CPSY 224 CPSY 300 CPSY 307 CPSY 312 CPSY 313 CPSY 318 CPSY 318a CPSY 319

MFT/LPCC

CPSY 212 CPSY 220 CPSY 227 CPSY 231 CPSY 275 CPSY 276 CPSY 223 CPSY 224 CPSY 300 CPSY 307 CPSY 311 CPSY 312 CPSY 313 CPSY 315 CPSY 317 CPSY 318 CPSY 318a CPSY 319

If your sequence of courses conflicts with these requirements please contact the Practicum Supervisor or your academic advisor.

g. Practicum Forms

All practicum forms are submitted to the Practicum Supervisor and kept in a file in the Supervisorâ&#x20AC;&#x2122;s office. Always make Xerox copies of your submitted form for your own protection and security. Form

Due Date

Proof of Malpractice Insurance Practicum Form: Supervised Fieldwork Agreement Practicum Form: Practicum Supervisor Evaluation of Student Practicum Form: Student Evaluation of Site Weekly Log Summary

First Class First Class Week 10 of the Quarter

Week 10 of the Quarter Week 10 of the Quarter

XIX.

Understanding Practicum and Internship Hours toward Licensure

The schematic on the next page shows how pre-practicum, practicum, and internship combine to create the required 3000 hours for licensure for MFT and LPCC.

A. MFT Hours

The law allows a student to accumulate up to 1300 pre-degree hours, with a minimum of 550 of those accumulated during practicum. After graduation, and receiving an intern number from the BBS, another 1700 hours are required before being eligible to sit for licensure exam.

B. LPCC Hours

The law does not allow a student to accumulate any pre-degree hours. The student is required to complete 150 hours during practicum; which are not counted toward licensure. After graduation, the student must complete 2 years of internship and accumulate 3000 hours.

C. Combined MFT/LPCC

During pre-practicum, the student can accumulate 750 hours applicable toward licensure. During practicum the student must accumulate 550 hours: 300 hours for MFT and 150 hours for LPCC (though all of the hours are counted toward the MFT). During internship, the student is able to double count hours, applying the hours to both the LPCC and MFT. The student will be able to sit for MFT licensure before LPCC licensure.

D. Case Studies for the Combined MFT/LPCC Case #1 “I am in a Rush to Get my MFT”

Student A, enrolled in the Combined Track, wants to get her MFT license as soon as possible so she can begin a private practice as a licensed MFT. She decides to accumulate the maximum number of hours pre-practicum (750 hours) and the rest of her pre-degree hours are finished during practicum (550 hours). Immediately after graduation she obtains her intern number and begins accumulating her 1700 hours which are counted for both the MFT and LPCC. After 1700 hours, she sits and successfully passes her MFT license exam. She goes into practice with a friend. At the same time she continues to work as a LPCC clinical trainee under supervision. She accumulates the reminder of her 1300 hours and sits for her LPCC licensure test which she passes. Student A is now a licensed MFT and LPCC.

Case #2 “No Rush for Me”

Student B, enrolled in the Combined Track, is in no rush to get her MFT. She decides to put her time into school and her family and collects no pre-practicum hours. Immediately after graduation she obtains her intern number and begins accumulating 39

her 2450 hours which are counted for both the MFT and LPCC. After 2450 hours, she sits and successfully passes her MFT license exam. She goes into practice with a friend. At the same time she continues to work as a LPCC clinical trainee under supervision. She accumulates the reminder of her 550 hours and sits for her LPCC licensure test which she passes. Student A is now a licensed MFT and LPCC.

Case #3 â&#x20AC;&#x153;I am the normâ&#x20AC;?

Student C, enrolled in the Combined Track, is progressing through the program at average speed. She decides to enter personal therapy, group therapy, and attends several conferences before graduation. In total, she has accumulated 300 pre-practicum hours. She goes to practicum and during the year collects 800 hours. At graduation she has 1100 hours. Immediately after graduation she obtains her intern number and begins accumulating her 1800 hours which are counted for both the MFT and LPCC. After 1800 hours, she sits and successfully passes her MFT license exam. She goes into practice with a friend. At the same time she continues to work as a LPCC clinical trainee under supervision. She accumulates the reminder of her 1200 hours and sits for her LPCC licensure test which she passes. Student A is now a licensed MFT and LPCC.

