http://www.sandiego.edu/soles/documents/FA07CACREPSelfStudyReport

SCHOOL OF LEADERSHIP AND EDUCATION SCIENCES Counseling Program

CACREP SELF-STUDY REPORT University of San Diego School of Leadership and Education Sciences Counseling Program School Counseling Specialization

FALL 2007 Susan M. Zgliczynski School of Leadership and Education Sciences 5998 Alcalรก Park, San Diego, CA 92110-2492 (619) 260-4287: zglnski@sandiego.edu Date Created/Last Updated 11/19/2007: Microsoft Word 2003: Adobe Acrobat 8

Table of Contents SECTION I: THE INSTITUTION ............................................................................................ 1 Standard 1. A: Regional/Institutional Accreditation .................................................................. 1 Standard 1. B: Program Catalog Descriptions ........................................................................... 2 Standard 1. C: Academic Unit Responsibility ........................................................................... 2 Standard 1. D: Program Cooperative Relationships .................................................................. 3 Standard 1. E: Sufficient Financial Support .............................................................................. 4 Standard 1. F: Professional Activity Support ............................................................................ 5 Standard 1.G: Personal Counseling Services ............................................................................. 5 Standard 1. H: Library Access ................................................................................................... 6 Standard 1. I: Information Systems/Data Analysis Support ...................................................... 7 SECTION II: PROGRAM OBJECTIVES AND CURRICULUM ......................................... 8 Section II. A: Comprehensive Mission Statement ..................................................................... 8 University of San Diego Mission Statement ....................................................................... 9 SOLES Vision and Mission Statement ............................................................................. 10 USD Counseling Program Mission Statement .................................................................. 10 Section II. B: Program Objectives ........................................................................................... 10 Counseling Program – Learning Outcomes ...................................................................... 11 Section II. C: Length of Program ............................................................................................. 12 Section II. D: Student Professional Identification ................................................................... 13 Section II. E: Small Group Activity ......................................................................................... 14 Section II. F: Student Inappropriateness .................................................................................. 15 Section II. G: Program Flexibility .......................................................................................... 17 Section II. H: Course Syllabi ................................................................................................... 18 Section II. I: Research Data ..................................................................................................... 18 Section II. J: History of Graduates........................................................................................... 19 Section II. K: Program Objectives and Curriculum ................................................................. 20 1. PROFESSIONAL IDENTITY...................................................................................... 20 2. SOCIAL AND CULTURAL DIVERSITY .................................................................. 23 3. HUMAN GROWTH AND DEVELOPMENT ............................................................. 24 4. CAREER DEVELOPMENT ........................................................................................ 26 5. HELPING RELATIONSHIPS...................................................................................... 27 6. GROUP WORK ............................................................................................................ 30 7. ASSESSMENT ............................................................................................................. 31 8. RESEARCH AND PROGRAM EVALUATION ........................................................ 33 CACREP Curriculum Areas Matrix ........................................................................................ 35 SECTION III: CLINICAL INSTRUCTION .......................................................................... 36 Introduction to Clinical Instruction in the USD Counseling Program .............................. 36 The Practicum/Internship Clinical Experience at USD .................................................... 36 A. Faculty and Adjunct Faculty Supervisors ........................................................................ 36 Clinical Instruction Faculty – USD................................................................................... 37 B. Student Supervisors .......................................................................................................... 39 C. Site Supervisor Requirements .......................................................................................... 39 D. Clinical Instruction Environment ..................................................................................... 40 E. Technical Assistance ........................................................................................................ 42

F. Site Supervisor Support and Professional Development .................................................. 42 G. Practicum Requirements .................................................................................................. 42 H. Internship ......................................................................................................................... 44 I. Practicum and Internship Experience ................................................................................ 47 J. Group Supervision............................................................................................................. 47 K. Clinical Experience .......................................................................................................... 47 L. Evaluating Supervisors ..................................................................................................... 48 M. Insurance ......................................................................................................................... 48 SECTION IV: FACULTY AND STAFF ................................................................................. 49 Section IV. A ............................................................................................................................ 49 Section IV. B: Administrative and Curricular Leadership....................................................... 51 Standard IV. C: Adjunct Faculty ............................................................................................. 53 Standard IV. D: Professional Activities ................................................................................... 53 Section IV. E: Administrative Assistance ................................................................................ 54 Section IV. F: Assignment of Faculty...................................................................................... 54 Section IV. G: Recruitment of Faculty .................................................................................... 55 Section IV. H: Technical Support ............................................................................................ 56 SECTION V: ORGANIZATION AND ADMINISTRATION .............................................. 57 USD Counseling Program Ethnicity Report: Fall 2007....................................................... 62 SECTION VI: EVALUATIONS IN THE PROGRAM ......................................................... 66 Counseling Program Assessment Strategy ........................................................................... 67 Pre: .................................................................................................................................... 67 Throughout Program ......................................................................................................... 68 Mid Program: .................................................................................................................... 68 End of Program: ................................................................................................................ 69 STANDARDS FOR SCHOOL COUNSELING PROGRAMS .............................................. 73 Introduction to the School Counseling Program....................................................................... 73 Specialization Courses in School Counseling........................................................................... 74 A. FOUNDATIONS .......................................................................................................... 75 B. CONTEXTUAL DIMENSIONS .................................................................................. 76 C. KNOWLEDGE AND SKILL REQUIREMENTS ....................................................... 77 D. CLINICAL INSTRUCTION ........................................................................................ 81 Standards for School Counseling Programs ............................................................................ 82 Matrix........................................................................................................................................ 82 Appendices Adobe Reader 8: http://www.adobe.com/products/acrobat/readstep2.html

1 SECTION I: THE INSTITUTION Standard 1. A: Regional/Institutional Accreditation The institution in which the academic unit is housed is accredited by a regional or institutional accrediting body that is recognized by the Council for Higher Education Accreditation (CHEA).

The University of San Diego was founded in 1949. The University is a private, Roman Catholic, coeducational, residential university with an independent board of trustees. There are 4,932 undergraduate students, 1423 graduate students and 1,149 law students based on 2007-2008 data.

There are 367-fulltime faculty and 399 part time faculty with 96 percent of full-time faculty holding doctoral degrees or the equivalent. The University of San Diego is accredited by the Western Association of Schools and Colleges (WASC). See USD Facts from USD Website.

(Appendix I.A.1).

The Counseling Program is housed in the School of Leadership and Education Sciences (SOLES). In Fall 2007 the school had 551 students enrolled in graduate programs. Its programs in the Professional Education Unit received accreditation from the National Council for the Accreditation of Teacher Education (NCATE) in Spring 2005. See NCATE APPROVAL. (Appendix 1.A.2) In April 2002, the California Commission for Teacher Credentialing (CCTC) Committee on Accreditation (COA) completed a site visit in the unit, and approved all of the existing credential programs including the Pupil Personnel Services Credential with Specialization in School Counseling that is offered in the Counseling Program as part of the School Specialization. This program has also received approval in June, 2006 for its program under the 2002 Standards. See Approval Letter. ( Appendix I.A.3).

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2 Standard 1. B: Program Catalog Descriptions The current institutional catalogue or bulletin accurately describes the academic unit and each program offered, including admissions criteria, minimum program requirements, matriculation requirements (for example, examinations, academic-standing policies), and financial aid information.

The University of San Diego prepares an updated Graduate Bulletin every two years. It is available in hardcopy and on the university’s website. The Graduate Bulletin is available online at http://www.sandiego.edu/about/gradbulletin/. See Counseling Program Pages in 2007-2009 Graduate Bulletin. (Appendix I.B.1).

Changes made between editions of the catalog are published on the Counseling Program website.

The Program Description and required courses are also available in hard copy and website editions of the Counseling Program Handbook that is updated yearly and available on the Counseling Program Website at http://sandiego.edu/academics/soles/acadprog/counseling/.

(See Appendix I.B.2).

Standard 1. C: Academic Unit Responsibility The academic unit is clearly identified as part of the institution’s graduate offerings and has primary responsibility for the preparation of students in the program. If more than one academic unit has responsibility for the preparation of students in the program, the respective areas of responsibility and the relationships among and between them must be clearly defined.

The School Counseling specialization program for which accreditation is sought is clearly identified as one of the specialization programs in the Master of Arts (M.A.) Program in Counseling in the University of San Diego Graduate Bulletin. (See Appendix I.B.1 for Counseling Program pages from 2007-2009 Graduate Bulletin).

The School Counseling specialization is clearly identified as one component of the Counseling Program. All required core, specialization and clinical instruction courses are under the supervision of the Counseling Program.

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3 Standard 1. D: Program Cooperative Relationships Cooperative relationships exist between the academic unit and other academic units that contribute to the professional preparation of students in the program as well as off-campus professional and community resources.

The Counseling Program maintains continuing and positive relations with the other academic programs in the School of Leadership and Education Sciences. The program chair of the Counseling Program participates in the Dean’s Advisory Cabinet and meets monthly with program directors of other programs and administrators in SOLES. Program faculty participate in monthly faculty meetings for the entire SOLES unit and hold position on school-wide committees that address a variety of issues including curriculum, curriculum, professional development and technology resources. Students in our program take electives in other program areas in SOLES and in other graduate programs at USD. Departments throughout the university hire our students for graduate assistantships, accept Counseling Program interns, and provide onsite supervision for graduate assistants and interns.

Faculty and staff from across campus attend events and professional events offered by the program and invite us to attend their events. Persons in counseling related positions on campus have also been very willing to participate as speakers and panel members for our course presentations.

We have maintained long lasting relationships with counseling professionals in school settings.

We have placed practicum and internship/fieldwork students in nearly all school districts in the San Diego area. The intern supervisors attend supervisor meetings and receptions each year. We sponsor several conferences and other professional activities each year and have good attendance from local professionals and our alumni. Examples of Counseling Program Sponsored Events from the 2006-2007 year included sponsorship of two school counseling events attended by school counselors from throughout the region, a bi-national symposium on action research attended by 200 counselors and educators from Southern California and Mexico, bimonthly meetings of the local Chapter of the Application for Psychological Type attended by students, counselors and alums, two alumni events, and a reception for our site supervisors. (See Appendix I.D.1 for information on these events).

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4 Standard 1. E: Sufficient Financial Support The institution is committed to providing the program with sufficient financial support to ensure continuity, quality, and effectiveness in all of the program’s learning environments.

The School of Leadership and Education Sciences (SOLES) supports the Counseling Program with five tenure-track positions, a half-time administrative assistant shared with the MFT program, and a half-time Director of Field Experiences shared with the leadership program. The institution regularly provides adjunct support for the department to cover additional teaching and university supervisor positions for internships. All faculty members have offices and technology resources. The Program Director is paid an additional month of salary to cover administrative work during the summer. The university’s Special Sessions office provides stipends for 150 hours of advising during the summer. The Special Sessions office also provides salaries for faculty and adjunct faculty members during summer and intersession. Each faculty member faculty member has access to a pool of faculty travel money each year (for 06-07 it was $1200 per faculty member) for conference travel. See Faculty Travel Policy on page 49 of the SOLES Faculty Handbook (Appendix I.E.1) Often the Dean provides additional funding for faculty professional development or travel from other sources. The Dean of SOLES has covered travel and other expenses for the Program Director for her work with the California Coalition for Counselor Licensing to pass our state licensing bill. The Dean provides a $100 per student stipend for counseling students who choose to take the graduate student administration of the National Counselor Examination (GSA-NCE).

See NCE GRADCOUN Announcement 07. (See Appendix 1.E.2). Counseling faculty members are asked each year to submit a request for budget items to be considered for future budgets.

(See Appendix I.E.3)

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5 Standard 1. F: Professional Activity Support The institution provides encouragement and support for program faculty to participate in professional organizations and activities (for example, professional travel, research, and leadership positions).

Each faculty member is encouraged to participate in professional development and local, state and national professional organizational activities and service. Faculty members have access to a pool of faculty travel money each year (06-07 it was $1200) for conference travel. See Faculty Handbook page 49. (Appendix I.E.1). Often the Dean provides additional funding for faculty professional development or travel out of special funds. Faculty members holding officer or board positions in professional organizations are supported with additional travel funds, funds for conference calls and access to mailing and other resources to use in their work. SOLES encourages scholarly activity from SOLES faculty through Faculty Research Grants which are available each year through a competitive review process. (Appendix I.F.1). Program faculty have access to specialized support for professional activity through a faculty Research and Writing Group and a SOLES Action Research Group.

Standard 1.G: Personal Counseling Services The institution makes available to students in the program personal counseling services provided by professionals other than program faculty and students.

The university provides a number of personal counseling resources for our graduate students.

Consistent with the university's philosophy of providing personal attention to its students, the USD Counseling Center's (USDCC) professional staff provides a variety of services to facilitate students' growth and emotional needs. The Counseling Center in Serra Hall offers free individual and group counseling services to students. The Center also maintains an extensive resource library of self-help books and publications that can be borrowed by students. They also have a referral list available of therapists in the local area who see students on a reduced fee basis. USD Career Services supports the University’s community, mission and goals by promoting the professional development of students and alumni, providing personalized career counseling and career development services, and building productive partnerships that create career opportunities. The Office of Alcohol and Drug Education provides a wide range of services and resources for students who are concerned about their own, a friend's or a family member's drinking or drug use/abuse. The office also provides a variety of educational leadership programs. In Fall 2007 the students received information on these services in the USD Wellness Services brochure available in the new student Orientation Packets and handed out in visits from Center staff to counseling classes (See Appendix I.G.1).

The Counseling Program encourages our students to take advantage of the counseling services on campus and in the community. Our program requires that each student complete a minimum of 25 hours of counseling as a client in variety of counseling service settings. We believe that

6 students benefit from experiencing counseling from the client perspective. We also believe that the stresses of graduate life and unresolved personal and professional issues can interfere with counseling effectiveness. Students must complete 15 of the 25 hour requirement before participating in the Practicum course (COUN 588P), where they are first required to work with actual clients, and the rest of the hours before participation in Internship/Fieldwork (COUN 590F). See Counseling Handbook page 17 for information on the Counseling Hours Requirement. (Appendix 1.G.2).Go to Campus Resources on the USD Website for further information on Counseling Services on Campus.

(Appendix 1.G.3) http://www.sandiego.edu/resources/.

Standard 1. H: Library Access Table of Contents Access to library and other learning resources is appropriate for scholarly inquiry, study, and research by program faculty and students.

The Helen K. and James S. Copley Library, located on the west end of the campus, currently houses 500,000 volumes. The collections include books, journals, reference works, government documents, and pamphlets, newspapers in many languages, maps, videos, sound recordings, microforms and rare books. Nine library faculty and additional professional and support staff make the collection available to the University community. Copley Library is open 97.5 hours each week, Library faculty provide extensive reference service and spend time working individually with students as they complete assignments and prepare papers, speeches, and research reports of all kinds.

The libraries at USD are members of The San Diego Library Circuit Consortium, which maintains a database linking university libraries in the region. Through this consortium USD students and faculty can easily access library materials from other campuses. A delivery system enables timely movement of materials from one campus to another.

In addition to its own collection and The Library Circuit, Copley Library has Internet connections with academic and large public libraries throughout the world and with major bibliographic and information databases and makes this information available through the World Wide Web both inside the library and also to the dorms, offices and homes of USD students and employees. The library currently subscribes to 90 online databases providing access to over 26,000 electronic journals.

The library has 48 computer workstations for student use and includes both wired and wireless networks for patrons with their own laptop computers. Photocopy machines and microform readers/printers are available for student use. Study spaces are available for over 800 students and include group study areas, quiet carrels, and pleasant reading rooms furnished with antiques and contemporary art. Visit the USD library website at http://sally.sandiego.edu/.

Copley Library maintains an active instructional program to teach students how to take full advantage of the wide range of services and resources offered by the library. Students in the Counseling Program participate in 1) General library orientations offered at the beginning of each academic session focused on the major library databases and using library services such as

7 Circuit and Interlibrary Loan and 2) Course-integrated library instruction held in the instructional classroom in Copley Library or in the classroom. In the Professional Orientation class (COUN 503) students are encouraged to attend a general orientation. Specific library database orientations were held in the last year in the research courses (COUN 508) and for the Lifespan Development class (COUN 505).

In addition, the Center for Student Support Systems (CS3) maintains a school counseling resource room with books, journals, guidance and counseling curriculums, educational reports, and audio and video tapes suitable for use in School Counseling Programs. All materials are available for student and faculty use in scholarly inquiry, study, and research.

Standard 1. I: Information Systems/Data Analysis Support The institution provides technical and financial support to program faculty and students to ensure access to information systems and data analysis for teaching and research.

The School of Leadership and Education Sciences has a team of administrators, faculty, staff, and students dedicated to supporting the use of technology for communication, instruction, research, and professional development. Resources within SOLES include smart classrooms, Sympodium units, Macintosh and PC desktop and laptop computers, digital cameras for clinical instruction recording, clinical instruction observation and taping rooms, and two student computer labs in our building. and two student computer labs in our building. SOLES provides for the new building a fulltime Audio Visual Technician and Support Specialist who assists faculty with technological components of course design and delivery and is available to troubleshoot problems that occur during class meetings or during professional events held in the building. The university’s Instructional Technology department assigns a fulltime User Support person to SOLES who assists with equipment utilization, training on software applications and works with program administrators in updating the Website for SOLES. Computer labs are available throughout the campus and SOLES has two computer labs in our building that are located on the same floor as the Counseling Faculty offices. We are able to schedule the lab for semester long classes and for individual sessions to demonstrate software applications such as SPSS for research courses.

USD also supports WebCT CE6, a class platform for offering an online component to courses.

Several counseling program faculty members have been trained in the use of this resource and the program director is on the campus WebCT advisory board. Several counseling courses utilize WebCT to provide blended classes using traditional and online format (COUN 503, 505). The Instructional Technology department also offers set-up and support of listservs. The Counseling Program maintains a program listserv GRADCOUN and faculty set up listservs to support class and student activities in the program. . The school counseling specialization also maintains cohort listservs for communication about specialization events and activities and regional, state, and national developments in the field.