Schematic of Hours Required for Licensure Pre - Practicum

MFT

750 Hours

Practicum

Intern Year 1

550 Hours

1700 Hours

550 Hours

1700 Hours

150 Hours

1500 Hours

Intern Year 2

= 3000 Hours

C O M B I N

MFT/

750 Hours

LPCC

0 Hours

1300 Hours

E D

LPCC

0 Hours

Course Work

MA Degree 41

1500 Hours

MFT Licensure

LPCC Licensure

XX.

Graduate School: Etiquette Graduate school. What to expect? How to behave? Some students come to graduate school with the notion that at some point, typically graduation or sometime thereafter, they will be a professional counselor. This notion is half right and half wrong. It is right inasmuch as the titles of counselor, Marriage and Family Therapist, or Licensed Professional Clinical Counselor, are earned with licensing. However, it is wrong in that professional is not something you eventually become, but is something that you are cultivating from the very beginning of your education. We are not a professional school. We are school of professionals committed to training you in the art and science of counseling and counseling psychology so that you can benefit others. We strongly expect that you will be able to appropriate a professional attitude and demeanor from your very first day of graduate school and on into your practice. Did you know, and you should, that you are evaluated not only on your academic performance but on your professional behavior as well. As indicated in the handbook, if your professional conduct and behavior, both in and out of the classroom, are not commensurate with the standard of behavior the faculty expects, you may be asked to take a leave of absence, be suspended, or even dismissed from the program. If you have any questions on this policy please speak to your advisor or the department chair. Be mindful of the following etiquette:

•

• •

Cell phones should never be used in the classroom for anything. Best practice is to turn off your cell phone before the class begins. It is annoying to everyone and embarrassing to you if your cell phone goes off during a lecture or skills training. If you have some type of emergency, place your cell phone on vibrate and notify the professor before class begins that you may have to step out of the room to answer your phone. Professors vary on their policy of the use of laptops; some professors do not allow laptops at all while others allow laptops. If a professor allows a laptop to be used it is meant to be used for note taking only. Using the laptop for texting, emailing, shopping, tweeting, and all that other stuff will be looked upon as highly problematic and may be cause for disciplinary action. Understand that if a topic is being discussed or lectured than it is most likely important. Asking questions such as, “Is this important information?”, “Do we need to know this for the test?,” “How much of this do I need to know? tend to suggest that you may be confusing graduate school with high school. If the motivation for this concern is rooted in performance anxiety best to speak with the professor in private and communicate your stress in that context. Classes are mandatory. Even though you may miss a class due to illness or such, the policy does not imply that you are entitled to miss a class. If you miss, or know that you will be absent from, a class notify the instructor asap.

• • • •

Notifying an instructor of absence does not entitle you to make up any quizzes or assignments due that date. Make up is at the professor’s discretion. Make arrangements with a classmate to take notes for you or get notes after the class. Do not expect or request notes from the professor unless offered. Professors vary in how they wish to be addressed. Unless a professor indicates otherwise, the proper address is their title, Doctor or Professor. Audio or video recording any lecture should be done only with the professor’s approval.

XXI.

Practicum Forms

Practicum Worksheet: Looking for a Practicum Site Look through the Practicum Binder: The Field and Practicum Binder is located at the Administrative Assistantâ&#x20AC;&#x2122;s desk. Select the first 8-10 sites that most interest you. List the site names below. 1. _____________________________________________________________________________ 2. _____________________________________________________________________________ 3. _____________________________________________________________________________ 4. _____________________________________________________________________________ 5. _____________________________________________________________________________ 6. _____________________________________________________________________________ 7. _____________________________________________________________________________ 8. _____________________________________________________________________________ 9. _____________________________________________________________________________ 10. _____________________________________________________________________________ The Practicum Binder is a collection of clinical sites that contain descriptions of clinical sites throughout the Bay Area. Interviewing information is made available at the bottom of each sheet. This information should describe how each site would like to be contacted (i.e. send a resume, call to make an appointment etc.) If the information is not clear please call the site for interviewing dates and details. Interviewing for a practicum site is like looking for a job. You will interview with various sites and eventually choose one that presents itself as the best match. You will probably be contacting the sites and conducting interviews from Winter through Spring quarter. Once you have mailed your resume and set-up an interviewing schedule, continue with the next steps.

Practicum Worksheet: Evaluating Quality Sites and Supervision When you are exploring or interviewing at potential sites, pay close attention to the following items to help you assess the quality of supervision that is offered. Many of the sites you will evaluate will have some of the features listed below. Few sites will have them all. Consider this list for each site you are interviewing; it will be a helpful tool in your decision-making process.

Site: ______________________________ Date: ___/___/___ Person(s) Met: ______________________ _____ One hour individual and two hours of group clinical supervision per week. _____ Orientation program for trainees before the work begins. _____ On-going training in topicâ&#x20AC;&#x2122;s relevant to the client/therapist relationship (i.e. transference and counter transference, CPS reporting, etc. These training topics will vary and are made available at the discretion of the practicum site.) _____ Audio taping _____ Video taping _____ One-way mirror _____ Role Play _____ Case write up and presentation in individual and /or group supervision. _____ Co-therapy with licensed supervisor in individual, couple, family, and/ or group therapy. Notes:

Practicum Form: Supervised Fieldwork Agreement Santa Clara University Counseling Psychology SUPERVISED FIELDWORK AGREEMENT

SECTION I:

RELATIONSHIP OF THE PARTIES

1. The University shall approve of and coordinate with the agency. 2. The agency shall coordinate with the University and shall employ the trainee and the supervisor in accordance with the statutes, regulations, and professional standards governing marriage, family and child counselors. 3. The supervisor shall be employed by agency and shall provide supervision of the trainee's experience in compliance with the statutes, regulations, and professional standards governing marriage, family and child counselors. 4. The trainee is a student of the University, is employed by or is a volunteer of the agency, and is supervised by the supervisor in accordance with the statutes, regulations, and professional standards governing marriage, family and child counselors. SECTION II:

GOALS OF THE SUPERVISED FIELDWORK EXPERIENCE

1. To provide an integrated course of studies and train students generally in the diagnosis, assessment, prognosis, and treatment of mental disorders. 2. To train students specifically in the application of marriage and family relationship counseling principles and methods. 3. To encourage students to develop those personal qualities that is intimately related to the counseling situation such as integrity, sensitivity, flexibility, insight, compassion, and personal presence. 4. To teach students a variety of effective psychotherapeutic techniques and modalities that may be utilized to improve, restore, or maintain healthy individual, couple, and family relationships. 47

5. To prepare students to be familiar with cross-cultural mores and values, and to design practicum to include marriage, family, and child counseling experiences in low-income and multi-cultural health settings. 6. To educate students in the therapeutic, clinical, and practical considerations involved in the legal and ethical practice of marriage, family, and child counseling. 7. To gain supervised fieldwork experience within the scope of practice of a Marriage, Family and Child Counselor or as Licensed Clinical Professional Counselor in a supervised clinical placement. SECTION III:

RESPONSIBILITIES OF THE PARTIES

1. SANTA CLARA UNIVERSITY a. shall provide the agency choice of each trainee b. shall have this written agreement with the agency that details each party's responsibility, including the methods by which supervision will be provided. c. shall provide forms of evaluation of the student's performance at each agency. d. shall evaluate the appropriateness of the experience for each trainee in terms of the educational objectives, clinical appropriateness and scope of the license of an MFT as set forth in Section 4980.02 of the Business and Professions Code, or of an LPCC as set forth in Section 4999.32 of the Business and Professions Code. _________ Initials of the Representative of the University 2. THE SUPERVISED AGENCY SETTING a. shall provide the trainee and supervisor with the documentation necessary to verify to the Board of Behavioral Science that the placement is one that is named in law, that the trainee is employed in the manner required by law and a description of the duties performed by the trainee. b. shall appropriately evaluate the qualifications and credentials of any employee who provides supervision to MFT trainees. c. shall provide adequate resources to the trainee and the supervisor in order that they may provide clinically appropriate services to the clients. d. shall orient the trainee and supervisor to the policies and practices of the agency. e. shall notify the University in a timely manner of any difficulties in the work performance of the student. f. shall provide the trainee and the supervisor with an emergency response plan which assures the safety and security of trainee, supervisor, and trainee's clients. g. shall indicate on Attachment A insurance maintained by agency. h. agree that the agency has the sole responsibility for client care. _________ Initials of the Representative of the Agency. 3. THE SUPERVISOR 48