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8 SECTION II: PROGRAM OBJECTIVES AND CURRICULUM

Section II. A: Comprehensive Mission Statement

A comprehensive mission statement has been developed that brings the program into focus and concisely describes the program’s intent and purpose. The mission statement 1. describes the types of students it serves, its geographic orientation, and the priorities and expectations of the faculty; 2. is the basis for the development of program objectives and curriculum; 3. is published and available to faculty and students; and is reviewed at least once every three (3) years and revised as needed.

The Counseling program’s mission and educational objectives are an outgrowth of and are consistent with the mission and goals of the University of San Diego (USD) and the School of Leadership and Education (SOLES). The University Mission and Vision Statements, which are published in the Graduate Bulletin (Appendix II.F.3) and available on the USD website reads as follows:

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9 University of San Diego Mission Statement The University of San Diego is a Roman Catholic institution committed to advancing academic excellence, expanding liberal and professional knowledge, creating a diverse and inclusive community, and preparing leaders dedicated to ethical conduct and compassionate service.

Core Values The University of San Diego expresses its Catholic identity by witnessing and probing the Christian message as proclaimed by the Roman Catholic Church. The university promotes the intellectual exploration of religious faith, recruits persons and develops programs supporting the university's mission, and cultivates an active faith community. It is committed to the dignity and fullest development of the whole person. The Catholic tradition of USD provides the foundation upon which the core values listed below support the mission.

Academic excellence The university pursues academic excellence in its teaching, learning and research to serve the local, national and international communities. The university possesses the institutional autonomy and integrity necessary to uphold the highest standards of intellectual inquiry and academic freedom.

Knowledge The university advances intellectual development; promotes democratic and global citizenship; cultivates an appreciation for beauty, goodness and truth; and provides opportunities for the physical, spiritual, emotional, social, and cultural development of students. It provides education grounded in these foundations of liberal learning while preparing students to understand complex issues and express opinions with courage and conviction.

Community The university is committed to creating a welcoming, inclusive and collaborative community accentuated by a spirit of freedom and charity; and marked by protection of the rights and dignity of the individual. The university values students, faculty and staff from different backgrounds and faith traditions and is committed to creating an atmosphere of trust, safety and respect in a community characterized by a rich diversity of people and ideas.

Ethical Conduct The university provides a values-based education that informs the development of ethical judgment and behavior. It seeks to develop ethical and responsible leaders committed to the common good who are empowered to engage a diverse and changing world.

Compassionate Service The university embraces the Catholic moral and social tradition by its commitment to serve with compassion, to foster peace and to work for justice. The university regards peace as inseparable from justice and advances education, scholarship and service to fashion a more humane world.

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10

SOLES Vision and Mission Statement The School of Leadership and Education Science’s Vision Statement along with the unit’s Strategic Plan for 2007-2012 is included with the Faculty Handbook 2007-2008 which was distributed to all faculty and staff at the start of the academic year (Appendix II.A.2 for page 3 of the Faculty Handbook). It reads as follows: SOLES aspires to be a vibrant and diverse community for innovation, cultivating academic excellence and developing socially responsible global learners and leaders.

Consistent with these carefully constructed documents, the Counseling Program’s mission is as follows: USD Counseling Program Mission Statement • • •

To create a supportive and collaborative learning environment for students from diverse backgrounds and cultures to acquire knowledge, attitudes, and skills essential in the practice of counseling.

To help students become exemplary in applying essential counseling knowledge and skills in a variety of settings with individuals from diverse backgrounds.

To promote, model, and develop our students to become leaders and advocates for the ethical practice of counseling. See Counseling Program Mission in the Counseling Program Handbook (Appendix II.A.3).

Section II. B: Program Objectives The Program Objectives 1. reflect current knowledge and positions from lay and professional groups concerning the counseling and human development needs of a pluralistic society; 2. reflect the present and projected needs of a pluralistic society for which specialized counseling and human development activities have been developed; 3. reflect input from all persons involved in the conduct of the program, including program faculty, current and former students, and personnel in cooperating agencies; 4. are directly related to program activities; and 5. are written so that they can be assessed.

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11 The Counseling Program has chosen to integrate our program objectives across specialization and present them as a set of Program Learning Outcomes. (Appendix II.A.3 for page from program website). The knowledge, skills and dispositions outlined in the Learning Outcomes are developed through work and experiences in the core and specialization courses in the program and through the clinical instruction experiences. Each course measures outcomes of one or more of the Learning Outcomes as explained in Course Syllabi. (Volume 1: Appendix II. H. Syllabi).

During the Internship/Fieldwork courses the student is asked to demonstrate knowledge, skills and disposition in each of the ten Learning Outcome areas, to document progress on the outcomes in a specific format using the CACREP Learning Outcomes and Course Competency Requirements found on pages 9-13 in the Fieldwork Manual (Appendix VI. A). Students turn this form in to their Fieldwork Seminar class instructors, and to discuss them with their university and onsite supervisors.

Counseling Program – Learning Outcomes Diversity: Students will possess the knowledge, skills and disposition needed to provide effective counseling and developmental services to clients diverse in age, gender, race, ethnicity, socioeconomic status, and sexual orientation. Students will gain an understanding of counseling practice in a global environment and are able to work effectively with international clients in the United States and to assist clients and counseling professionals with transitions to global career locations.

Professional Identity: Students will acquire sound identities as professional counselors with a commitment to continued life-long learning and professional development. Graduates will be actively involved in professional associations and possess effective networking skills.

Ethics: Students will be knowledgeable of the ethical guidelines developed by the American Counseling Association, the American Psychological Association, the American School Counselors Association, the American College Personnel Association, and other relevant professional organizations. Students will demonstrate their knowledge and use of at least one ethical decision-making model as they apply it to cases involving various professional domains.

Developmental and Career/Life Planning: Students will possess the knowledge of career, developmental, and life planning processes as well as the skills needed to provide individual counseling, assessment, and other training to facilitate decision-making and developmental life transitions.

Individual and Group Counseling Skills: Students acquiring competencies in individual and group counseling will be able to demonstrate their knowledge and skills related to several of the more commonly recognized counseling theories, including psychodynamic, person-centered, reality theory, Gestalt, Adlerian, cognitive-behavioral, and others.

Research and Analytical Skills: Students will demonstrate the knowledge, skills and dispositions associated with conducting and interpreting social science research. Specifically, students will demonstrate their abilities of developing research and evaluation questions and

12 selecting and using appropriate methods for data collection and analysis. Students will also show their ability to apply existing theory and research to the practice of counseling.

Leadership and Advocacy: Students will demonstrate their ability to go beyond the conventional practice of providing individual and group counseling and to take leadership in advocating for clients and for systemic change to improve counseling and developmental services and programs. Graduates will be able to work collaboratively with others and to lead teams of professionals in delivering innovative approaches and methods in the field of counseling. Moreover, they will internalize and demonstrate the value of client advocacy.

Assessment: Students will have the ability to gather, interpret, and utilize a variety of assessment data. This will include the ability to select, administer, and interpret appropriate standardized tests for individual and group assessment of client needs and to complete program evaluations.

Consultation and Conflict Resolution: Students will have the knowledge and skills necessary to provide professional consultation to a variety of client populations including colleagues, teachers, administrators and managers, parents, and community members. Students will have the knowledge and skills necessary to plan, advocate for, implement, provide program leadership for, and to facilitate conflict resolution and violence prevention programs that can be used in a variety of settings with diverse populations of clients.

Technology: Students will possess the knowledge and skills to utilize technological resources in professional practice and in research and to understand the application of ethical practice to the use of Web-based counseling, assessment and information management tools.

Section II. C: Length of Program Programs in Career Counseling, College Counseling, Community Counseling, Gerontological Counseling, School Counseling, and Student Affairs are comprised of a minimum of two full academic years, defined as four semesters or six quarters of approved graduate-level study with a minimum of 48-semester credit hours or 72-quarter credit hours required of all students. Programs in Mental Health Counseling and Marital, Couple and Family Counseling/Therapy are comprised of approved graduate-level study with a minimum of 60semester credit hours or 90-quarter credit hours required of all students.

The School Counseling Program for which accreditation is sought requires a minimum of 48 semester hours of course credits. The Counseling Program Handbook and the Graduate Bulletin, both available online, contain the program requirements.

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13 Section II. D: Student Professional Identification Students actively identify with the counseling profession by participating in professional associations such as the American Counseling Association (ACA) its divisions, branches, and affiliate organizations, and by participating in seminars, workshops, or other activities that contribute to personal and professional growth.

Development of a professional identify as a counselor is one of the ten Learning Outcomes of our program and is addressed throughout the program in coursework presentations and assignments, through school counseling student involvement in the Center for Student Support Systems, and through student participation in professional association membership at national, state and local levels. Students are introduced to this Learning Outcome in our orientation activities (both general program and specialization orientations), in the Counseling Program Handbook distributed as they enter the program, and in meetings with program advisors.

The Program’s Professional Identity Learning Outcome reads: Students will acquire sound identities as professional counselors with a commitment to continued life-long learning and professional development. Graduates will be actively involved in professional associations and possess effective networking skills.

Information on counseling professional organizations is provided through Resource Links on our program website and information on national, state and local conferences of professional associations are posted on the counseling program listserv. (Appendix II.D.1).

In addition, the Counseling Program and School Counseling Specialization orientations emphasize the importance of membership in professional associations. Students in the specialization are encouraged to present at association conferences and have done so at the local, state, and national levels. Furthermore, because of the frequent collaboration between CS3 and local, state, and national associations, specialization students have been mentored in leadership development that often carries over from the Counseling Program to professional associations.

For example, two alumni of the School Counseling specialization who were active in CS3 have served as graduate student representatives on the board of the California Association of School Counselors (CASC), one has served as President of CASC, another program graduate was the recipient of an American Counseling Association scholarship award, a fifth is now the Chair of the Research Committee of the Arizona School Counselor Association (AZSCA), and a sixth recently completed her term as Membership Chair of the San Diego County Association of School Counselors (SDCASC). All of these accomplishments have come within the first five years of these graduates’ careers.

During the 06-07 school year faculty and students in the program were members of American Counseling Association (ACA), American School Counselor Association (ASCA), National Career Development Association (NCDA), American College Counseling Association (ACCA), Table of Contents

14 Association for Multicultural Counseling and Development (AMCD), American College Personnel Association (ACPA), California Counseling Association (CCA), the California Association of School Counselors (CASC), and the California Career Development Association (CCDA) In addition during 06-07 26 students were members of Chi Sigma Iota National Counseling Honorary Society. Students attended state conferences for CASC, CCDA, CCA and the International Counseling Conference (ICC) held in Shanghai, China. All students participated in one or more local professional meetings related to their counseling specialization.

Section II. E: Small Group Activity Over the course of one academic term, students meet for a minimum of 10 clock hours in a small-group activity approved by the program. This planned group requirement is intended to provide direct experiences as a participant in a small group.

All candidates for the Master’s Degree in Counseling are required to participate in a small group activity during three separate courses – COUN 504, COUN 508 and COUN 525.

During one of the first two semesters of the master’s program, all Counseling students enroll in COUN 504, Prepracticum in Counseling Skills. All students are assigned to a small group and meet weekly to receive feedback on basic helping skills and to work on developing their counseling skills and dispositions. (Appendix II.H.2) COUN 508, Research Methods in Counseling, all students are assigned to year-long small groups. These groups function as collaborative action research teams and work with practicing school counselors in the field who serve as “practitioner partners.” The instructor works closely with each team on team development, roles are assigned, and a series of group process assessments are built into the group experience. (Appendix II.H.4) During the second or third semester of the master’s program, counseling students enroll in COUN 525, Group Dynamics. The objective of this course is to develop and increase understanding and skills related to group counseling in various settings and to stimulate interest in working with groups. Essentially, this course is devoted to training effective group leaders.

One of the requirements of this course is to participate in a small group. During the semester all students have the opportunity to act as both participants and leaders. (Appendix II.H.9)

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15 Section II. F: Student Inappropriateness Consistent with established institutional due process policy and ACA Ethical Standards, when evaluations indicate that a student is not appropriate for the program, faculty should assist in facilitating the student’s transition out of the program and, if possible, into a more appropriate area of study.

Students in the Counseling Program are evaluated for their academic and clinical progress in several ways.

• •

•

During and after each course, a student is assessed by the instructor on performance and course requirements and assigned a grade.

Once each semester, the faculty conjointly reviews the semester progress of each student in the program. Input from adjunct faculty is solicited prior to the review. If areas of concern are identified with respect to a particular student, these will be documented and the advisor will contact the student to arrange a meeting. Within the context of the meeting, the advisor will articulate the concerns that have been identified and will work with the student to develop the Student Assistance Plan on page 30 of the Counseling Handbook. (Appendix I.B.3). Following the meeting, the advisor will write a letter to the student summarizing the meeting, the plan and the agreed upon timeline. A copy of this will be sent to the program director and will become part of the student’s permanent file.

During practicum and fieldwork/internship, students self-assess and are evaluated clinically by their site and faculty supervisors. In addition to providing oral feedback throughout the semester, the on-site supervisor provides written feedback at the end of the semester using the Intern Assessment Form. (Appendix I.B.4)

The Counseling Program also utilizes a Clinical Instruction Benchmark Assessment (CIBA) procedure developed by program faculty to assess student readiness for Practicum and Fieldwork/Internship. We believe this procedure provides students with more feedback regarding their readiness for the more applied aspects of counselor training and with a stronger sense of the integration of theory and practice in counseling. The CIBA procedure also facilitates faculty providing more focused, supportive and, when needed, corrective feedback for students regarding the transition from classroom learning to the clinical instruction settings associated with practicum and fieldwork/internships.

The CIBA Process includes an advisor interview, a reflection essay, and completion of a certification of readiness form. (Appendix II.F.1).

In preparing for the interview, students review the clinical instruction file established for each student. Prior to the interview, the advisor reads the file. In most cases, students are informed of the status of their certification upon completion of the interview. If the interview concludes the process, students are ready to obtain the final signatures required. If the advisor determines additional steps are required prior to certification of readiness, this is discussed with the student as a part of the interview. In these cases, registration for practicum may be delayed by a semester or two depending on the circumstances.

16 Students may be dismissed from the Graduate Programs in the School of Leadership and Education Sciences for the following reasons: 1.

2.

3.

4.

5.

6.

7.

8.

Violations of academic integrity.

Failure to maintain established grade point average of 3.0 for all coursework.

Failure to make satisfactory academic progress toward their degree.

Violations of Ethics Code as established by applicable field of study and program area.

Failure to complete time limits for degree.

Violations of USD policies and the Student Code of Rights and Responsibilities, including academic dishonesty and plagiarism, as listed in the USD Graduate Student Handbook.

Failure to make satisfactory progress in the development of academic and practitioner skills.

Failure to resolve personal and interpersonal issues, which interfere with cooperative learning experiences among students and faculty or interfere with the delivery of satisfactory services to clients during fieldwork, including, but not limited to: internships, student teaching, practicum or service learning.

When any of the above concerns are raised, the student will be asked to meet with his/her advisor or the Program Director to discuss the concern. A consultation will follow and a written plan will be developed to ensure the student understands the concerns and the proposed plan for remediation. A written review placed in the student’s file outlining the concern and the recommendations for addressing it will follow such contact. It is the student’s responsibility to make sure that the concerns are addressed and she/he fully understands the issues and the plan outlined for successful completion of their degree. The Program faculty or a smaller committee of program faculty, (on an ongoing basis) will evaluate the student’s progress relative to the concern and written evaluation of progress will be sent to the student and placed in the student’s file. See Student Assistance Plan Form on page 30 of the Counseling Program Handbook.

(Appendix I.B.3) If the student fails to make satisfactory progress toward the resolution of the concern, the Program faculty will discuss this and determine the specific action to be taken. In the event that satisfactory progress is not made within the time limits set by the faculty, a written notification of dismissal will be sent to the student. Students who are terminated for any reason may appeal for reinstatement in writing to the Associate Dean in the School of Education within ten calendar days of receiving notice of termination. Reinstatement will occur only when there is a compelling reason to do so.

In most cases, students who complete a Student Assistance Plan successfully will continue with the program. A Student Assistance Plan may be amended and extended if needed. If the plan is not successful the student may initiate a program change or may voluntarily decide to leave the program. In the event that the Student Assistance Plan is unsuccessful and the student wants to stay in the program against the recommendation of the faculty then the process of student dismissal that is applied to all SOLES students would be initiated based on any of the applicable reasons in the list below outlined in the SOLES Student Dismissal Policy included in the Handbook for Graduate Student Policies for the School of Leadership and Education Sciences on page 9. (Appendix I.B.5) .

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17 Section II. G: Program Flexibility Flexibility is provided within the program’s curriculum to accommodate individual differences in student knowledge and competencies.

Flexibility is provided within the curriculum by allowing students to transfer or substitute both academic and experiential knowledge and competencies to meet curriculum requirements.

Students in a 48 unit graduate program can transfer in 9 units of appropriate courses. Students who have taken a course that they believe meets the required competencies of a departmental course may request curricular substitution by completing the Transfer of Credit Form provided

by SOLES for this purpose. (Appendix II.G.1). Approval is granted first by the student’s program advisor and must be approved by both the counseling program director and the Associate Dean of SOLES. The form is forwarded to the university registrar and the student must submit an official transcript to complete the transfer of credit. Waivers of a course that was previously completed in a degree program can be made by the program advisor who signs a form that is put in the student file. The student must complete an elective course to meet the program requirements of 48 graduate semester units.

Students are also allowed to complete a course with Independent study. The student must obtain a faculty supervisor of an independent study project and an Independent Study Form is prepared for course requirements and assessment of outcomes.(Appendix II.G.2). The Independent Study form is approved and signed by the faculty supervisor, the program director and the associate dean and then is forwarded to the registrar. A grade is entered in when the independent study is completed and credit is entered on the student’s transcript. Independent study of core courses usually occurs only when the student had a conflict due to health or work-related conflicts that prevent the student from taking the course when it is scheduled.

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18 Section II. H: Course Syllabi Syllabi are distributed at the beginning of each curricular experience, are available for review by all enrolled or prospective students, and include all of the following: 1. objectives; 2. content areas; 3. required text(s) and/or reading(s); 4. methods of instruction, including a clear description of how content is delivered (e.g., lecture, seminar, supervised practical application, distance learning); and 5. student performance evaluation criteria and procedures.