a. shall sign and abide by the "Responsibility statement for supervisors of the MFT license" as described in Section 1833.1 of the California Code of Regulations (CCR). b. shall describe in writing the methods by which supervision will be provided. c. shall provide regular evaluations of the student's performance at the site of the University. d. shall abide by the ethical standards for supervisors promulgated by the American Association of Marriage and Family Therapy and the California Association of Marriage and Family Therapists. e. shall review and sign the experience log required by Section 1833 (e) of the CCR on a weekly basis except as set forth in Section 1833 (c) of the CCR. f. shall sign the experience verification form required for licensure except as set forth in Section 1833 (c) of the CCR. g. shall provide the University with a current copy of their license. Notify the University and the trainee of any actions that may affect his/her license immediately. h. shall complete the minimum of six (6) hours of supervision training as set forth in section 1833.1 (b). ________ Initials of the Supervisor 4. THE TRAINEE a. shall maintain a log of all hours of experience gained toward licensure as required by Section 1833 (e) CCR. b. shall be responsible along with their supervisor for providing complete and accurate documentation to the BBS in order to gain hours of experience toward licensure. c. shall be responsible for learning those policies of the agency which govern the conduct of regular employees and trainees, and for complying with such policies. d. shall be responsible for participating in the periodic evaluation of his or her experience and delivering it to the University. e. shall be responsible for notifying the University in a timely manner of any professional or personal difficulties which may affect the performance of his or her professional duties and responsibilities. f. shall abide by the ethical standards of the American Association of Marriage and Family Therapy and the California Association of Marriage and Family Therapist. g. shall purchase professional liability insurance and provide evidence of the insurance prior to commencing work at the agency. h. shall have the responsibility for his or her selection of the agency, subject to the University approval of the selection. _________ Initials of the Trainee SECTION IV: METHODS OF SUPERVISION 49

Section 1833.1 (a) (6) requires that the supervisor monitor the quality of counseling or psychotherapy performed by the trainee by direct observation, audio, or video recording, review of progress and process notes or records or by any other means deemed appropriate by the supervisor and furthermore that the supervisor shall inform the trainee prior to the commencement of supervision of the methods by which the supervisor will monitor the quality of counseling or psychotherapy being performed. Supervisor: please check all those appropriate. _________ Audio Tape __________ Video Tape _________ Process and Progress Notes __________ Student Verbal Report _________ Role Play __________ Direct Observation _________ Live Supervision __________ Case Presentation _________ Other (Describe): ____________________________________________________ ____________________________________________________________________________. SECTION V: EVALUATIONS 1. PERIOD OF EVALUATION __________ Quarter 2. EVALUATIONS _____ Supervisor _____ Trainee _____ Practicum Supervisor _____ Other (Specify) SECTION VI:

ADDITIONS

a. TERMINATION The expectation of all parties is that the trainee will complete the terms of this agreement. Termination of this agreement with cause shall be in accordance with the academic policies of the University or the employment or volunteer policies of the agency. Any party may terminate this agreement without cause by giving all other parties 30 daysâ&#x20AC;&#x2122; notice of the intention to terminate. Termination of this agreement on the part of the trainee or supervisor is separate from the termination of his or her employment at the agency. Termination of the trainee's or supervisor's employment or this agreement must take into account the clinical necessity of an appropriate termination or transfer of psychotherapeutic clients. In any case, it is assumed that if there is any early termination of this agreement of the part of the trainee, the agency or supervisor that such a decision must include consultation with the University. b. CHANGES IN THE AGREEMENT 50