Course syllabi that contain a minimum of the five categories listed above are distributed in all courses at the first class meeting. Copies are officially housed in the department office and can be reviewed by enrolled or prospective students during regular office hours. Often students can obtain copies of syllabi before the first day of class electronically by contacting the fulltime or adjunct faculty member who teaches the course. Go to the Course Syllabi file for all the course syllabi arranged in numerical order. (Appendices II.H. 1-15).

Section II. I: Research Data Evidence exists of the use and application of research data among program faculty and students.

Evidence of use of research results in instructional activities is evident in the syllabi for courses offered in the Counseling Program. Syllabi include listings of required and/or supplemental reading of research articles pertinent to the respective courses. Further, in many courses students complete papers or projects where a literature review is required. In several courses students use research methods like observations, interviews, surveys or assessment tools to collect data. In the school counseling specialization participation in an action research project carried out in a school environment is required in COUN 508 and carried over into COUN 518. Students present results of year-long collaborative action research projects at a local conference. COUN 505, Lifespan Development, requires use of research data in the Developmental Paper as well as requiring students to pose research questions and complete activities to get data for their papers.

Students also have the opportunity to work with faculty on research projects. Students at intern and fieldwork sites often also collect data to help the site measure outcomes of services.

Go to review the Course Syllabi. (Appendices II.H. 1-15). A copy of the CS3 Conference Program for the conference where students present their school counseling research reports is also available. (Appendix II.I.1) Table of Contents

19 Section II. J: History of Graduates Each program for which accreditation is sought must show a history of graduates.

The 48-semester unit MA degree in Counseling was instituted at USD in 1994 with first graduates in 1996. Previously a 30-unit M.Ed. program in Counseling had been offered since 1977.

Below is a chart of graduates in each program for the previous five years:

School Counseling Program Total

2003

2004

2005

2006

2007

15 30

20 32

16 33

16 27

20 33

Data was provided by Registrar and Graduate Admissions (Appendix II.J).

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20

Section II. K: Program Objectives and Curriculum Curricular experiences and demonstrated knowledge in each of the eight common core areas are required of all students in the program. The eight common core areas follow:

The Counseling Program curriculum includes one course that addresses each of the core areas required. The chart at the end of this section lists one and sometimes two courses where the individual elements for each area are addressed. Each course syllabus clearly indicates in the list of course objectives the CACREP requirements met in that objective. The weekly schedule for the class also indicates which element required for a core area is being met during that class. All students in the program, regardless of their specialization, complete the 33 units indicated as part of the core. Student in the school specialization complete a practicum experience at a specific school site.

1. PROFESSIONAL IDENTITY - studies that provide an understanding of all of the following aspects of professional functioning: The principal course that addresses this core area is COUN 503 Professional Orientation and Ethics in Counseling. (Appendix II.H.1). Students take this course in the first or second semester of the program. This course is designed to address the development in students of a professional identity as a counselor. Students reflect on the knowledge, dispositions and skills needed to provide effective counseling interventions to diverse client populations. They are introduced to the counseling profession – its purpose, history, ethical codes, professional organizations and certification and licensing practices. The course provides comprehensive practice in applying the codes of ethical practice to different areas of counseling practice and explores the legal issues encountered in the various areas of counseling. In addition COUN 504 Prepracticum in Counseling Techniques (Appendix II.H.2) and the specialization course COUN 518 Organization of Student Support Systems (Appendix II.H.7) address the development of identity. Practicum COUN 588P (Appendix II.H.14) and internship/fieldwork experiences COUN 590F (Appendix II.H.15) address the development in students of professional identity as a counselor while they are at a school site. Specialization courses more specifically address the professional identity of school counselors. Ethical behavior and adherence to code for ethical practice are addressed in all of the courses.

a. history and philosophy of the counseling profession, including significant factors and events; COUN 503 Professional Orientation to Counseling and Ethics (3) Students are assigned readings that outline the history of the profession and explore the websites of professional organizations for further information. Historical events are tied to the development of the different organizations under the American Counseling Association.

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21 b. professional roles, functions, and relationships with other human service providers;

COUN 503 Professional Orientation to Counseling and Ethics (3) Students are introduced to possible professional roles and functions of major areas of counseling practice. Practicing counselors are used as guest speakers. Students are required to interview two practicing professionals in their specialization area and in their preferred counseling environment. Students also complete readings and role plays related to consultation with other human service providers.

COUN 518 Organization of Student Support Programs Students are introduced to roles and functions of school counselors and other student support professionals. Roles and functions are examined in the context of evolving perspectives on counseling and guidance in schools. In addition, major models for student support (e.g. ASCA National Model, Results-Based Student Support, and Comprehensive Guidance and Counseling) are presented and are examined in relationship to similarities and differences in counselor roles and functions.

c. technological competence and computer literacy; COUN 503 Professional Orientation to Counseling and Ethics (3) Students are introduced to the use of computers in the practice of counseling. They examine the code for ethical online counseling. They receive the list of Technological Competencies to be developed during the Counseling Program. (Appendix II.K.1).

d. professional organizations, primarily ACA, its divisions, branches, and affiliates, including membership benefits, activities, services to members, and current emphases; COUN 503 Professional Orientation to Counseling and Ethics (3) Students are encouraged to explore membership and are sent to explore the websites during the class. The specialization courses also emphasize membership in appropriate national, state and local associations.

e. professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues; COUN 503 Professional Orientation to Counseling and Ethics (3) Table of Contents

22 Students receive a PowerPoint introduction to National Certification Counselor requirements.

Our students are encouraged to take the NCE-GSA in their last semester in the program so tips are given for how to study and organize course materials to prepare for a multiple choice exam over the 8 core area of the NCE. A presentation on the licensing bill currently being proposed in California is also given.

COUN 518 Organization of Student Support Programs Students are provided with a brief history of the school counseling credential in California (i.e.

The Pupil Personnel Services Credential) and review the credential standards followed by the California Commission on Teacher Credentialing (CCTC).

f. public and private policy processes, including the role of the professional counselor in advocating on behalf of the profession; COUN 503 Professional Orientation to Counseling and Ethics (3) Advocacy for clients is introduced in this class and also addressed in the multicultural course (COUN 515) and in the specialization courses where specific examples are given for particular client populations.

g. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and COUN 503 Professional Orientation to Counseling and Ethics (3) Working with diverse populations is introduced in COUN 503 and then addressed in detail in the multicultural course (COUN 515) and in Practicum (COUN 588) and Fieldwork (COUN 588P and 590F).

h. ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling.

COUN 503 Professional Orientation to Counseling and Ethics (3) Half of the COUN 503 course addresses ethics with practice in case analysis and critical review of the Ethical Codes of ACA and other professional organizations with presentations related to applications to practice in specialization areas. All courses in the program address ethical issues in practice. .

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23 2. SOCIAL AND CULTURAL DIVERSITY - studies that provide an understanding of the cultural context of relationships, issues and trends in a multicultural and diverse society related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities including all of the following: COUN 515, Multicultural Counseling, (Appendix II.H.6) is the primary course which introduces this core area. Students examine the beliefs, behaviors, and values of variety of ethnic groups.

Students complete self-assessments of cultural competencies and examine their self-assessments in the context of cultural identity models. Effective techniques for providing culturally appropriate services to individuals and groups are presented. Diversity issues and developing knowledge, skills and attitudes needed for effective practice with diverse clients is integrated into every course and clinical instruction experience in the program. The Counseling Program has a diverse faculty as well as a diverse student body. The San Diego area provides many opportunities for students to work with cultural groups different from their own groups. The program also offers the opportunity to study abroad and to develop global cultural competence.

a. multicultural and pluralistic trends, including characteristics and concerns between and within diverse groups nationally and internationally; COUN 515

Multicultural Counseling (3)

The course uses a text that covers information related to general theories and principles of working in a multicultural environment and then presents information on characteristics and concerns for a wide variety of diverse cultural groups. Course lectures and guest speakers are also used to present this information.

b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities; COUN 515

Multicultural Counseling (3)

Opportunities to display culturally competent attitudes, beliefs and behaviors are presented in the classroom and in required activities to meet course requirements. Students interact with course guest speakers. Many students are at diverse work and volunteer sites during the time they take this course. A specific diversity learning outcome is addressed and students must demonstrate competencies at internship and fieldwork sites.

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24 c. individual, couple, family, group, and community strategies for working with diverse populations and ethnic groups; COUN 515

Multicultural Counseling (3)

Introduced in this class and then further developed in other core, specialization and internship/fieldwork courses.

d. counselors’ roles in social justice, advocacy and conflict resolution, cultural selfawareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind, or body; COUN 515

Multicultural Counseling (3)

Specifically addressed in text, lectures and presentations and knowledge tested as part of course requirements.

e. theories of multicultural counseling, theories of identity development, and multicultural competencies; and COUN 515

Multicultural Counseling (3)

Specifically addressed in text, lecture and presentations and knowledge tested as part of course requirements.

f. ethical and legal considerations.

COUN 515

Multicultural Counseling (3)

This area addressed in this class as well as in COUN 503 Professional Orientation and Ethics, COUN 504 Prepracticum, COUN 520 Counseling Theories, COUN 530 Assessment, Practicum and Internship courses.

3. HUMAN GROWTH AND DEVELOPMENT - studies that provide an understanding of the nature and needs of individuals at all developmental levels, including all of the following: The primary course that addressed this area is COUN 505 – Lifespan Development. (Appendix II.H.3). Students examine growth and development throughout the lifespan including physical, cognitive, social, and psychological functioning. Individual and group differences are studied.

Students learn counseling strategies that enhance development at all ages and stages.

25

a. theories of individual and family development and transitions across the life-span; COUN 505 Psychology of Human Development (3) This course uses a comprehensive lifespan development that covers the full range of development across many areas throughout the lifespan. The textbook website and the course WebCT site also provides students with additional online resources to study theories and theorists and to see developmental interventions to deal with transition issues.

b. theories of learning and personality development; COUN 505 Psychology of Human Development (3) Textbook, class presentations and Website resources cover these topic areas.

c. human behavior including an understanding of developmental crises, disability, exceptional behavior, addictive behavior, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior; COUN 505 Psychology of Human Development (3) All of these topics are covered in the text and course instructor provides additional information and provided many scenario exercises where students can apply text and lecture concepts in planning interventions for normal and abnormal behaviors presented in the cases.

d. strategies for facilitating optimum development over the life-span; and COUN 505 Psychology of Human Development (3) Classroom activities including scenario work and interaction with class speakers address this area. Students do a developmental paper where they do a series of activities and research interventions for optimizing development for a particular life stage. A small group presentation also requires development of strategies and interventions for optimizing development in a number of settings. Later students take specialization classes that s expand on student skills in this area.

e. ethical and legal considerations.

COUN 505 Psychology of Human Development (3) COUN 503 Professional Orientation and Ethics in Counseling (3) (Appendix II.H.1).

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26 4. CAREER DEVELOPMENT - studies that provide an understanding of career development and related life factors, including all of the following: The primary course that addressed this area is COUN 510 Career Development Across the Lifespan. (Appendix II.H.5). Students study career development theories and examine educational, personal, and occupational aspects of career development at all stages of the lifespan. Workplace demographics, employment trends, legal and ethical issues, worker satisfaction factors, and career development services delivery models are presented. Because this area has a substantial list of areas to address, students find career issues and interventions for career decision-making addressed in COUN 503, 505, 530 and in specialization courses for all three program areas. a. career development theories and decision-making models; COUN 510 Career Developments Across the Lifespan (3)

b. career, avocational, educational, occupational and labor market information resources, visual and print media, computer-based career information systems, and other electronic career information systems; COUN 510 Career Development Across the Lifespan (3)

c. career development program planning, organization, implementation, administration, and evaluation; COUN 510 Career Development Across the Lifespan (3)

d. interrelationships among and between work, family, and other life roles and factors including the role of diversity and gender in career development; COUN 510 Career Development Across the Lifespan (3)

e. career and educational planning, placement, follow-up, and evaluation; COUN 510 Career Development Across the Lifespan (3)

f. assessment instruments and techniques that are relevant to career planning and decision making; COUN 510 Career Development Across the Lifespan (3) COUN 530 Counseling Assessment (Appendix II.H.10).

27 Table of Contents g. technology-based career development applications and strategies, including computerassisted career guidance and information systems and appropriate world-wide web sites; COUN 510 Career Development Across the Lifespan (3)

h. career counseling processes, techniques, and resources, including those applicable to specific populations; and COUN 510 Career Development Across the Lifespan (3)

i. ethical and legal considerations COUN 510 Career Development Across the Lifespan (3) COUN 503 Professional Orientation and Ethics in Counseling

5. HELPING RELATIONSHIPS - studies that provide an understanding of counseling and consultation processes, including all of the following: Since this area is at the foundation of preparation of counselors we have four core courses that address this area: COUN 504 Prepracticum in Counseling Skills (Appendix II.H.2) is taken at the beginning of the program and students practice essential interviewing and counseling skills with individuals and in groups.

COUN 520 Counseling Theories Appendix II.H.8) requires students to develop an understanding of the philosophical and psychological theories of personality development and functioning. For each theory presented students learn the nature of the person, personality constructs, and appropriate intervention strategies and counseling goals.

COUN 541 Advanced Counseling: Diagnosis and Treatment Planning (appendix II.H.13) where students are exposed to activities that are intended to increase their ability to engage in the case conceptualization needed for planning counseling interventions. Second, students are taught how diagnostic impressions are developed for clients seen by professionals working in the specializations represented in our counseling program. An emphasis is placed on how these clients might present themselves and way a disorder can affect services delivered regardless of specialization. The DSM-IV-TR is the principal diagnostic impression guide used in this portion of the class. Finally, students learn how to apply counseling interventions to various client cases (i.e., case conceptualization and presentations). Cross-cultural, ethical and legal issues specifically associated with the above areas are also reviewed Table of Contents

28 COUN 588P (Appendix II.H.14)is the practicum classes and this is where students first work with actual clients in settings related to their specialization areas Students demonstrate knowledge of and skills in individual and group counseling techniques and consultation.

Additional helping relationships material is covered in the Professional Orientation and Ethics course (COUN 503), (Appendix II.H.1)Group Dynamics (COUN 525), (Appendix II.H.9) Multicultural Counseling (COUN 515) (Appendix II.H.6) and in the specialization courses. a. counselor and consultant characteristics and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills; COUN 504 Prepracticum in Counseling Skills Practicum Courses COUN 588P and 589P b. an understanding of essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, design intervention strategies, evaluate client outcome, and successfully terminate the counselor-client relationship. Studies will also facilitate student self-awareness so that the counselor-client relationship is therapeutic and the counselor maintains appropriate professional boundaries; COUN 504 Prepracticum in Counseling Skills COUN 504 students practice essential interviewing and counseling skills. The course helps students acquire knowledge, skills, and dispositions associated with the following Counseling Program Learning Outcomes*: • Individual Counseling Skills • Assessment • Diversity • Professional Identity Students practice interviewing and counseling skills in class through dyads, triads, and small group interactions. They give and receive feedback on this practice. Students also receive feedback on their skill development from the instructor. The instructor uses role-plays, small groups, session transcripts, videotape critiques, case discussions, web-based activities and lectures etc., throughout the course.

COUN 588P School Practicum c. counseling theories that provide the student with a consistent model(s) to conceptualize client presentation and select appropriate counseling interventions .Student experiences should include an examination of the historical development of counseling theories, an exploration of affective, behavioral, and cognitive theories, and an opportunity to apply the theoretical material to case studies. Students will also be exposed to models of counseling that are consistent with current professional research

29 and practice in the field so that they can begin to develop a personal model of counseling; COUN 520 Counseling Theories COUN 541 Advanced Counseling: Diagnosis and Treatment Planning

d. a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions. Students will be exposed to a rationale for selecting family and other systems theories as appropriate modalities for family assessment and counseling; COUN 520 Counseling Theories

e. a general framework for understanding and practicing consultation. Student experiences should include an examination of the historical development of consultation, an exploration of the stages of consultation and the major models of consultation, and an opportunity to apply the theoretical material to case presentations.

Students will begin to develop a personal model of consultation; COUN 503 Orientation to Professional Counseling and Ethics Students are introduced to Consultation Strategies. They explore how consultation compares and contrasts with counseling. They discuss how they can use the knowledge and skills they have to consult in their specialization settings and they prepare a suggested consultation for school scenarios which are presented to teams of students in the class.

COUN 536 Counseling in the School Setting Students develop cases and then present them to classmates playing the consultation role. The Issues project for the course requires students to Consult with a student, an administrator; a teacher and a counselor in your school organization about what they feel are currently the most pertinent issues for school counselors to be aware of and comfortable working with and/ or understanding.

f. integration of technological strategies and applications within counseling and consultation processes; and COUN 503 Orientation to Professional Counseling and Ethics COUN 541 Advanced Counseling: Diagnosis and Treatment Planning

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30 g. ethical and legal considerations.

COUN 503 Orientation to Professional Counseling and Ethics COUN 504 Prepracticum in Counseling Skills COUN 520 Counseling Theories COUN 541 Advanced Counseling: Diagnosis and Treatment Planning

6. GROUP WORK - studies that provide both theoretical and experiential understandings of group purpose, development, dynamics, counseling theories, group counseling methods and skills, and other group approaches, including all of the following: COUN 525 Group Dynamics (Appendix II.H.9) is the primary course addressing this core area.

The course utilizes didactic and experiential learning to examine group dynamics in a variety of work and other social settings. Students develop knowledge of and skills in counseling group leadership and facilitation as well as large group presentations. Participation in a group is a course requirement.

COUN 590F Fieldwork (Appendix II.H.15) provides students with extensive supervised practice in group counseling and group leadership techniques during two semesters of internship/fieldwork. Students are required to design and facilitate a small group counseling experience during each semester and well as to facilitate one or more large group experiences.

COUN 508 Research Methods (Appendix II.H.4) and COUN 518 Organization of Student Support Systems (Appendix II.H.7) include participation in a year-long collaborative group experience focused on design, implementation, and conclusion of a field-based research project in school counseling. The fall course (COUN 508) introduces students to techniques of team facilitation and provides them with resources for monitoring and assessing team development and addressing barriers to team development. Projects initiated in the fall continue into the spring semester with the teams remaining intact throughout the year-long projects. Extensive team evaluation and assessment experiences are provided throughout the length of the projects.

a. principles of group dynamics, including group process components, developmental stage theories, group members’ roles and behaviors, and therapeutic factors of group work; COUN 525 Group Dynamics b. group leadership styles and approaches, including characteristics of various types of group leaders and leadership styles; COUN 525 Group Dynamics Table of Contents

31 c. theories of group counseling, including commonalties, distinguishing characteristics, and pertinent research and literature; COUN 525 Group Dynamics d. group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness; COUN 525 Group Dynamics COUN 590F Fieldwork in Schools

e. approaches used for other types of group work, including task groups, psychoeducational groups, and therapy groups; COUN 525 Group Dynamics COUN 590F Fieldwork in School

f. professional preparation standards for group leaders; and COUN 525 Group Dynamics

g. ethical and legal considerations.

COUN 525 Group Dynamics COUN 590F Fieldwork in Schools

7. ASSESSMENT - studies that provide an understanding of individual and group approaches to assessment and evaluation, including all of the following: COUN 530 – Counseling Assessment Appendix II.H.10) is the primary course addressing this core area. In the course students develop skills in the development, selection, administration, and interpretation of standardized tests and other tools used to assess various cognitive, behavioral, and affective modalities.

Additionally COUN 541 – Advanced Counseling: Diagnosis and Treatment Planning (Appendix II.H.13) addresses assessment in the process of diagnosis and measurement of treatment outcomes. Specialization courses also address assessment issues. For example COUN 536 addresses assessment strategies in schools. Assessment issues and design of tests and other tools for data collection are covered in COUN 508 Research Design. Supervised practice in assessment is provided during the two semesters of internship/fieldwork. (COUN 590F) Table of Contents

32 a. historical perspectives concerning the nature and meaning of assessment; COUN 530 – Counseling Assessment

b. basic concepts of standardized and nonstandardized testing and other assessment techniques including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, behavioral observations, and computer-managed and computerassisted methods; COUN 530 – Counseling Assessment

c. statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations; COUN 530 – Counseling Assessment COUN 508 – Research Methods in Counseling (Appendix II.H.4)

d. reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information); COUN 530 – Counseling Assessment COUN 508 – Research Methods in Counseling

e. validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity; COUN 530 – Counseling Assessment COUN 508 Research Methods in Counseling

f. age, gender, sexual orientation, ethnicity, language, disability, culture, spirituality, and other factors related to the assessment and evaluation of individuals, groups, and specific populations; COUN 530 – Counseling Assessment

g. strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling; Table of Contents

33 COUN 530 – Counseling Assessment COUN 541 – Advanced Counseling: Diagnosis and Treatment Planning COUN 590F – Fieldwork in School Settings (Appendix II.H.15)

h. an understanding of general principles and methods of case conceptualization, assessment, and/or diagnoses of mental and emotional status; and COUN 530 – Counseling Assessment COUN 541 – Advanced Counseling: Diagnosis and Treatment Planning

i. ethical and legal considerations.

COUN 530 – Counseling Assessment COUN 541 – Advanced Counseling: Diagnosis and Treatment Planning COUN 590F – Fieldwork in School Settings

8. RESEARCH AND PROGRAM EVALUATION - studies that provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation, including all of the following:

COUN 508 – Counseling Research (Appendix II.H.4) is the primary course addressing research design and research methods. Students study quantitative and qualitative research designs, data analysis procedures and evaluation models as they are applied to counseling-related research questions. Findings from counseling literature are reviewed. Use of computer-based analysis programs is introduced. School specialization students participate in a cohort model and take a specific section of Research Methods that includes participation in a year-long collaborative action research project in conjunction with school sites and school districts in San Diego County.

Students gain experience in presenting research results at an annual forum and action research symposium sponsored by the Center for Student Support Systems in conjunction with the Counseling Program.

Research is also discussed in all of the courses in the program and specific course requirements include conducting literature reviews and doing projects requiring the use of a variety of research techniques. Program evaluation techniques are also addressed in the specialization course COUN 518 – Organization of Student Support Programs. (Appendix II.H.7)

a. the importance of research and opportunities and difficulties in conducting research in the counseling profession, COUN 508 – Counseling Research Table of Contents

34

b. research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research; COUN 508 – Counseling Research

c. use of technology and statistical methods in conducting research and program evaluation, assuming basic computer literacy; COUN 508 – Counseling Research

d. principles, models, and applications of needs assessment, program evaluation, and use of findings to effect program modifications; COUN 508 Counseling Research COUN 518 Organization of Student Support Services

e. use of research to improve counseling effectiveness; and COUN 508 – Counseling Research COUN 518 Organization of Student Support Services

f. ethical and legal considerations.

COUN 508 Counseling Research COUN 503 Orientation to Professional Counseling and Ethics Curricular experiences and demonstrated knowledge in each of the eight common core areas are required in the Counseling Program. All of the CACREP areas are also addressed during Fieldwork (COUN 590F) and in specialization courses.

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35 CACREP Curriculum Areas Matrix Counseling Courses Addressing Area Core Course Coverage

Primary

Additional

1. Professional Identity

COUN 503

COUN 504

2. Social and Cultural Diversity

COUN 515

COUN 504, 505, 508, 520, 530, 541

3. Human Growth and Development

COUN 505

COUN 510

4. Career Development

COUN 505, 510

COUN 505

5. Helping Relationships

COUN 504, 520, 588P, 589P

COUN 503, 515

6. Group Work

COUN 525

COUN 504

7. Assessment

COUN 530, 541

COUN 508

8. Research and Program Evaluation

COUN 508, 518

All courses include some work related to research

I. Core Courses (30 units): COUN 503 Professional Orientation and Ethics in Counseling (3) COUN 504 Prepracticum in Counseling Techniques (3) COUN 505 Human Development (3) COUN 508 Research Methods in Counseling (3) COUN 510 Career Development Across the Lifespan (3) COUN 515 Multicultural Counseling (3) COUN 520 Counseling Psychology: Theory and Practice (3) COUN 525 Group Dynamics (3) COUN 530 Assessment Techniques in Counseling (3) COUN 541 Advanced Counseling: Diagnosis & Treatment Planning (3) II. Specialization Courses (18 Units): School Counseling Required Courses (18 units, including 6 units of fieldwork): COUN 588P Practicum in Schools (3) COUN 518 Organization of Student Support Systems (3) COUN 536 Counseling Children and Youth in School Settings (3) COUN 537 Applied Techniques for Counseling in School Settings (3) COUN 590F Fieldwork in School Settings (3) Minimum of 2 semesters required

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36 SECTION III: CLINICAL INSTRUCTION

Clinical instruction includes supervised practica and internships that have been completed within a student’s program of study. Practicum and internship requirements are considered to be the most critical experience elements in the program. All faculty, including clinical instruction faculty and supervisors, are clearly committed to preparing professional counselors and promoting the development of the student’s professional counselor identity.

Introduction to Clinical Instruction in the USD Counseling Program Academic and clinical instruction forms the basis for the training of professional counselors. The purpose is to develop professional competence and students need to apply counseling skills outside of the classroom and practice their skills in laboratory or clinical settings. Clinical Instruction experiences (e.g., practicum and internship/fieldwork) provide a foundation of development through experiential learning. At USD counselor development and competence is not simply related to experience, but is related to supervised practice under a qualified professional. Therefore, supervision is a vital aspect of clinical experiences at USD.

The Practicum/Internship Clinical Experience at USD During the clinical experiences, students are involved in practicum followed by a minimum of two semesters of internship/fieldwork. The term internship is assigned to the two semesters of onsite supervised experience as defined by CACREP but the program is required to use the word “fieldwork” for students in the School Counseling Program who are meeting the exact same onsite supervised experience requirements because the California Commission on Teacher Credentialing (CCTC) has mandated using that term when students complete the onsite experience requirement for the Pupil Personnel Services Credential with Specialization in School Counseling. The student first is enrolled in a Practicum course – COUN 588P during the second or third semester in the program. Our practicum courses meet the requirements for onsite experience and individual and group supervision and ratios as mandated by CACREP. Students then move into the internship/fieldwork sequence by completing two semesters of COUN 590F requiring a minimum of 600 hours during the two semesters with 240 hours of direct client service. School counseling students also must meet CCTC requirements of working with students at two of three levels – elementary, middle and high school – during their fieldwork experience.

A. Faculty and Adjunct Faculty Supervisors Each regular or adjunct program faculty member who provides individual or group practicum and/or internship supervision must have: Table of Contents

37 1. a doctoral degree and/or appropriate clinical preparation, preferably from an accredited counselor education program; 2. relevant professional experience and demonstrated competence in counseling; and 3. relevant training and supervision experience.

The assignment of practicum and Internship instructors and supervisors is made by Dr. Ronn Johnson who is an Associate Professor in the Counseling Program and the Clinical Instruction Coordinator. He consults with our Director of Field Experiences, Peggy Hetherington, who determines how many sections of the practicum and internship seminar courses are needed and then assigns available fulltime faculty. Following completion of course loads for regular fulltime faculty, adjunct faculty are selected to fill open positions. During the period 2003-2007 the following persons taught the Practicum and Fieldwork courses for students in the school specialization: Clinical Instruction Faculty – USD School Specialization Practicum & Fieldwork 2003-2007 Name Traci Acers

Lanae Aguilera

Carol Clarke

Heather Dieroff

Peggy Hetherington

Position M.A. Counseling University of San Diego PPS Credential School Counseling Poway Unified Schools M.A.. Counseling University of San Diego PPS Credential Springall Academy M.S. School Counseling San Diego State Univ.

PPS Credential Retired School Counselor MA Counseling School Counselor – Springall Academy Doctoral Candidate – USD Director of Field Experiences – USD School Counselor Poway Unified Schools

Classes University Supervisor 2006-2007

Practicum Instructor Summer 2006

University Supervisor 2003, 2004, 2005, 2006, 2007

Practicum Instructor 2004, 2006, 2007

Practicum Instructor Summer 2004, Summer 2005 Internship Seminar Instructor 2003, 2004, 2005 University Supervisor 2003, 2004, 2005, 2006, 2007

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Name

Position

Dr. Ronn Johnson

Faculty – USD

Dr. Lori Low

USD Faculty Ph.D. Oregon State Counselor Education NCC MA Counseling PPS Credential School Counselor Poway Unified Schools Faculty USD Ph.D. USC Counseling Psychology

Rainy Pelton

Dr. Lonnie Rowell

Bill Pitts Jason Shaeffer

Jo Ann Grant Sweidel

Ginny Vanderway

Teresa Zucchet

MA Counseling PPS Credential Retired School Counselor M.A. Counseling PPS Credential Middle School Counselor Ed.D. in Leadership PPS Credential University of San Diego M.S. Rehab Coun SDSU M.A. EDUC SDSU PPS Credential Retired School Counselor MA Univ of San Diego PPS Credential School Counselor Poway Unified Schools

Classes University Supervisor 2003, 2004 Clinical Instruction Coordinator 03-07 School Practicum 2006, 2007

School Practicum Instructor Summer 2003

School Practicum Instructor Fall 2002, Summer 2004 University Supervisor 2004-2005 Fieldwork Seminar Instructor 2006 University Supervisor 2006-2007 Seminar Instructor Fall 2006, Spring 2007 University Supervision 2007

University Supervisor 2003, 2004, 2005, 2006, 2007 Practicum Instructor Summer 2004, Spring 2004 Fieldwork Seminar Instructor 2003, 2004, 2005

A vita for each of these regular and adjunct faculty supervisors is in the VITA File. (Appendices Volume Two)

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39 B. Student Supervisors Student supervisors serving as individual or group practicum supervisors must: 1. have completed counseling practicum and internship experience equivalent to those within an entry-level program; 2. have completed or are receiving preparation in counseling supervision; and 3. be supervised by program faculty, with a faculty/student ratio that does not exceed 1:5.

The University of San Diego Counseling Program does not use student supervisors in its practicum and internship courses.

C. Site Supervisor Requirements A site supervisor must have: 1. a minimum of a master’s degree in counseling or a related profession with equivalent qualifications, including appropriate certifications and/or licenses; 2. a minimum of two (2) years of pertinent professional experience in the program area in which the student is completing clinical instruction; and 3. knowledge of the program’s expectations, requirements, and evaluation procedures for students.

Site Supervisors used for the Internship/Fieldwork courses meet the requirements of a minimum of a Master’s degree in counseling or a related profession with equivalent qualifications. School counseling site supervisors hold a California Pupil Personnel Services Credential with Specialization in School Counseling as required by CCTC. They have a minimum of two years of pertinent professional experience. However, most of our site supervisors have more years of experience and have worked with the program for a number of semesters. All supervisors are given the Fieldwork Manual (Appendices II. F. 4) outlining the procedures for working with the university supervisor during the internship process and also access the packet of forms for evaluating the student’s progress from the program website.

Each intern is assigned a university supervisor who is in communication with the site supervisor during the semester. The university supervisor completes a first visit to the site during the first weeks of the semester and answers questions and explains procedures. Expectations for site supervisors include: •

Accept the counseling intern as a professional and make him/her feel at home in the fieldwork/internship site environment.

•

Introduce the intern to the philosophy, policies, administration and other professionals at the facility.

•

Provide opportunities for the intern to engage in a broad and diverse range of activities.

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•

Oversee the intern by providing a minimum of one hour a week of direct face-to-face supervision. Interns complete a Log of Individual Supervision with on-Site Supervisor.

See Fieldwork Manual page 22. (Appendix III.A.1)

•

Provide ongoing feedback to the counseling intern. Onsite supervisors complete the Midsemester Review Survey found in the Fieldwork Manual page 29 (Appendix III.A.2) and the Fieldwork Intern Assessment Form found in the Fieldwork Manual page 31.

(Appendix I.B.4).

•

Keep site administrator and university supervisor informed of the progress of the counseling intern.

D. Clinical Instruction Environment A clinical instruction environment, on- or off-campus, is conducive to modeling, demonstration, and training and is available and used by the program. Administrative control of the clinical instruction environment ensures adequate and appropriate access by the faculty and students.

The USD Counseling program does not have an on-campus clinic. We have classroom, seminar rooms and individual and group counseling observation rooms in our new building. All oncampus rooms utilized for clinical instruction can provide options for videotaping and video playback. The Faculty Coordinator for Clinical Instruction, Dr. Johnson, works with our Director of Field Experiences, Peggy Hetherington, and out site partners to jointly determine the specific placement of students in practicum and internship/fieldwork sites in collaboration with our site partners. Every semester, the Director of Field Experiences for the counseling program makes contact with internship placement coordinators and onsite counselors to update current internship/fieldwork criteria and solicit feedback for program improvement. The Director of Field Experiences communicates each semester with sites that have had interns or expressed an interest for the present semester and discusses requirements, number of placements needed, and expectations for a quality experience. Before the site is approved, the Director of Field Experiences reviews the diversity requirement, supervision requirement, videotaping requirement and assesses the willingness of the onsite supervisor to provide a comprehensive experience that will support the ten learning outcomes and the mandatory one hour of clinical supervision for the intern. During the semester before the placement, candidates fill out a Field Placement form that provides information about their interests, background and preferences for placement. The Director of Field Experiences then meets with each candidate to discuss sites that meet the criteria, the candidate then communicates with the site to schedule a meeting with their direct supervisor, and, once this contact is made, the candidate and the onsite counselor fill out required paperwork to finalize the placement.

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41 The clinical instruction environment includes all of the following: 1. settings for individual counseling with assured privacy and sufficient space for appropriate equipment (for example, TV monitoring and taping); 2. settings for small-group work with assured privacy and sufficient space for appropriate equipment; 3. necessary and appropriate technologies that assist learning, such as audio, video, and telecommunications equipment;

In reference to 1-3 above, the prospective sites are informed of physical requirements for the clinical instruction environment in the Introductory Letter we send to the site when it first takes a practicum or internship/fieldwork student. See pages 15-16 in the Fieldwork Manual. (Appendix III.A.3).

4. settings with observational and/or other interactive supervision capabilities; and Currently we do not have a clinical facility where students in practicum and internship/fieldwork courses see clients. Approved sites must have a capability to videotape counseling interns and clients. The on-site and university supervisors are able to physically observe interns in schools as they deliver services by being present in the counseling session, classroom or other location where services are being delivered. Sites are informed of this requirement in the Introductory Letter. See pages 15-16 in the Fieldwork Manual. (Appendix III.A.3). Students are also required to do audio-taping and video-taping of sessions held during practicum and internship/fieldwork placements.

NOTE: SOLES moved into a new building in August 2007 and the Counseling Program now has a clinical facility with observational and interactive supervision capabilities for individual and group counseling sessions. This facility is not yet operational as work continues on the technology set up. We anticipate that the facility will be fully operational beginning in Spring 2008.

5. procedures that ensure that the client’s confidentiality and legal rights are protected.

This requirement is stated in the Introductory Letter to the site. See pages 15-16 in the Fieldwork Manual. (Appendix III.A.3). The Director of Field Experiences explains this requirement to the onsite supervisors when a site is approved for a practicum student or intern. A follow-up discussion on ethical and legal requirements for interns and clients is done by the university supervisor during the first site visit. The practicum and internship/fieldwork seminar instructors also review ethical and legal issues at sites during the group supervision in these courses.

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42 E. Technical Assistance Technical assistance for the use and maintenance of audio and videotape and computer equipment is available as well as other forms of communication technology.

Most of our sites don’t have their own audio and video taping facilities. Students can provide their own audio and video taping equipment. They are also able to check out tape recorders and video cameras from the USD Media center and from a satellite office located within the new SOLES facility. Staff at the media center and the SOLES satellite office provides technical instruction on use of the equipment if that is needed by the student.

F. Site Supervisor Support and Professional Development Site Supervisor orientation, assistance, consultation, and professional development opportunities are provided by counseling program faculty to site supervisors.