This agreement may be amended at any time but any amendment must be in writing and signed by each party. This agreement contains the entire understanding of the parties regarding their rights and duties. Any alleged oral representation or modification concerning this agreement shall be of no force or effect unless contained in a subsequent written modification signed by all parties. c. INDEMNIFICATION The agency assumes all risk and liability for, and indemnifies, protects, saves harmless and hereby releases the University and each and every one of its officers, agents, faculty and employees of, from and against all liability, losses, injuries, damages, claims, suits, fees, including attorney's fees, costs or judgments which may arise from the student's performance of services while at the agency. The assumption of risk, liability and indemnification under this paragraph shall survive the termination of this contract. d. INSURANCE The agency shall provide a certificate of insurance evidencing medical, professional, liability to cover the trainee under this agreement or advise the University if such insurance does not exist. SECTION VII:

TERM OF THE AGREEMENT

From _____/_____/_____ to _____/______/_____ SECTION VIII: SIGNATURES ____________________________________ Supervisor Date

______________________________ Trainee Date

____________________________________ Representative of Date Degree Program

______________________________ Representative of Date Fieldwork Setting

____________________________________ Title

______________________________ Title

ATTACHMENT A: SUMMARY SHEET STUDENT Name:__________________________________ Address:_________________________________ City: ________________________State:_______ ZIP:___________

Social Security #:_______-_____-________ Ph #: (h)____________(c)______________ Program Units Completed:_____________ Date Complete: ______________________

SUPERVISOR Name:__________________________________ Social Security #:_______-_____-________ Address:_________________________________ Ph #: (h)____________(c)______________ City: ________________________State:_______ AAMFT approved? _____ Type of license: Date license issued: ___________________ MFT: ______ State issuing:________________________ LCSW: _____ Expiration date: ________________ Clinical Psychologist: _____ Liability insurance carrier: Board Certified Psychiatrist ____ ____________________________________ Amount of coverage:$_________________ Expiration date: ________________ Please attach to this document a Xerox copy of your current license. TYPE OF WORK SETTING Governmental entity School, college or university Non-profit and charitable corporation Licensed health facility Social Rehabilitation or Community treatment facility (as defined in Section 1501a) Pediatric day health and respite care facility (as defined in Section 1760.2) Licensed alcoholism or drug recovery or treatment facility (as defined in section 11834.02) _____Appropriate verification has been provided TYPE OF SUPERVISION INDIVIDUAL _____ (One hour per week minimum)

On Site

Off Site

_____Site visit required

GROUP ____ (8 or less participants, 2 hours per week minimum)

INSURANCE (please check)

Professional Liability Worker’s Compensation

General Liability Setting Trainee Setting’s employees Setting’s volunteers (trainees)

End Form

Certificate of Insurance Attached

No Coverage

Practicum Form: Student Evaluation of Site Student Name: ___________________________________

Student ID#_____________________

Placement Agency ________________________________ Supervisor ______________________________________

Quarter: _____________ 20____

Modalities: What percentage of your time at the agency was spent in the following counseling modalities? __________Individual

__________Group

__________Couple

__________Milieu

__________Family

__________Other: _________________________________________

__________Community Indicate what population(s) you worked with: __________Adult

__________Alcohol

__________Adolescent

__________Drug

__________Children

__________Psychosis

__________Women

__________Neurosis

__________Aging

__________Other: _________________________________________

# of Weeks in placement: __________ From: ______________ To: ___________ # of hours in placement: ___________ Contâ&#x20AC;&#x2122;d next page

Student: __________________________________ Agency: __________________________________ Please read through the entire evaluation before answering the questions. This form must be completed and returned to the Graduate office by WEEK 10 of the quarter to fulfill your Field Placement course agreements and requirements. Thank you.

A. Evaluation of the facility: 1.

What did your placement facility offer you as a student? Please indicate a description of the training program if applicable.

What suggestions could you offer to improve the quality of your experience at this placement?

contâ&#x20AC;&#x2122;d next page

Student: __________________________________ Agency: __________________________________ 2.