The Director of Field Experiences contacts all site supervisors before the semester begins and meets personally with new site supervisors. The university supervisor that is assigned to visit the student and to support the onsite supervisor goes to the site during the first two weeks that the student is present and answers the site supervisor’s questions. The site supervisor is also encouraged to contact the university supervisor whenever questions arise and the Director of Field Experiences is also available by phone or email. The Counseling Program collaborates very closely to deliver and evaluate field experiences and clinical instruction. The unit’s interns are highly regarded, so that over the years a large number of schools in the area enthusiastically work with the program to help candidates develop their knowledge, skills, and disposition in the school counseling profession.

The Counseling program has on-going opportunities to enhance this positive relationship. An advisory board comprised of practicing counseling professionals including onsite supervisors and counseling department alumni meets annually for feedback to the program. A once-a-year celebration is held to honor and thank onsite counselors for their dedication, mentoring and support for the Counseling program.

Our site supervisors regularly attend the School Counseling Forum and other CS3 events and also come to events co-sponsored by the Counseling Department like the Association for Psychological Type meetings, the Distance Counselors Credential training, and workshops on using the Strong and the MMPI which were presented by Consulting Psychologists Press

G. Practicum Requirements Students must complete supervised practicum experiences that total a minimum of 100 clock hours. The practicum provides for the development of counseling skills under supervision.

The student’s practicum includes all of the following: Table of Contents

43 1. 40 hours of direct service with clients, including experience in individual counseling and group work; The USD Counseling Program requires students to complete a supervised practicum that totals a minimum of 100 clock hours with a minimum of 40 hours of direct service to clients. The practicum provides for the development of individual and group counseling skills under direct supervision. The practicum provides an opportunity to perform, on a limited basis and under supervision, some of the activities that a regularly employed staff member in the student's specific field of endeavor (school, career, college, or student affairs) would be expected to perform. Students are informed of the specific number of hours required for requirement for direct and indirect service hours during practicum in the Counseling Program Handbook. See page 13 of the 2007-2008 Handbook. (Appendix III.G.1).

The requirement is also presented to all students during the COUN 503 Professional Orientation and Ethics in Counseling class where a presentation is made by the Director of Field Experiences and students are given a handout on Course and Clinical Instruction Requirements. (Appendix III.G.1) 2. weekly interaction with an average of one (1) hour per week of individual and/or triadic supervision which occurs regularly over a minimum of one academic term by a program faculty member or a supervisor working under the supervision of a program faculty member; The practicum class meets weekly during fall and spring semesters and the instructor for each section provides one hour of individual or triadic supervision each week for each of the five students in the class section. When a practicum section is scheduled in the summer, the students get the equivalent number of hours of individual supervision as in other terms with the instructor providing two hours of individual or triadic supervision each week of the nine-week term. See COUN 588P syllabus for more information. (Appendix II.H.14).

3. an average of one and one half (1 1/2) hours per week of group supervision that is provided on a regular schedule over the course of the student’s practicum by a program faculty member or a supervisor under the supervision of a program faculty member; and The practicum class meets weekly during fall and spring semesters and the instructor for each section provides 1.5 hours of group supervision each week for the five students in the class section. When a practicum section is scheduled in the summer, the students get the equivalent number of hours of group supervision as in other terms with the instructor providing 1.5 hours group supervision twice a week during each week of the nine-week term. See syllabus for COUN 588P (Appendix II.H.14).

4. evaluation of the student’s performance throughout the practicum including a formal evaluation after the student completes the practicum.

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44 Students may enroll in Practicum courses after completing COUN 504 Prepracticum in Counseling Techniques (3) and either COUN 503 Professional Orientation and Ethics in Counseling (3) or COUN 520 Counseling Theory and Practice (3). They then take the remaining COUN 503 or 520 course concurrently with Practicum.

Students must also complete the Clinical Instruction Benchmark Assessment (CIBA) with their advisors before getting permission to take Practicum. (Appendix II.F.1). Students complete a personal reflection document, submit papers from first year classes, complete verification of counseling hours form, obtain insurance to cover practicum and school counseling students get their fingerprinting done and take the CBEST exam. When they are ready to submit the CIBA packet, they send an electronic copy to our administrative assistant and schedule an appointment with their program advisor. The student and advisor review the required documents for the CIBA and then participate in a structured Developmental Interview process with the advisor.

(Appendix II.F.1) Upon completion of the process the student and the advisor sign the form and then it is forwarded to the Coordinator for Clinical Instruction who also signs it and the student is approved to participate in practicum.

Throughout the practicum experience, the student is required to provide personal reflection of the experience, participate in group feedback seminars, communicate with university clinical faculty regarding growth and need for support, and complete logs of specific experiences and supervision.

The Counseling Faculty under the direction of the Coordinator of Clinical Instruction, Dr. Ronn Johnson, designed during the 04-05 school year a new assessment of clinical competencies form.

This form is used throughout the clinical instruction sequence. Students and instructors complete the form at the end of the Practicum class. Students use the results of the form to work during future supervision sessions during internship/fieldwork supervision on areas that need further development and to plan onsite experiences. (See Appendix VI.B.3)

H. Internship The program requires students to complete a supervised internship of 600 clock hours that is begun after successful completion of the student’s practicum (as defined in Standard III.G).

The internship provides an opportunity for the student to perform, under supervision, a variety of counseling activities that a professional counselor is expected to perform.

1. 240 hours of direct service with clients appropriate to the program of study; The USD Counseling Program requires students to complete a field based supervised internship of 600 hours, with a minimum of 240 hours of direct service work with clients and providing interventions appropriate to the student’s specialization area. See page 13 for the Counseling Program Handbook. (Appendix III.G.1). The internship formally starts only after successful completion of the student's practicum (COUN 588P) and the additional prerequisite courses for the experience (COUN 505 Lifespan Development, COUN 515 Multicultural Counseling and COUN 525 Group Dynamics as well as one or more required specialization courses.

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2. weekly interaction with an average of one (1) hour per week of individual and/or triadic supervision, throughout the internship, (usually performed by the on-site supervisor;) Students in internship/fieldwork are required to receive one hour of individual supervision from their onsite supervisor as explained in the On-Site Supervisor Requirements found in the Fieldwork Manual on page 7 (Appendix III.G.3), the Introductory Letter (Appendix III.A.3) found on pages 15-16 and verified in the Log of Individual Supervision form on page 22.

(Appendix III.A.1) 3. an average of one and one half (1 1/2) hours per week of group supervision provided on a regular schedule throughout the internship, usually performed by a program faculty member; The internship/fieldwork students meet every other week during the academic term for three hours of group supervision provided by a faculty member. Students are required to do videotaping of clients and these are reviewed during the group supervision sessions.

4. the opportunity for the student to become familiar with a variety of professional activities in addition to direct service (e.g., record keeping, supervision, information and referral, inservice and staff meetings); Internship provides an opportunity for the student to perform all the activities that a regularly employed counseling professional in the setting would be expected to perform. This expectation is outlined in the Introductory Letter – Requirements, Competencies and Responsibilities which is found in the Fieldwork Manual (Appendix II.F.4). It is given to the On-site Supervisor at the beginning of the Internship/Fieldwork experience.

5. the opportunity for the student to develop program-appropriate audio and/or videotapes of the student’s interactions with clients for use in supervision; Audio and videotaping is required for all students in internship/fieldwork classes and the requirement is explained in Fieldwork Manual Introductory Letter. (Appendix III.A.3 ) It is also explained in the Fieldwork syllabus for COUN 590F. (Appendix II.H.15) 6. the opportunity for the student to gain supervised experience in the use of a variety of professional resources such as assessment instruments, technologies, print and nonprint media, professional literature, and research; and Students demonstrate competencies working at the type of site the student has targeted as a professional goal. The minimum number of hours that can be completed at the site is 200 hours/semester. Depending on the candidate’s background, area of specialization, the type of site and related factors, the student, the On-site Supervisor and the University Supervisor design an experience encompassing a variety of counseling, administrative, consultative and training and assessment activities, which could include: Table of Contents

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individual counseling group counseling large group presentations intake interviewing testing/interpretation of results career counseling professional development activities

outreach consultation report writing/other administrative activities individual and group supervision case conference and staff meetings

The above information is included in the Introductory Letter sent to a prospective site, which is found in the Fieldwork Manual. (Appendix III.A.3) 7. a formal evaluation of the student’s performance during the internship by a program faculty member in consultation with the site supervisor.

The Counseling Faculty under the direction of the Coordinator of Clinical Instruction, Dr. Ronn Johnson, designed during the 04-05 school year a new Practicum/Fieldwork Assessment. The form contains specific competencies assessed for the school specialization when it is used to evaluate performance after School fieldwork. See Fieldwork Manual page 31. (Appendix I.B.4) This form is used throughout the clinical instruction sequence. Students and on-site supervisors complete the form at the end of each semester of internship/fieldwork. Students use the results of the form to work during supervision on areas that need further development and to plan onsite experiences.

Students also complete the CACREP Learning Outcomes and Course Competency Requirements form found in the Fieldwork Manual (Appendix VI.A) during their two semester internship/fieldwork experience describing how they have met all the competencies related to the activities under each of the USD Counseling Program 10 Learning Outcomes. (Appendix III.G.2) If a student does not receive a grade of B or better in any internship semester, the student is unable to proceed in the program and the assessment procedures for the program are applicable. If a student receives a C or below, she/he will have remediation based on a faculty approved Student Assistance Plan.

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47 I. Practicum and Internship Experience The practicum and internship experiences are tutorial forms of instruction; therefore, when the individual supervision is provided by program faculty, the ratio of 5 students to 1 faculty member is considered equivalent to the teaching of one (1) three-semester hour course. Such a ratio is considered maximum per course.

The practicum courses at USD require that the faculty member teaching the practicum section provides the one hour of individual supervision to each student. No more than five students may be enrolled in a practicum section and the faculty member teaching the practicum section receives load credit/pay equivalent to a three-semester unit course. The internship experience at USD requires that the on-site supervisor provide the individual supervision for the student equivalent to one hour each week J. Group Supervision Group supervision for practicum and internship should not exceed 10 students Internship/Fieldwork seminar classes where the group supervision takes place enrolls 10 or less students per section.

K. Clinical Experience Clinical experiences (practicum and internship) should provide opportunities for students to counsel clients who represent the ethnic and demographic diversity of their community.

Practicum and internship placements are rich with opportunities for meaningful exposure to diverse clients and for practice with accommodation to cultural differences when counseling.

The Counseling Program’s setting in San Diego offer our students the chance to work in K-12 settings where they work directly with personnel and students that reflect the rich diversity of culture in San Diego. School Counseling fieldwork interns complete the Fieldwork Daily Log Sheet where they track number of diverse clients and specific ethnicities for those clients. See page 20 of the Fieldwork Manual. (Appendix III.A.4).

The candidates in initial and advanced clinical experiences in counseling are assigned to work in settings with fully qualified clinically oriented supervisors who provide evidence of their crosscultural competence. Onsite supervisors direct their attention to the way candidates engage diverse clients as they exercise their skills through clinical practice. Most practicum and internship/fieldwork seminar supervision sessions include focused discussions on issues of diversity .

Also all students in Internship/Fieldwork are required to document experiences with the Diversity Outcome that is one of the program’s ten learning outcomes. They complete CACREP Learning Outcomes and Course Competency Requirements form found in the Fieldwork Manual.

(Appendix VI.A) Table of Contents

48 L. Evaluating Supervisors Students formally evaluate their practicum supervisors and learning experience at the end of their practicum and internship experiences.

Students at Internship/Fieldwork sites complete the Onsite Supervisor Evaluation found on page 25 of the Fieldwork Manual for the supervisor who did their one hour of individual supervision.

(Appendix III.A.5) Practicum instructors who provide group and individual supervision are evaluated using the standardized Course Evaluation Form that is used for all courses in the School of Leadership and Education Sciences (SOLES). (Appendix III.L.1) Students in internship/fieldwork evaluate their internship seminar instructor using the standardized course evaluation procedure that is used for all courses in the School of Leadership and Education Sciences (SOLES).

M. Insurance Programs require students to be covered by professional liability insurance while enrolled or participating in practicum, internship, or other field experiences.

Students in the USD Counseling Program are required to provide proof of professional liability insurance before enrolling in the practicum course. The student is required to present proof of insurance at the time the student meets with the program advisor to complete the Clinical Instruction Benchmark Assessment (CIBA) process. The advisor verifies that professional liability insurance has been procured and a copy of the verification goes into the student folder.

The advisor signs off on the insurance verification on the CIBA Form. (Appendix II.F.1). The student is required to have this insurance coverage until the completion of practicum and internship/fieldwork experiences.

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49 SECTION IV: FACULTY AND STAFF Section IV. A The counselor education academic unit must demonstrate that it has faculty resources of appropriate quality and sufficiency to achieve its mission and objectives. The academic unit has an identifiable full-time core faculty responsible for its leadership who: 1. are sufficient in number for their academic and professional responsibilities; 2. number at least three (3) individuals whose academic appointments are to the unit in counselor education; (If one or more of the three (3) academic appointments is not teaching full-time in the academic unit then there must be at least three (3) full time equivalent (FTE) faculty teaching in the academic unit); 3. have earned doctoral degrees in counselor education, preferably from CACREP accredited programs, or doctoral degrees in a closely related field; 4. have relevant preparation and experience in the assigned area of teaching; 5. Identify with the counseling profession through memberships and involvement in appropriate professional organizations (i.e., ACA and its divisions, branches, and affiliate organizations) and appropriate certifications (e.g. NCC) and/or licenses(e.g., LPC) pertinent to the profession; and

There are five (5) full-time tenured or tenure-track faculty members in the Counseling Program and they teach courses in the core and in the specialization areas. Additionally Dr. Brian Canfield is assigned to teach core and clinical instruction courses in the Counseling Program. He also will occasionally be teaching a course in the Marital and Family Therapy program in SOLES. Dr. Canfield previously served as Associate Dean of SOLES. We also have a half-time Director of Field Experiences, Peggy Hetherington. Please see Faculty Vitae. (Appendices, Volume II) Dr. Kenneth Gonzalez, Associate Professor of Counseling, is faculty coordinator for the college counseling specialization. He serves on the editorial boards of the Journal of College Counseling and Student Development and the Journal of Hispanic Higher Education.

Dr. Ronn Johnson, Associate Professor of Counseling, is faculty coordinator of fieldwork experiences. He is a licensed psychologist who has extensive experience in academic and clinical settings. His clinical, research, and teaching interests include: psychological assessment; ethical and legal issues associated with professional practice; and psychopathology and psychotherapy.

Dr. Johnson's publications are centered on assessment practices with diverse clients.

Dr. Lori Low, Assistant Professor of Counseling, is a National Certified Counselor (NCC), was a licensed school counselor (OR), and currently serves as treasurer of the Western Association for Counselor Education and Supervision. She is an active member in ASCA, ACA and ACES. Table of Contents

50 Dr. Lonnie Rowell, Associate Professor of Counseling, is coordinator of the school counseling specialization. He is past-president of the California School Counselors Association (CSCA) and the California Association of Counselor Educators and Supervisors (CACES). ) and is currently a member of the ACA International Committee. He also has been an advisory committee member regarding development of ASCA’s National Office for School Counseling.

Dr. Susan Zgliczynski is director of the counseling program and serves as coordinator for the career counseling specialization. She is a National Certified Counselor (NCC), a Distance Credentialed Counselor (DCC), and a Registered Professional Counselor in California and currently serves as treasurer of the California Coalition for Counselor Licensing and actively works for counselor licensing in California. She is an active member of ACA, NCDA and CCDA, ACCA and AMCD and is a past-president of the California Association of Counselor Educators and Supervisors (CACES).

Dr. Brian Canfield, Professor, is a Licensed Counselor (LA), Board-Approved Counselor Supervisor (LA), and President of the American Counseling Association.

Peggy Hetherington, Director of Field Experiences, is treasurer of the San Diego County Association for School Counseling (SDASC) and is a credentialed school counselor in the State of California.

6. have the authority to determine program curricula within the structure of the institution’s policy.

The Counseling Program Faculty has direct responsibility for designing the program curricula.

The faculty has worked together over the past ten years to meet the requirements of counseling programs as outlined by CACREP and NBCC and to also meet requirements from the California Commission on Teacher Credentialing (CCTC) so that graduates of the school counseling specialization can obtain state credentials as school counselors. Proposals for new courses or changes in existing courses are forwarded to the SOLES Curriculum Committee and then voted on by SOLES faculty.

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51 Section IV. B: Administrative and Curricular Leadership The academic unit has clearly defined administrative and curricular leadership that is sufficient for its effective operation. A faculty member may hold more than one of the following positions simultaneously.

1. A core faculty member is clearly designated as the academic unit leader for counselor education who a. b. c. d. e. f.

is responsible for the coordination of the academic unit, receives inquiries regarding the overall academic unit, is assigned at least 50% to the academic unit makes recommendations regarding the development of and expenditures from the budget, has release time from faculty member responsibilities to administer the academic unit, and provides or delegates year-round leadership to the operation of the program.

The current Counseling Program Director is Dr. Susan Zgliczynski. She has served as Program Director 1984 -1996 and 2004 to the present. She is assigned fulltime to the unit but occasionally teaches the statistics course in the doctoral program in SOLES. She receives inquiries from SOLES and USD administrative units regarding the counseling program as well as receiving inquiries from applicants to the program. Each year she works with the faculty to present to the Dean suggestions for fiscal year budgets, which are incorporated into the SOLES budget requests. The Program Director receives 3 semester units of release time each regular semester and is paid for an additional month of salary during the summer to cover year round responsibilities for the program including summer meetings of the Dean’s Advisory Council.

2. One core faculty member is identified as the coordinator for each program for which accreditation is being sought and has a. a teaching assignment in the program, b. identified responsibilities as coordinator, and c. relevant preparation and experience.

There is a coordinator for each of the programs in the Counseling Program. Coordinators are in charge of the review of applicants for admission to the program, work with students in the specialization as advisors and coordinate with other faculty working in the specialization on assigning students to other faculty for advising. The coordinators make reports about their programs at faculty meetings and take the lead in bringing proposals for new courses, projects and procedures to the faculty at monthly meetings. They answer specific inquiries about their programs by phone, email and in person. The school counseling coordinator also takes responsibility for preparing documents about the unit required in meeting CCTC credential requirements and preparing documentation for the NCATE accreditation process.

Dr. Lonnie Rowell is the Coordinator for School Counseling. He regularly teaches COUN 508, the Research Design course for school counseling students, and COUN 518 Organization of Student Support Services. He also teaches the Fieldwork Seminar class COUN 590F or the

52 COUN 588P School Practicum. He is also Director of the Center for Student Support Services (CS3) at USD and sometimes gets release time related to work with Center grants and/or projects.

3. A core faculty member is identified as the clinical coordinator for the academic unit and/or program who a. is responsible for the coordination of all clinical experiences in each counselor education program for which accreditation is sought, b. is the individual to whom inquiries regarding clinical experiences are referred, and c. has clearly defined responsibilities as clinical coordinator.

Dr. Ronn Johnson is the Coordinator of Clinical Instruction. The faculty developed a set of clearly defined responsibilities for this position. Students are informed of his role at orientation, in a presentation to the COUN 503 class in the Counseling Program Handbook on page 1 and in the Fieldwork Manual on page 6. (Appendix III.A.7).

The Coordinator of Clinical Instruction is responsible for the following: •

Coordinating all clinical experiences in each counseling program specialization:

Reviewing and approving all clinical instruction documents received by clinical instruction faculty

Meeting individually, when needed, with site supervisors, students and university supervisors and the Director of Field Experiences to: Answer specific questions regarding placement.

Suggest methods for meeting site clinical instruction requirements.

Address concerns with student progress and suggest methods for improvement.

Meeting with all students enrolled in clinical instruction courses once a semester in a group setting

Preparing cases and providing training on case conceptualization and intervention planning

Attending group meetings of university and site supervisors during the year

Developing and validating assessment tools used in clinical instruction

The Counseling Program also has a Director of Fieldwork Experiences, Peggy Hetherington, who is assigned half-time to the unit. She works with the Coordinator of Clinical Instruction and has specific responsibility for arranging for student practicum and internship placements, communication with clinical instruction site supervisors and university supervisors, clinical instruction data management and arranging for meetings and events related to clinical

53 supervision. Students are informed of her role at orientation, in a presentation to the COUN 503 class in the Counseling Program Handbook on page 1 and in the Fieldwork Manual on page 6.

(Appendix III.A.7).

4. If the counselor education academic unit operates a clinical facility, there must be a facility director who: a. is responsible for the overall operation of the facility, b. has identified responsibilities, and c. works closely with the clinical coordinator.

The Counseling Program at USD does not operate a clinical facility.

Standard IV. C: Adjunct Faculty The counselor education academic unit may employ adjunct and/or affiliate counselor education faculty who 1. hold graduate degrees, preferably from CACREP accredited programs; 2. have relevant preparation and experience in the assigned area of teaching; 3. identify with the counseling profession through memberships in appropriate professional organizations (i.e., ACA and its divisions, branches, and affiliate organizations) and appropriate certifications (e.g., NCC) and/or licenses (e.g., LPC) pertinent to the profession; and 4. understand the mission, goals, and curriculum of the program.

See Adjunct Faculty Vitae arranged alphabetically (Appendices, Volume II).

Standard IV. D: Professional Activities During the three-year period preceding the date of application for program accreditation, core faculty should have engaged in activities of ACA and/or other professional activities including all of the following:

1. development/renewal (e.g., attended appropriate professional meetings, conventions, workshops, seminars); 2. research and scholarly activity; and 3. service (e.g., program presentations, workshops, consultations, speeches, direct service).

All of the core faculty members are active in one or more professional associations. Faculty members attend conferences and other professional development activities yearly. The School of Leadership and Education Sciences (SOLES) provides support for travel and fees for these

54 activities. See Faculty Handbook page 110 for Travel Policy. All core faculty complete research and scholarly projects yearly. Several of the core faculty have received Faculty Research Grants in SOLES during the past three years and others have received funded grants from other sources.

See the Faculty Handbook page 76 for the policy on Faculty Research Grants. All faculty in SOLES are expected to do University and Community Service and are evaluated in this area during yearly faculty reviews. The Annual Faculty Planning and Evaluation Report process is described on page 70 of the Faculty Handbook. Please see the Vitae of the core faculty.

(Handbooks and Vitae are found in the Appendices, Volume II).

Section IV. E: Administrative Assistance Adequate clerical assistance, technical equipment and support, software, and training are available to support faculty activities and the operations of the program and are commensurate with similar graduate programs.

The Counseling Program shares a fulltime executive assistant with the Marriage and Family Therapy Program. The executive assistant provides support for program courses, provides support of faculty research activities, maintains student records, maintains administrative records for program, coordinates the admissions process for the program, and assists in planning and facilitating program events. The program is able to access additional administrative assistance and work study student help when needed for special projects. Our executive assistant meets regularly with the other executive assistants in SOLES under the coordination of the Budget and Operations Manager. Executive assistants regularly attend training for their responsibilities over by the university.

We also have access to a Technology Services Consultant through University IT services who works with faculty in design and update of the Counseling Program Website and supports faculty who are utilizing online course platforms and university provided software. The consultant provides individual and group training to faculty ad faculty and our executive assistant can attend a variety of training programs related to technology offered campus-wide. We also have two computer labs in our building that are maintained by University IT services.

Section IV. F: Assignment of Faculty Program faculty members are assigned to provide classroom and clinical instructional services only in areas for which they have demonstrated knowledge and skills.

Class assignments and schedules are developed by the Counseling Program Director in consultation with the faculty. Faculty members are assigned to Clinical Instruction courses with approval of the Coordinator of Clinical Instruction. Faculty are assigned courses in the core and in their area of specialization based on their educational training, professional experience and areas of interest. See core faculty vitae. (Appendices, Volume II).

55 Section IV. G: Recruitment of Faculty

The counselor education academic unit has made systematic and long-term efforts to attract and retain faculty from different ethnic, racial, gender, and personal backgrounds representative of the diversity among people in society.

One of the primary goals of the department has been to recruit and retain fulltime and adjunct faculty members from diverse groups By rank, gender, and ethnic background, the diversity of full-time faculty and adjunct faculty who teach core and specialization courses for (AY 20062007) is as follows:

Demographics Female Male African American Asian American Hispanic/Latino(a) Native American Physically Disabled White

Assistant Professor

Associate Professor

Adjunct Professor

1 0 0 0

1 3 1 0 1 0 0 2

8 2 2 2 2 0 0 4

0 0 1

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56 Section IV. H: Technical Support Adequate assistance, including technical support and professional development activities, is available for faculty members who are engaged in distance learning.

The University of San Diego supports WebCT/CE6 as the course platform for distance learning.

WebCT facilitates the creation of web based educational strategies and media. It can be used to create entire online course or to publish materials that supplement existing courses. The Academic Computing department at USD offers a comprehensive set of workshops for faculty wanting training in WebCT. A fulltime staff member, Shahra Meshkaty, is assigned to support faculty and students using WebCT services. The SOLES unit also offers workshops and individual assistance to new faculty using this resource. Faculty members in the program have engaged in online teaching for 10 years. An online component has been offered in courses in Development, Research, Assessment and Theories and other courses utilize technological tools like instructor websites and class listservs.

The Counseling Program also hosted the training for the Distance Counseling Credential (DCC) at USD in 2005 and the Program Director and one adjunct faculty member attended the training and are certified as DCCs.

57 SECTION V: ORGANIZATION AND ADMINISTRATION A. Program descriptions and requirements are published and disseminated to all prospective students.

Program descriptions and requirements are disseminated to prospective students in several ways.

The university produces a Graduate Bulletin that includes descriptions of all graduate programs on campus as well as university wide graduate student requirements, policies and services. The Graduate Bulletin is updated every two years and is available online at the University of San Diego Website and in a hard copy.

A program description and requirements for admission is also available on the specific website for the counseling program. Potential and current students can access the Counseling Program Handbook at this website. This document is updated yearly and contains program descriptions and requirements as well as program –specific policies and SOLES-wide policies. A hard copy of the Counseling Program Handbook is also disseminated at orientation to all entering students.

Prospective students also receive information about program descriptions and requirements through Counseling Program brochures and handouts that are distributed at various events like our Fall Open House, at graduate program fairs on and off campus and through the office of the SOLES Direction or Recruitment (DOR).

B. A clear procedure for responding to inquiries of prospective students has been identified and carried out.

The School of Leadership and Education Sciences has a Director of Recruitment (DOR), Michelle Tillman, who is often the first contact for prospective students. Students receive information on general graduate admissions procedures through the Graduate Admissions website http://www.sandiego.edu/admissions/graduate/. The SOLES Director of Recruitment also maintains a specific section on the SOLES Website with information on how to contact her and specific dates and requirements for admissions to various SOLES programs. http://www.sandiego.edu/academics/soles/prosstudents/ The DOR keeps a log of student inquiries and forwards program specific requests for more information to the Counseling Program Director.

The Counseling Program Website also maintains information on how to contact the Program Director and the specialization coordinators by phone and email with specific questions about the program. Prospective students often make phone and in-person appointments with program faculty prior to admission.

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58 C. Prior to or at the beginning of the first term of enrollment in the program, the following should occur for all new students: 1. a new student orientation is conducted; and The Counseling Program holds several types of orientation activities. The week before fall classes began the School Counseling Program held an orientation specifically for students of their program while the Career and College Specializations held an orientation for students in both areas. All the students met for an hour-long program-wide orientation and opportunity to meet the faculty. A copy of the Orientation Packet for students will be available for the visiting team to review. The Counseling Program orientation was followed by the SOLES orientation for all new graduate students.

2. a student handbook is disseminated that includes the institution’s and/or program’s: A Counseling Program Handbook is updated and disseminated yearly on the SOLES Website and at the orientation sessions. (Appendices, Volume II). Students who are unable to attend the group orientation receive a hard copy of the handbook through their program advisor or in the COUN 503 Professional Orientation and Ethics in Counseling Course. a. academic appeal policy, The School of Leadership and Education Sciences has a Grade Grievance Procedure that is standard for the entire unit. This policy is included in a section of the Handbook for Graduate Student Policies and is found on 5-6 in the 2007 – 2008 Handbook. (Appendices, Volume II). b. student retention policy explaining procedures for possible student remediation and/or dismissal from the program, The School of Leadership and Education Sciences has a Student Dismissal Procedure that is standard for the entire unit. It is a outlined in the Handbook for Graduate Student Policies on page 9. (Appendix I.B.5). A student can be asked to meet with an advisor and to begin the process described in the Dismissal Procedure for a variety of reasons including: failure to meet academic progress standards, failure to make satisfactory progress in the development of academic and practitioner skills, concerns related to satisfactory delivery of services during fieldwork or questions of academic integrity. c. written endorsement policy explaining the procedures for recommendation of students for credentialing and employment, Faculty members in the Counseling Program have developed an Endorsement Policy that is included in the Counseling Program Handbook on pages 18-19 and in the Fieldwork Manual on pages 4-5. (Appendices, Volume II) It addresses the provision of individual verbal or written recommendations as well as policies that apply when students apply for the State of California’s Pupil Personnel Services Credential.

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59 d. information about appropriate professional organizations (i.e., ACA, its divisions and/or branches), involvements, and activities potentially appropriate to students in the program, and The Counseling Handbook on page 18 contains an endorsement of membership in professional organizations and encouragement to attend professional meetings and conventions. It also informs students of stipends that are available from the Graduate Student Association to support conference attendance. Information about ACA followed by a listing of websites for ACA and its national and state affiliates is also included in the 2007-2008 Counseling Program Handbook on pages 19-20. (Appendices, Volume II) e. mission statement and program objectives.

The Counseling Program’s Mission is explained in the program handbook (Appendix II.A.3) and the Ten Learning Outcomes for the program are also presented in the handbook on pages 5-6.

(Appendix III.G.2)

D. The program has procedures for disseminating current information to all students enrolled in the program, and associated personnel.

The Counseling Program has several ways to disseminate current information to all students enrolled in the program and associated personnel. All Counseling Program students are required to have a USD email account and all current students are added to the Counseling Program's listserv GRADCOUN. Administration of this listserv is provided by the Counseling Program Director who updates membership and regularly sends all updated information on the program and on important dates related to progression through the program to the listserv. Faculty, alumni and current students regularly send out program information, community activity and internship and job information. Alumni members can also participate in the listserv and have been particularly active in sharing job information with students. A second source used by students and faculty is the Counseling Program website that includes updated information on the program, important dates related to progression through the program and to professional events, access to forms needed for Clinical Instruction and links to websites for professional associations http://www.sandiego.edu/academics/soles/acadprog/counseling/.

E. The recommended ratio of FTE students to FTE faculty is 10:1.

The Counseling Program has 5 fulltime faculty assigned to the counseling program. In fall of 07 we also have Dr. Brain Canfield assigned for two courses (two-thirds load) and adjunct faculty working with the program and a halftime Director of Field Experience that adds an additional faculty FTE of 3.0, so the program has FTE faculty of 8.0. The SOLES Office of Assessment Graduate Records computes fulltime equivalent student statistics for all graduate programs in the school and published it in the Fall 2007 Enrollment Report. (Appendix V.E). In Fall 07 the

60 Counseling Program has FTE students of 64.13 and in Fall 2006 we had FTE students of 57.4 so we are in compliance with the recommended ratio.

F. The teaching loads of program faculty are consistent with those of the institution’s other graduate level units that require intensive supervision as an integral part of professional preparation and incorporate time for:

All faculty in SOLES are required to maintain a 9 semester unit load. Faculty members in the Counseling Program are held to that ratio. Load credit is give for teaching and supervision and faculty also get load credit for dissertation work with committees, release time bought with faculty research grants or for research or professional service supported by outside grants.

1. advising and supervising student research using formulae consistent with established graduate school policies within the institution; The faculty members in the program divide students by specialization to assign specific program advisors and have approximately equal numbers of first and second year students. Additional advising for students on clinical instruction issues is provided by the Director of Field experiences and the Coordinator of Clinical Instruction. Advice on registration, course schedules, graduation deadlines and other administrative information is provided by announcements on the program listserv GRADCOUN. Faculty members use a combination of in-person and email consultation with students. Faculty members are required to maintain five hours a week of inoffice advising hours which is a university wide standard. See page 47 of the Faculty Handbook.

(Appendices, Volume II). The program provides a comprehensive advising experience consistent with graduate school policies.

2. maintaining knowledge and skill as a counselor educator, which ordinarily includes ongoing scholarship and service; and SOLES requires all faculty to maintain an ongoing research and service agenda that is reported yearly to the Dean of SOLES through the Annual Faculty Planning and Evaluation document the policy is on page 70 of the Faculty Handbook. (See Appendices, Volume II). Salary awards are made on the basis of this document. Counseling Program faculty are actively involved in research, publication and professional presentations and also do extensive professional and community service (See Faculty Vitae in Appendices, Volume II).

3. administrative responsibilities (if applicable).

The Counseling Program Director receives three semester units of release time during the Fall and Spring semesters for program administrative. The Program Director is expected to also do a substantial amount of administrative work during the summer and is compensated with pay equivalent to one month’s salary. The policy for support and compensation for program directors is a SOLES-wide policy. SOLES also provides compensation for faculty to maintain

61 advising hours and to support participation in orientation activities for new students that might be scheduled during a summer term.

G. Graduate assistantships for program students are commensurate with graduate assistantships in other clinical training programs in the institution.

The University of San Diego does not have a program for graduate assistantships in the program.

There are graduate assistantships available throughout the campus in student services departments like resident life, the career center, service learning, student affairs, international resources and Counseling Program students fill a number of these positions on campus since they have the skills and training in working with students that departments are seeking. The academic unit, SOLES has had money for Graduate Teaching Assistantships and the Counseling Program received a share of these based on enrollment. A three unit award required students to work with a program faculty member for five hours a week for the semester and the student received tuition waiver for one three-unit course. This policy was changed in 2006 and the Counseling Program now has Merit Award money for new and continuing students that is awarded through an application and review process.

H. A written policy has been developed to recruit students to represent a multicultural and diverse society has been developed and is implemented by program faculty.

The Counseling Program is dedicated to training a diverse group of counseling professionals to meet the needs of the needs of potential employment sites for its graduates. The faculty developed a specific Recruitment Policy (Appendix IV.H.1). The Counseling Program has implemented this policy. We have the highest percentage of diverse students among the SOLES units. See Fall 2007 Enrollment Demographics Report compiled by the SOLES Office of Assessment (Appendix V.H).

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62 USD Counseling Program Ethnicity Report: Fall 2007 The program had 95 students registered in Fall 2007 and one student on leave.

Gender

Male

Female

School College Career

8 4 4

34 22 23

Total

16

79

Ethnicity

Totals

African American Asian America Caucasian Hispanic Native American Unknown

2 5 35 25 2 26

Total

95

The category unknown indicates the student declined to fill in the information on Ethnicity on the Application Form.

I. The program admissions criteria, as well as selection and retention procedures, are distributed to prospective students. The criteria and procedures include consideration of Applicants to the program receive specific information about the admissions criteria in the Graduate Bulletin in place during the year of application. The Graduate Bulletin is available online http://www.sandiego.edu/about/gradbulletin/ and this information is also on pages 136 of the hard copy of the Graduate Bulletin. (Appendix I.B.1). Information about the program admissions requirements is also available in the program brochure which is handed out to prospective applicants at SOLES Open House and at Recruitment Fairs. The Director of Recruitment and for SOLES is also knowledgeable about the program admissions criteria and process for evaluating candidates and answers questions of applicants by email and phone.

1. input from regular, adjunct, and affiliate program faculty; The regular faculty review yearly the program admissions criteria and procedures for selection and retention during Fall program faculty meetings. The Graduate Bulletin is updated every three years and all faculty, including adjuncts, are asked to review the Graduate Bulletin copy.

Adjunct faculty, affiliate sites utilizing our internship students and program alumni are aware of our program descriptions and often ask for program information and brochures because they are some of our most productive recruiters for the program.

2. each applicant’s potential success in forming effective interpersonal relationships in individual and small-group contexts; Table of Contents

63 The applicant’s potential success in forming effective interpersonal relationships is evaluated in several ways. The applicant is asked to present evidence of interpersonal skills and relevant experiences in the Application Essay. (Appendix V.I.2) The Recommendation Form used by applicants to the program asks for the recommender to rate the applicant on a variety of interpersonal skills. (Appendix V.I.3). All School specialization applicants undergo first a screening of their total application file. Faculty reviewers fill out the Application Review Form.