What did you especially like about the placement?

On a scale from 1 (Least Effective) to 10 (Most Effective), how would you rate the degree to which this facility is an effective placement: _________

What are the strengths and weaknesses of the program in the services and training it offers, including the supervision?

Contâ&#x20AC;&#x2122;d next page

Student: __________________________________ Agency: __________________________________ 5.

What did this supervisor have to offer you as a student?

What could be done to improve the supervision?

Would you recommend this supervisor to other SCU students? Why/Why not?

Student: __________________________________ Agency: __________________________________

B. Evaluation of Supervision Please indicate the kind of training tools you used with your supervisor. Assess the value of each experience on a scale from 1 (Least Valuable) to 10 (Most Valuable)

Rating Audio Tapes Video Tapes Direct Observation Discussion Written Case Summary Other

End Student Site Evaluation Form.

Practicum Form: Practicum Supervisor Evaluation of Student SITE SUPERVISOR EVALUATION FORM Trainee’s Name: _______________________

Trainee’s Student ID#__________________________

Date of this evaluation: _____/_____/20____

Name of agency: _____________________________

Univ. Supervisor: ______________________

Agency’s Clinical Supervisor: ____________________

Title: ________________________________

Title________________________________________

Internship dates ___/___/___ to ___/___/___

Professional degree: __________________________

Total # placement hrs._______

Licensed as: ____________________ No. _________

Agency address_________________________ Certified as: _____________________ No._________

Directions: Using the following rating scale, please rate this trainee in terms of suggested competencies. 4 = Outstanding

I. Communication Skills Comments

II. Interviewing

3 = Good

2 = Fair

1 = Poor

a. Verbal Skills b. Writing Skills c. Knowledge of nomenclature

a. Structure of interview b. Attending behaviors c. Active listening d. Professional attitude e. Interviewing technique f. Mental status eval g. Psychosocial history h. Observation 59

NA = Not applicable

Rating

Comments

III. Diagnosis

i. Use of questions j. Reflection k. Empathy l. Respect for differences

a. Knowledge of assessment instruments b. Knowledge of current DSM c. Use of records d. Ability to formulate a preliminary diagnosis

Comments

IV. Treatment

Comments

V. Case Management

Comments

VI. Agency Operations and Administration

a. Ability to draw up a treatment plan b. Ability to perform individual counseling c. Ability to perform marital counseling d. Ability to perform conjoint counseling e. Ability to perform family counseling f. Ability to perform group counseling g. Crisis intervention skills h. Ability to deal with various populations i. Ability to make progress notes

a. Knowledge of agency programs and professional staff roles b. Knowledge of community resources c. Discharge planning d. Follow up e. Record keeping of client management

a. Knowledge of agency mission and structure b. Awareness of roles of administrative staff c. Knowledge of agency goals 60

Comments

VI. Professional Orientation Comments

d. Understanding of agency care standards

a. Knowledge of counselor ethical codes b. Knowledge of agency professional policies c. Ability of trainee to seek and accept supervision

Please write a brief summary statement of the trainee as a future counselor.

_______________________

_____________________________

__________________________

Trainee

Agency Supervisor

University Supervisor

End Form.

XXII. Department Forms

Declaration of Track (Must be submitted after 21 Completed Units)

Name: Email: Date:

Student ID: Year Entered: Units Completed to Date:

Declare Track: (check one only) o o o o

MFT LPCC MFT/LPCC No Track (Self Designed)

Statement of Understanding: I, __________________________________ (insert full name) understand that declaring my track changes the terms of my matriculation to the Bulletin and Handbook Year to the year of declaration. _______________ (Initial that you have read and accept). Student Signature: _____________________________________

Date: _________________

Advisor Signature: ____________________________________

Date: _________________

Submit completed forms to Deanâ&#x20AC;&#x2122;s Office in Loyola 130.

JB: 8.30.11

Rcvâ&#x20AC;&#x2122;d_____________ Processed__________

Change of Track

Name: Email: Date:

Student ID: Year Entered: Units Completed to Date:

Original Track: (check one only) o MFT o LPCC o MFT/LPCC o No Track (Self Designed)

New Track: (check one only) o MFT o LPCC o MFT/LPCC o No Track (Self Designed)

Reason for Change:

Statement of Understanding: I, __________________________________ (insert full name) understand that changing my track changes the terms of my matriculation to the Bulletin and Handbook Year to the year of change. _______________ (Initial that you have read and accept). Student Signature: _____________________________________

Date: _________________

Advisor Signature: ____________________________________

Date: _________________

Submit completed forms to Deanâ&#x20AC;&#x2122;s Office in Loyola 130.

JB: 8.30.11

Rcvâ&#x20AC;&#x2122;d_____________ Processed__________

Declaration of Emphasis

Name: Email:

Student ID: Units Completed to Date:

Declare Emphasis: (check one only) o o o

Correctional Health Latino

Note: Students who have No Emphasis, do not complete this form. Student Signature: _____________________________________

Date: _________________

Emphasis Advisor Signature: ______________________________

Date: _________________

Submit completed forms to Deanâ&#x20AC;&#x2122;s Office in Loyola 130.

JB: 8.30.11

Rcvâ&#x20AC;&#x2122;d_____________ Processed__________

Authorization for Course Overload First name:

Last name :

ID:

Date: Term in which overload is requested: Fall 20 ______ Winter 20 ______ Spring 20 ______ Summer 20 ______ Students seeking to take more than 10.5 quarter units in any given term must complete this form and submit to their advisor for approval. Students can only receive one course overload per academic year. Course overloads are not permitted during the Summer Sessions. Please list all the courses you wish to take for the quarter that you are seeking this authorization: Class #: Title: Units:

Reason for overload request: _____________________________________________________________ _____________________________________________________________________________________ â&#x2DC;?Approved â&#x2DC;?Denied: ____________________________________________________________________________ Approvals Advisor:

Date:

Department Chair:

Date:

Change of Emphasis

Name: Email: Date:

Student ID: Year Entered: Units Completed to Date:

Original Emphasis: (check one only) o Correctional o Health o Latino o No Emphasis

New Emphasis: (check one only) o Correctional o Health o Latino o No Emphasis

Reason for Change:

Student Signature: _________________________________________

Date: _____________

Original Emphasis Advisor’s Signature: _________________________

Date: ______________

New Emphasis Advisor’s Signature: ____________________________

Date: ______________

Submit completed forms to Dean’s Office in Loyola 130.

JB: 8.30.11

Rcv’d_____________ Processed__________

Change of Degree: From 78-units to 51-units

Name: Email: Date:

Student ID: Year Entered: Units Completed to Date:

Reason for Change:

I, ________________________________ (insert your Name), understand and agree to the following: 1. In changing my degree to 51-units, I am changing the terms of my matriculation to the terms of the Bulletin and Handbook for this year: _________ (Initials); 2. If I later decide to return to the 78-unit degree program, I must reapply to the School of Education and Counseling Psychology and incur all costs with the application process: ______(Initials); 3. I understand, that once I am graduated (defined as the moment you file your Petition to Graduate Form) I am ineligible to sit for a license exam: _______(Initials); 4. I understand that, if after graduated, I wish to sit for the license exam, I must, in accord with California State Law, repeat in entirety the 78-unit degree program. No courses can be waived, transferred, or challenged from my Master degree to be applied to my new degree program: ________(Initials). Student Signature: _________________________________________

Date: _____________

Advisor Signature: _________________________________________

Date: ______________

Chair Signature: ___________________________________________

Date: ______________

Submit completed forms to Deanâ&#x20AC;&#x2122;s Office in Loyola 130. JB: 8.30.11

Rcvâ&#x20AC;&#x2122;d_____________ Processed__________

XXIII. School Forms School Forms may be found at: http://scu.edu/ecppm/studentservices/ecpforms.cfm

Application for Course Incomplete Application for Incomplete Extension Application for Independent Study Application for Transfer Credit Application for Waiver Credit Class Add/Drop Form Leave of Absence Request Petition to Graduate (for all Education and Counseling Psychology M.A. degrees) Permission to Participate in Commencement Ceremony