(Appendix V.I.4). Then candidates are interviewed by phone for initial screening using a Phone Script (Appendix V.I.5). Faculty interviewers fill out the Phone Interview Form. (Appendix V.I.6). School specialization applicants attend a group interview session, if possible. Applicants who cannot attend the group session are interviewed further by telephone. The candidates are evaluated using a Teamwork Group Interview Form (Appendix V.I.7), a Cultural Competence Activity Rating Form (Appendix V.I.8), and a Critical Thinking Activity Rating Form.

(Appendix V.I.9).

3. each applicant’s aptitude for graduate-level study, including technological competence and computer literacy; The Counseling Program evaluates the applicant’s aptitude for graduate-level study in the review of the application and during the phone interview. The program has a minimum GPA requirement of 2.75 (4.00 scale) that is listed in the Graduate Bulletin http://www.sandiego.edu/about/gradbulletin/ and on the SOLES Website and successful applicants exceed this minimum GPA Transcripts of undergraduate work are reviewed with specific attention to performance in courses relevant to the degree and the GPA attained during the final two years. Recommendation forms are also reviewed for discussion of academic abilities and specific examples of performance. Recommenders are specifically asked to discuss and rate the applicant’s readiness for graduate work Applicants are also asked to discuss their academic work and their perceived strengths in academic performance and to identify areas that they want to work on during the phone or in-person admissions interview. (All of these rating forms were discussed in section 2).

Applications for the program are submitted online and applicants have email contact with program faculty during the process. The majority of applicants have completed undergraduate work or graduate courses in the past five years when technological competence has been required for course assignments like developing and presenting a PowerPoint presentation. The program faculty has developed a Technological Competencies for Counselors (Appendix II.K.1) form that our admitted students receive in the COUN 503 Professional Orientation and Ethics course taken early in the program. Students fill out the form for existing skills and then plan on when they will complete experiences to develop any competencies not already present 4. each applicant’s career goals and objectives and their relevance to the program; and Applicants specifically provide information on career goals and objectives in their application essays and during the phone or in-person interview process. Fit of student goals to the program’s objectives is evaluated using the application and interview forms discussed in previous sections.

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64 5. each applicant’s openness to self-examination and personal and professional selfdevelopment.

Counseling program selection process is comprised of two parts and rubrics are used to ensure consistency across evaluators. The process includes completion of an evaluation of the applicant’s admissions materials rubric by two program faculty and completion of an applicant interview rubric as previously discussed. Both components are framed in terms of the applicant’s readiness to participate in a professional services program and develop its expected content expertise. This entails a full review of the applicant’s GPA, prior professional and educational experience, recommendations, and a personal written reflection. The applicant’s admissions essay as well as responses to specific questions during the phone interview requires the candidate’s self-reflection about academic strengths as well as dispositions toward working with diverse populations.

J. Admission decision recommendations are made by an academic unit’s selection committee.

Admissions decisions are based on the evaluation rubrics of the applicant’s admissions papers which are completed by two program faculty and the evaluation of the interview rubric completed by one program faculty member. The school specialization has a team including faculty and the Director of Field Experiences which reviews all the rating forms and determines the applicants that will be sent an acceptance to the program. The specialization coordinator signs off on the recommendation for admittance and also recommends the advisor to be assigned to admitted candidates. The Program Director also reviews the evaluation materials and the admittance decision and then also signs the admissions form and forwards it to Graduate Admissions.

K. Effort is made to secure financial assistance for students in the program, including all of the following:

1. monitoring to ensure that the program receives a proportionate share of institutional funds allocated for such purposes; and The Counseling Program Director participates in the Dean’s Council Meetings with other directors where reports on USD and SOLES financial aid allocations are presented. The university has also provided funds for Merit Scholarships for the first time in Academic Year 2006. These funds are used to recruit and retain quality students. The Counseling Program submitted a request for Merit Scholarship awards for students admitted in Summer and Fall 06 in the amount of $76,000 out of a fund of $250,000 for the school and all these requests were funded. The Counseling Program was able to award $90,000 to students admitted in Summer and Fall 07.

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65 2. informing students of available loans, part-time work, graduate assistantships and fellowships, and other sources of financial aid.

A complete listing of financial aid sources and procedures for university wide financial aid as well as SOLES-specific aid is found on the SOLES Website and in materials passed out by the USD Financial Aid office. Financial aid information for prospective students is passed out at Program Open Houses and additional information on financial aid opportunities is available at the Counseling Program and SOLES orientation sessions held each fall. Updates on financial aid deadlines and other opportunities for graduate program support are disseminated to current students through the program listserv GRADCOUN. The Assistant Dean of SOLES oversees the SOLES-specific financial aid opportunities and meets with students to provide information on these programs and also handles concerns related to financial aid awards from the university financial aid office.

Information on graduate assistantships and part-time employment is disseminated to students through GRADCOUN. The program director, regular and adjunct faculty, university offices, students and alumni and community employers all send information on professional positions, paid internships and other sources of support for graduate students to the program listserv GRADCOUN. L. Students have an assigned faculty advisor at all times during enrollment in the program. Students, with their faculty advisor, develop a planned program of study prior to the completion of twelve (12) semester or eighteen (18) quarter hours of graduate study. The planned program of study identifies the following: 1.

2.

3.

4.

5.

program prerequisite curricular experiences, core curricular requirements, specialized curricular experiences, supervised practicum and internship requirements, and appropriate elective curricular requirements.

An admitted student receives an admittance letter that lists the specific faculty member that will serve as the student’s advisor. The student makes an appointment to meet with the advisor before the semester when the student will enroll for the first time and receives information about program requirements including core courses, specialization requirements, clinical instruction courses and requirements and possibility of an elective course for the specialization. A Program Planning Form specific to the student’s specialization area is completed which includes a projected sequence of courses for the student’s entire program. (Appendic V.L). The student is given a copy of the form and a copy is placed in the student’s program folder kept in the administrative offices. The specific program requirements for each specialization and detailed information about supervised practicum and internships requirements is also available in the Counseling Program Handbook on pages 6-7 (Appendix III.A.6) and 13-14 (Appendix III.G.1) and on our Website.

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66 SECTION VI: EVALUATIONS IN THE PROGRAM A. Program mission, objectives and student learning outcomes are developed and revised when necessary through self-study on a regular schedule. This evaluation process is based on input from program faculty, current and former students, and personnel in cooperating agencies.

The current Counseling Program Mission and Vision statements and the Program Learning Outcomes were developed in 2002 as part of the units’ strategic planning process. The Mission and Vision were aligned with the School of Education’s Mission and Vision. The Mission and Vision statements and the Program Learning Outcomes have been reviewed annually in Faculty meetings. In preparation for our Fall 2004 NCATE and CCTC combined site visit the program also reviewed the mission and vision statement and contributed input on how our mission and vision support the Conceptual Framework of the Professional Education Unit to be reviewed for NCATE. See pages 22-23 in the Counseling Handbook. (Appendix II.F.1) We review the Mission and Vision statement when we do yearly website updates. In the 2006-2007 Academic Year the School of Leadership and Education Sciences (SOLES) worked on the institution-wide Strategic Planning process and developed a new SOLES Vision Statement and Strategic Plan which is on pages 3-4 of the Faculty Handbook and on the SOLES Website (Appendix III.A.2).

During Academic Year 07-08 the individual programs in SOLE, including the Counseling Program, will work on updating, if needed, our mission statement, and formulating a vision statement. We will also develop specific Counseling Program goals related to Goals I, II, III, and IV of the SOLES Strategic Plan.

The School of Leadership and Education Sciences has been developing a comprehensive assessment plan for all its program since 2002 as part of a plan to meet outcome assessment requirements from NCATE, CCTC, AAMFT and CACREP. The school funds an Office of Assessment and the current director, Dr. Linda Seifert, works closely with all programs to develop instruments, analyze data from program outcome measures, develop and distribute student, alumni and employer surveys and assist with development of accreditation documents.

The School Counseling specialization is part of the Professional Education Unit under NCATE and Dr. Rowell, the school specialization coordinator and Peggy Hetherington, the Director of Field Experience as well as Dr. Zgliczynski, the Program Director, worked closely with Linda Seifert in analyzing program data for the accreditation document and writing the school counseling sections. The school compiles an annual report for NCATE which includes a section on the school counseling specialization. Dr. Seifert assists the unit in analyzing the data collected from students and supervisors during practicum and internship experiences. She is currently working with the Counseling Program to update our surveys of exiting students and alumni.

The Counseling Program developed our ten Program Learning Outcomes in 2002 and at that time did a course by course analysis to see where the outcomes were being addressed in courses and information about specific Program Learning Outcomes addressed in each course was added to the syllabi in Fall 2003. The fit of Learning Outcomes to each course is assessed when updates are made to the syllabus each semester. In 2003 the Counseling Program decided we would use

67 the Learning Outcomes as the basis for the program’s assessment of outcomes for students enrolled in the Internship/Fieldwork courses. The process has each student systematically addressing the development of the Learning Outcomes during the two semesters of internship/fieldwork.

Students complete the CACREP Learning Outcomes and Course Competency Requirements form and turn it in to their seminar instructors who sign off that students have completed all ten outcomes. (Appendix VI.A). We piloted the form in 2003-2004 and students were asked to give feedback on the process and modifications were made so that now students work on half of the Learning Outcomes in semester one of the internship experience and half during the second semester. On-site supervisors were also consulted about the appropriateness of the outcomes for the site and the services.

B. The program faculty conduct a developmental, systematic assessment of each student’s progress throughout the program, including consideration of the student’s academic performance, professional development, and personal development.

The Counseling Program is designed to train competent counselors who have the knowledge, dispositions and skills required by the credentialing and accrediting agencies specific to our field.

We have designed a core set of courses for all students that are based on the CACREP AND NBCC standards. School counseling competencies are based on the CACREP School Specialization Standards and the California Commission for Teacher Credentialing (CCTC) standards for the Pupil Personnel Services credential. We expect our students to demonstrate knowledge of the ethical codes of our profession and to demonstrate the application of the codes in: a) course projects, activities and tests; b) in their work with clients during practicum and fieldwork/internship and c) on our comprehensive examination. Students also are made aware of the knowledge, attitudes and skills required for a counselor to be considered culturally competent as lists in the American Counseling Association Standards for Multicultural Counseling as they are assessed on these in individual courses, in the evaluations done in fieldwork/internship and on the comprehensive examination.

Counseling Program Assessment Strategy Pre: During the admissions review process the applicant is asked to present evidence of academic performance, professional orientation and interpersonal skills and relevant experiences in the Application Essay. (Appendix V.I.2) The Recommendation Form used by applicants to the program asks for the recommender to rate the applicant on these areas. (Appendix V.I.3). All School specialization applicants undergo first a screening of their total application file. Faculty Then candidates are reviewers fill out the Application Review Form. (Appendix V.I.4). interviewed by phone for initial screening using a Phone Script (Appendix V.I.5). Faculty interviewers fill out the Phone Interview Form. (Appendix V.I.6). School specialization applicants attend a group interview session, if possible. Applicants who cannot attend the group session are interviewed further by telephone. The candidates are evaluated using a Teamwork

68 Group Interview Form (Appendix V.I.7), a Cultural Competence Activity Rating Form (Appendix V.I.8), and a Critical Thinking Activity Rating Form. (Appendix V.I.9).

Throughout Program First Semester 1. In COUN 503 student completes a self-assessment of counseling competencies paper which is submitted including identification of areas to be developed with specific goals for development 2. In all the counseling courses professors give clear descriptions of the assignments and assessment approaches that will be used in individual classes and the criteria to be applied to obtain grades and demonstrate competence in the areas addressed by the class.

3. In COUN 504 Prepracticum the student practices basic helping skills presents videotapes of these skills. At the end of the course the student completes the Prepracticum Student Self Assessment (Appendix VI.B.1) and the Course Instructor completes the Prepracticum Instructor Assessment (Appendix VI.B.2).

4. We want students to develop commitment to professional growth during and after their degree program. Our students demonstrate their professional disposition by participation in local, state and national meetings.

5. Students also demonstrate a positive disposition toward the profession through participation in Chi Sigma Iota international counseling honorary and meet a GPA and units requirement for initiation.

Mid Program: Problem with a student: At any time a regular or adjunct faculty member can submit a form asking that a student be cased in a faculty meeting. Data on student problem is presented, a decision on intervention is made and advisor meets with students. Plans for addressing the problem and a timeline are entered into the student file. Follow-up on success of plan is also entered into file.

Prior to Practicum: Students complete the Clinical Instruction Benchmark Assessment (CIBA) and Practicum Certification Form process. The procedure requires that the student arrange and interview with the program advisor and complete a process that requires reflection on development of helping skills and professional orientation as a counselor. The advisor signs the Practicum Certification Form and it is also reviewed and signed by Coordinator of Clinical Instruction. If the student is deemed not ready for Practicum, plans for addressing problems and a timeline for completing recommended procedures to improve readiness will be developed.

Practicum: Student does analysis of own counseling sessions with clients on site, reviews own videotapes and that of classmates, and receives feedback from university and onsite supervisor and classmates. At the end of the course the student and the course instructor completes the Practicum Student Assessment. (Appendix VI.B.3).

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69 Pre Internship/Fieldwork 1. Student does a self evaluation which is shared with university and onsite supervisor and plans specific goals for internship 2. Student documents 25 hours of personal counseling completed. Purpose of this requirement is a. Personal Growth b. Experience with Counseling Process from Client Perspective c. Opportunity to work on areas developed in self-assessment or suggested by program faculty and specific advisor

End of Program: Fieldwork/Internship 1. Onsite supervisor does a written evaluation using the Fieldwork Intern Assessment Form (Appendix I.B.4) which is found on pages 31-34 of the Fieldwork Manual. (Appendices, Volume.2). This document also becomes a part of the permanent record for the student.

2. Students keep a Fieldwork Daily Log Sheet (Appendix III.A.4) of services delivered on the site and it is signed by supervisor to verify that number of hours required and other specific requirements on service provision related to PPS credential have been met.

(Pages 20 and 21 of Fieldwork Manual, Appendices, Volume II).

3. Coordinator of the PPS credential program checks that students has met all credential requirements and signs off on form sent to credential analyst when student requests the credential packet be sent in to state at end of program.

4. Students complete the CACREP Learning Outcomes and Course Competency Requirements form and turn it in to their seminar instructors who sign off that students have completed all ten outcomes. (Appendix VI.A).

Testing 1. All of our students complete a written Comprehensive Examination that is taken during the last semester of the program. Students write to two case studies appropriate to their area of specialization. Specific rubrics for grading the two exams and minimum scores for passing are used. (Appendix VI.B.4).

2. Many of our graduating students take the National Counselor Examination during their last semester of the program. This exam has 200 multiple choice questions over the 8 core areas of our counseling program. Last spring 22 of the approximately 28 graduates we had took this exam. We get aggregate data on results but not individual student results.

C. Faculty establish a comprehensive, integrated plan of program evaluation, indicating how the mission, objectives, and student learning outcomes are met. Program evaluations must be ongoing, with formal evaluation occurring as follows: 1. an annual evaluation that documents how, where, and the extent to which program objectives are addressed in course syllabi;

70

Course syllabi are updated each semester that the course is taught and a copy of the syllabus is sent to the administrative assistant to be kept on file. The Program Director reviews the syllabi to insure that the updated syllabi list the Program Learning Outcomes that are being addressed and also address the appropriate CACREP standards that the faculty determined are supposed to be in each core and specialization class.

2. a review by program faculty of programs, curricular offerings, and characteristics of program applicants; Ongoing reviews of components of the Counseling Program occur throughout the year at faculty meetings. In September and October the Program Director makes reports on characteristics of applicants who were admitted the previous year and have enrolled and the faculty decide on any changes to the admissions process that need to be made. Also in the September meeting the faculty reviews any problems that have occurred with the start of the semester – course, student, clinical instruction placement and plans for correction are made.

Courses are reviewed regularly as explained in C.1 for alignment with CACREP and CCTC standards and with our plan for implementing the ten Learning Outcomes. Changes in existing courses or new courses are proposed and voted on by faculty and then are forwarded to the SOLES Curriculum committee and their recommendations are voted on by entire SOLES faculty before changes can be made.

Each year at the end of Spring semester the Counseling Program is required to complete an Annual Report 2006-2007 to report on goals and objectives met for that Academic Year and to set goals for the coming year (Appendix VI.C.2). In preparation for this report several faculty meetings in spring are used for reports from specialization areas, a review of how objectives were addressed during the year and activities to develop and assess goals for the next year are discussed.

3. at least once every three years, program faculty conduct and document findings of formal follow-up studies of program graduates to assess graduate perceptions and evaluations of major aspects of the program; The entire SOLES unit completes a formal follow-up study of graduates which assesses graduates perceptions and evaluations of the program. The last assessment was done in Summer of 03 as part of the preparation for the NCATE review. See 2003 Counseling Program Survey and Results (Appendix VI.C.3.1). The Director of Assessment for SOLES, Dr. Linda Seifert, developed in 2007 a new survey of graduates to be used by all programs and is completing work with the Counseling Program in developing specific questions for graduates who will give us perceptions on how counseling coursework and internship experiences prepared them for their current professional counselor roles. That survey will be distributed through the SOLES Office of Assessment in early spring. (See Appendix VI.C.3.2) The decision was made to hold up the survey past the three year cycle to allow for the development of the new instrument and to better coordinate with the other programs which

71 needed to do the survey during this year in preparation for the next NCATE evaluation since the school counseling specialization is part of the professional unit for NCATE. 4. at least once every three years, program faculty conduct and document findings of formal follow-up studies of clinical site supervisors and program graduate employers to assess their perceptions and evaluations of major aspects of the program; The Program has a yearly meeting of Site Supervisors that is held in May. Site supervisors fill out a form and share perceptions of the program and suggestions for change. (Appendix VI.C.4.1) We also review yearly the compilation of the evaluations of our interns that are done by the site supervisors. Onsite supervisors evaluate interns using the Fieldwork Intern Assessment found in the Fieldwork Manual pages 31-34 (Appendix I.B.4). The SOLES Director of Assessment is compiling the results for AY 2006-2007 and it will be made available to the site visit team. We find that site supervisors rarely make suggestions for procedures and our intern sites repeatedly place interns from our programs.

The entire SOLES unit completes a formal follow-up study of graduates which assesses perceptions and evaluations of the program by current employers of our graduates. The last assessment was done in Fall of 2003 as part of the preparation for the NCATE review. The Counseling Program will send out with the help of the SOLES Director of Assessment, Dr. Linda Seifert, a Program Follow-Up Study during the Fall 2007 semester to employers and site supervisors and results will be available to the visiting site team.

5. at least once every three years, program faculty document use of findings from VI. C.1, 2, 3, and 4 above in program modifications.

The program yearly reviews data on all aspects of our program. In fall we review the data collected on applicants who have subsequently enroll and discuss whether we need to make changes in our recruiting or application review process for the coming year.

In fall we also receive the aggregate data from the NCE- GSA results for our graduating students and faculty review the mean scores on the core areas and discuss areas that need to be addressed more fully based on the results.

Clinical instruction data is presented at monthly faculty meetings. Each semester university supervisors and instructors of clinical classes meet and review any concerns that have been reported or observed and policies are reviewed and modified and often additional items are added to handbooks and to our websites. Info collected at the May site supervisors meeting along with data collected on the evaluations by sites of our interns is presented to the faculty.

When the formal follow-up of graduates or employers is done every three years the SOLES Director of Assessment analyzes the data and provides summary results that are discussed at a

72 program faculty meeting and will lead to faculty decisions to amend policies, procedures or handbooks.

D. An official report that documents outcomes of the comprehensive program evaluation shall be prepared and distributed on a systematic basis (at least once every three years) to students currently in the program, program faculty, institutional administrators, and personnel in cooperating agencies (e.g., employers, site supervisors).

The Annual report for the Counseling Program is prepared yearly and disseminated to the Dean of SOLES and to all members of the Dean’s Advisory Council as well as to administrators in the Provost’s office of the University. When we have done a comprehensive document for a review

by NCATE, CCTC or the current CACREP evaluation study, that document is available to students, alumni and community internship sites.

E. Students have regular and systematic opportunities to formally evaluate faculty and the students’ curricular experiences.

Faculty are evaluated through a system of student course evaluations that are in place for all of SOLES. Results of the student course evaluations are given to fulltime faculty members and the results are discussed with the Dean who does the twice yearly goal setting and faculty evaluation for each fulltime faculty member in the program. The student course evaluations are also used as part of the ARRT – Tenure and Promotion process and course evaluations are included in the faculty member’s promotion papers and open to review by all faculty in SOLES.

F. Provide annual results of student course evaluations to faculty.

Fulltime and adjunct faculty receive a summary of the results of their student Course Evaluations the semester after each course or clinical experience is completed. (See Appendix VI.F.5)

G. present written faculty evaluation procedures to program faculty at the beginning of each evaluation period and whenever changes are made in the procedures.

Fulltime faculty in the Counseling Program are evaluated by the Dean of SOLES. The process is explained on page 70 of the Faculty Handbook. (Appendices, Volume 2).The Dean’s office sends out the required document and timelines for completion and submission and faculty schedule individual appointments with the Dean to discuss the content of the report submitted.

Yearly salary awards are based on the content of the Annual Faculty Planning and Evaluation Report. (Appendix VI.5.G) Table of Contents

73 STANDARDS FOR SCHOOL COUNSELING PROGRAMS In addition to the common core curricular experiences outlined in Section II.K, the following curricular experiences and demonstrated knowledge and skills are required of all students in the program.

Introduction to the School Counseling Program Candidates in the School Counseling Program plan to be school counselors in elementary, middle school/junior high and high school settings or to work with agencies serving K-12 children and their families. Candidates prepare for entry into the profession with knowledge, skills, and dispositions tied to cutting edge programs and practices in school counseling, including the National Model for School Counseling Programs and evidence-based practices in general. Candidates are prepared to provide counseling programs and services in three domains: academic development, career development and personal/social development. The program’s guiding tenet is that fully implemented comprehensive counseling programs are important to the creation and maintenance of healthy school climates and are a crucial element in improving student achievement.

The program was initiated in 1974 in response to a demonstrated need for school counselors in the San Diego region and beyond. Students in the School Counseling Program come from areas throughout California, the U.S., and other parts of the world. Graduates of our program hold school counseling positions in most school districts in San Diego country and also gain employment in other areas of the United States. (See Appendix SC for a listing or the professional positions of school counseling graduates).

The courses in the program have been developed to meet standards from CACREP and the California Commission on Teacher Credentialing (CCTC). The School Counseling Credential is regulated as a Service Credential within the CCTC system, and our program is one of 32 state approved programs for the Pupil Personnel Services – School Counseling Specialization credential. As such, the USD School Counseling Specialization has been certified as meeting the Standards for Quality and Effectiveness for the Pupil Personnel Services Credential in school counseling. These standards include 8 common standards for all credential programs as well as 16 generic standards for Pupil Personnel Services credentials and 16 specialization standards in core knowledge and professional skills and training in school counseling. It should be noted that, beginning with reissued standards in 2001, CCTC has endeavored to tie the School Counseling Specialization Standards to CACREP Standards. Thus, USD’s School Counseling Specialization has been orienting its program focus towards CACREP standards since our last program review in 2002. The school counseling program is also considered part of the professional education unit that was reviewed and received NCATE accreditation in 2005.

When students first begin the program, they are introduced to school counseling through observations in public and private schools and community agencies and through interviews with practicing professionals. In addition, students are encouraged to participate in volunteer and paid opportunities to work with school counselors. During the first year, students also are enrolled in a two course sequence consisting of COUN 508 Research Design (fall semester) and COUN 518 Organization of Student Services (spring semester). As a part of this sequence, students

74 participate in year-long action research projects in local school districts in collaboration with credentialed school counselors and counselor supervisors. Students present their findings at an annual forum and research symposium sponsored by the Center for Student Support Systems (CS3), which is the SOLES’ center linked with the Counseling Program. The forum is attended by local counselors, counselor supervisors, preservice school counselors, counselor educators, and others.

Throughout the program students are involved in directed observation and participation experiences in local schools. Practicum and fieldwork experiences are designed to provide the opportunity for students to demonstrate their knowledge of theory, their ability to plan and deliver individual and group interventions, and their skills in individual and group counseling and student advisement. Students at fieldwork sites also participate in course scheduling, consultation with staff and parents, community outreach and other assigned duties. In this manner, the University of San Diego seeks to prepare Pupil Personnel Services Specialists who are fully competent as school counselors.

The program’s emphasis on leadership and advocacy in school counseling prepares candidates to be innovators and program developers as well as exemplary counselors with a range of competencies in clinical skills and intervention practices. In addition, in 2002 the counseling program established the Center for Student Support Systems (CS3) as an educational and research center within the SOLES. With the support of the dean, CS3 has developed into one of only two national centers addressing school counseling reform partnerships between universities and practitioners in the field. CS3 is a local, state, and national educational and research center that advances understanding and practice in school counseling and related student support services.

Specialization Courses in School Counseling The specialization offers three required specialization courses that address the CACREP and CCTC standards for school counseling.

COUN 518 Organization of Student Support Systems is a three semester unit course where students learn to develop comprehensive plans for guidance and counseling services in K-12 settings and to evaluate service outcomes. Students develop leadership and advocacy skills for promoting quality counseling services designed to meet student needs.

COUN 536 Counseling Children and Youth in School Settings is a three semester unit course where students explore a variety of issues germane to K-12 counseling settings. Students also gain competence in counseling techniques and interventions appropriate to working in these settings. Additionally, students become familiar with, and practice, presentation and consultation skills suitable for working with students, parents, teachers, and other school staff.

COUN 537 Applied Techniques for Counseling in School Settings is a three semester unit course where students gain awareness of the history, stages and purposes of consultation and develop strategies to promote, develop, and enhance effective teamwork and partnerships within the school and greater community. Students also increase their knowledge and skill base to

75 effectively work with issues that may affect the development and functioning of students and explore in depth several specific models for counseling intervention.

The school specialization also has a specific practicum course COUN 588P and a specific Fieldwork course COUN 590F (taken twice for a total of six semester units).

A. FOUNDATIONS OF SCHOOL COUNSELING Course Syllabi 1. history, philosophy, and current trends in school counseling and educational systems; COUN 518 Organization of Student Support Systems 2. relationship of the school counseling program to the academic and student services program in the school; COUN 518 Organization of Student Support Systems 3. role, function, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school; COUN 518 Organization of Student Support Systems 4. strategies of leadership designed to enhance the learning environment of schools; COUN 518 Organization of Student Support Systems COUN 537 Applied Techniques for Counseling in School Settings 5. knowledge of the school setting, environment, and pre-K—12 curriculum; COUN 518 Organization of Student Support Systems COUN 536 Counseling Children and Youth in School Setting 6. current issues, policies, laws, and legislation relevant to school counseling; COUN 503 Professional Orientation and Ethics in Counseling COUN 518 Organization of Student Support Systems COUN 536 Counseling Children and Youth in School Setting COUN 537 Applied Techniques for Counseling in School Settings 7. the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling; Table of Contents

76 COUN 518 Organization of Student Support Systems COUN 515 Multicultural Counseling 8. knowledge and understanding of community, environmental, and institutional opportunities that enhance, as well as barriers that impede student academic, career, and personal/social success and overall development; COUN 518 Organization of Student Support Systems COUN 536 Counseling Children and Youth COUN 515 Multicultural Counseling 9. knowledge and application of current and emerging technology in education and school counseling to assist students, families, and educators in using resources that promote informed academic, career, and personal/social choices; and COUN 503 Professional Orientation and Ethics in Counseling COUN 590F Fieldwork in Counseling 10. ethical and legal considerations related specifically to the practice of school counseling (e.g., the ACA Code of Ethics and the ASCA Ethical Standards for School Counselors).

COUN 503 Professional Orientation and Ethics in Counseling

B. CONTEXTUAL DIMENSIONS OF SCHOOL COUNSELING Studies that provide an understanding of the coordination of counseling program components as they relate to the total school community, including all of the following: 1. advocacy for all students and for effective School Counseling Programs; COUN 518 Organization of Student Support Systems 2. coordination, collaboration, referral, and team-building efforts with teachers, parents, support personnel, and community resources to promote program objectives and facilitate successful student development and achievement of all students; COUN 518 Organization of Student Support Systems 3. integration of the School Counseling Program into the total school curriculum by systematically providing information and skills training to assist pre-K—12 students in maximizing their academic, career, and personal/social development; COUN 518 Organization of Student Support Systems COUN 536 Counseling Children and Youth in School Settings Table of Contents

77 4. promotion of the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate; COUN 518 Organization of Student Support Systems COUN 536 Counseling Children and Youth in School Settings 5. methods of planning for and presenting school counseling-related educational programs to administrators, teachers, parents, and the community; COUN 518 Organization of Student Support Systems COUN 536 Counseling Children and Youth in School Settings 6. methods of planning, developing, implementing, monitoring, and evaluating comprehensive developmental counseling programs; and COUN 518 Organization of Student Support Services COUN 508 Research Methods in Counseling 7. knowledge of prevention and crisis intervention strategies.

COUN 536 Counseling Children and Youth in School Settings COUN 518 Organization of Student Support Systems COUN 588P Practicum in Schools

C. KNOWLEDGE AND SKILL REQUIREMENTS FOR SCHOOL COUNSELORS 1. Program Development, Implementation, and Evaluation a. use, management, analysis, and presentation of data from school- based information (e.g., standardized testing, grades, enrollment, attendance, retention, placement), surveys, interviews, focus groups, and needs assessments to improve student outcomes; COUN 518 Organization of Student Support Systems COUN 508 Research Methods in Counseling b. design, implementation, monitoring, and evaluation of comprehensive developmental School Counseling Programs (e.g., the ASCA NationalStandards for School Counseling Programs) including an awareness of various systems that affect students, school, and home; COUN 518 Organization of Student Support Systems COUN 508 Research Methods in Counseling Table of Contents

78 c. implementation and evaluation of specific strategies that meet program goals and objectives; COUN 518 Organization of Student Support Systems COUN 536 Counseling Children and Youth in School Settings COUN 537 Applied Techniques for Counseling in School Settings COUN 508 Research Methods in Counseling

d. identification of student academic, career, and personal/social competencies and the implementation of processes and activities to assist students in achieving these competencies; COUN 518 Organization of Student Support Systems e. preparation of an action plan and school counseling calendar that reflect appropriate time commitments and priorities in a comprehensive developmental School Counseling Program; COUN 518 Organization of Student Support Systems COUN 590F Fieldwork in School Settings f. strategies for seeking and securing alternative funding for program expansion; and COUN 518 Organization of Student Support Systems g. use of technology in the design, implementation, monitoring and evaluation of a comprehensive School Counseling Program.

COUN 518 Organization of Student Support Systems COUN 503 Professional Orientation and Ethics in Counseling COUN 590F Fieldwork in School Settings COUN 508 Research Methods in Counseling

2. Counseling and Guidance a. individual and small-group counseling approaches that promote school success, through academic, career, and personal/social development for all; COUN 536 Counseling Children and Youth in School Settings COUN 537 Applied Techniques for Counseling in School Settings COUN 525 Group Dynamics COUN 588P School-Based Practicum Table of Contents

79 b. individual, group, and classroom guidance approaches systematically designed to assist all students with academic, career and personal/social development; COUN 536 Counseling Children and Youth in School Settings COUN 537 Applied Techniques for Counseling in School Settings COUN 588P School-Based Practicum COUN 590F Fieldwork in Schools c. approaches to peer facilitation, including peer helper, peer tutor, and peer mediation programs; COUN 536 Counseling Children and Youth in School Settings d. issues that may affect the development and functioning of students (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression and suicide) COUN 536 Counseling Children and Youth in School Settings e. developmental approaches to assist all students and parents at points of educational transition (e.g., home to elementary school, elementary to middle to high school, high school to postsecondary education and career options); COUN 536 Counseling Children and Youth in School Settings f. constructive partnerships with parents, guardians, families, and communities in order to promote each student’s academic, career, and personal/social success; COUN 537 Applied Techniques in School Settings g. systems theories and relationships among and between community systems, family systems, and school systems, and how they interact to influence the students and affect each system; and COUN 518 Organization of Student Support Systems COUN 537 Applied Techniques for Counseling in School Settings h. approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may reside in a home where substance abuse occurs.

COUN 536 Counseling Children and Youth in School Settings COUN 537 Applied Techniques for Counseling in School Settings COUN 505 Lifespan Development Table of Contents

80 3. Consultation a. strategies to promote, develop, and enhance effective teamwork within the school and larger community; COUN 537 Applied Techniques for Counseling in School Settings b. theories, models, and processes of consultation and change with teachers, administrators, other school personnel, parents, community groups, agencies, and students as appropriate; COUN 537 Applied Techniques for Counseling in School Settings c. strategies and methods of working with parents, guardians, families, and communities to empower them to act on behalf of their children; and COUN 537 Applied Techniques for Counseling in School Settings d. knowledge and skills in conducting programs that are designed to enhance students’ academic, social, emotional, career, and other developmental needs.

COUN 537 Applied Techniques for Counseling in School Settings COUN 518 Organization of Student Support Systems

Course Syllabi

Table of Contents

81 D. CLINICAL INSTRUCTION FOR SCHOOL COUNSELING For the School Counseling Program, the 600 clock hour internship (Standard III.H) occurs in a school setting, under the supervision of a site supervisor and a university supervisor as defined by Section III, Standard C.1-2. The requirement includes a minimum of 240 direct service clock hours.

The program must clearly define and measure the outcomes expected of interns, using appropriate professional resources that address Standards A, B, and C (School Counseling Programs).

Students in School Counseling complete a 600-hour internship/fieldwork (COUN 590F – Taken twice for a total of six semester hours), including a minimum of 240 hours of direct service with children, adolescents, teachers, staff, other school-related personnel, parents, advisory boards, and other human service professionals within elementary and secondary school settings. In addition, the balance of the internship meets all requirements as delineated in Standard III.I. At the end of each semester of Fieldwork, students are evaluated by the site supervisor on the specialization and clinical competencies using the School Specialization version of the Fieldwork Intern Assessment. (See Fieldwork Manual pages 31-34, Appendix I.B.4).

Table of Contents

82 Standards for School Counseling Programs Matrix Standard A.

History Counseling and Other Programs Role, Function and Identity Leadership Strategies

5. School Setting

518 518 518 518

588 537 588P, 590F, 536

7. Diversity Issues

518 503,518 536, 537 515

8. Opportunities and Barriers

518, 536

515, 537, 588

9. Technology

503

590F

10. Ethical and Legal

503

6. Current issues, policies, laws and legislation

C.

Additional Course Coverage

Foundations 1.

2.

3.

4.

B.

Primary Course(s)

508 518, 537, 588

Contextual Dimensions 1. Advocacy

518

536,

2. Coordination

518

588

3. School Counseling Program Integration

518

536, 588

4. Community Promotion

518

536

5. Planning and Presenting

518

536, 537

6. Comprehensive School Counseling Programs

518

588

7. Crisis Prevention and Intervention

536

518, 588P

Knowledge and Skill Requirements 1. Development, Implementation, and Evaluation a. School-based Data

508, 518

b. Comprehensive Programs

518

508

c. Strategies

518

536, 537, 508

d. Student Competencies

518

590F

e. Action Plan/Calendar

518

590F

f. Program Funding

518

g. Technology

518

503, 590F, 508

83

Primary Course(s)

Additional Course Coverage

a. Individual and Small Group Approaches

525,588P

536, 537

b. Individual, Group, and Classroom

536,588P

590F, 537

c. Peer Facilitation

536

537

d. Development Issues

536

537, 588, 505

e. Educational Transition Points

537

f. Partnerships

537

g. Systems Theories

537

Standard 2. Counseling and Guidance

h. Alcohol and Drug Use

536,537

588P 505

3. Consultation

D.

a. Teamwork

537

b. Consultation/Change Processes

537

503

c. Empowering

537

588P

d. Conducting Programs

537

518

Clinical Instruction

590F

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