Valdosta State University Accreditation:

Southern Association of Colleges and Schools

VSU College of Education Accreditation:

National Association of Teacher Education

School Psychology Program Approval

Georgia Professional Standards Commission

National Association of School Psychologists

 

 

STUDENT HANDBOOK

 

Valdosta State University

School Counseling Program

M.Ed/Ed.S

 

 

2002-2003

 

 

 Department of Psychology and Counseling

Valdosta State University

Valdosta, GA  31698

 

The Official Policy Guide of the School Counseling Program at Valdosta State University.

 

Mission Statements

 

Valdosta State University

 

The core characteristics of the mission statement of Valdosta State University include:

 

·        a commitment to excellence and responsiveness within a scope of influences defined by the needs of a specific region of the state, and by particularly outstanding programs or distinctive characteristics that have a magnet effect even beyond the region;

 

·        a commitment to a teaching/learning environment, both inside and outside the classroom, that sustains instructional excellence, serves a diverse and well-prepared student body, promotes high levels of student achievement, offers academic assistance, and provides developmental studies programs for a limited student cohort;

 

·        a range of disciplinary and interdisciplinary academic programming at the baccalaureate and master’s levels as well as a range of professional programs at the baccalaureate and post-baccalaureate levels, including a limited number of professionally-oriented doctoral level programs;

 

·        a commitment to public service, continuing education, technical assistance, and economic development activities that address the needs, improve the quality of life, and raise the educational level within the university’s scope of influence;

 

·        a commitment to scholarly and creative work to enhance instructional effectiveness and to encourage faculty scholarly pursuits, and a commitment to research in selected areas of institutional strength and focused on regional need (Graduate Bulletin 2001-2002, p. 6)

 

College of Education

 

            The college of education provides quality graduate instruction in its comprehensive degree programs at the master’s, specialist’s, and doctoral levels.  In addition to a primary focus on expanding the skills of teachers and other professionals, faculty members of the College of Education also maintain a commitment to engaging in the scholarly pursuits of research and service for the advancement and sharing of knowledge.  Faculty members, administrators, and staff of the College of Education envision an educational system where students fully participate in, and take responsibility for, their own learning process; where interdisciplinary and inter-institutional collaboration is the norm; and where technology is fully integrated into the learning process.  The College also seeks to create an environment that promotes the full development of human potential, supports the conviction that all individuals are capable of learning and prepares professionals to meet the needs of learners (Graduate Bulletin 2000-2001, page 40).

 

 

 

 

The Department of Psychology and Counseling

 

The Department of Psychology and Counseling serves the citizens of the region and state by offering instruction, research, and services designed to advance the understanding of behavioral and cognitive processes and to improve the quality of life.  The principle function of the department is to prepare students at the undergraduate and graduate levels to pursue careers within the discipline and affiliated areas.  A related purpose is to provide courses for programs in education, nursing and other disciplines.  AT the baccalaureate level, students develop basic skills in scientific research, knowledge of psychological nomenclature and concepts, and are introduced to the diverse applications of psychology.  The graduate programs prepare students to apply skills in school, mental health agencies, government, industry and other settings.  Training at the graduate level is designed to prepared qualified, responsible professionals who may provide assessment, consulting, counseling, and other services to the citizenry of the region

 

School Counseling Program

 

            The mission of the Valdosta State University School Counseling Program is to educate professionals who will be leaders in the school environment and who accept responsibility for removing barriers and offering equal access to services for all students.  The main emphasis of the School Counseling Program is to train school counselors to provide academic, career, and personal/social counseling and services to assist students from diverse backgrounds in achieving high levels of academic success.

 

            The vision of the School Counseling Program is to educate and train school counselors dedicated to promoting success for all students by:

 

·        developing and implementing comprehensive developmental school counseling programs that will assess and meet academic, career, and psychosocial needs of all students;

 

·        developing community partnerships that provide support to the school counseling program;

 

·        facilitating communication between students, family, school professionals, and the community through teaming and collaboration;

 

·        serving as leaders and role models for students as a means of promoting positive student contributions to the school and community;

 

·        and working with teachers and other school personnel to create a learning environment that will provide students with the skills necessary for academic, career, and personal success in a rapidly changing and diverse society.


School Counseling Program (M.Ed.)

 

Admission and Program Information

 

The School Counseling Program requires a minimum of 48 hours of course work.  Students who do not have competencies in curriculum and computer technology will be required to complete courses in those areas.  In addition, certification in school counseling by the Georgia Professional Standards Commission requires the completion of a special education course.  

 

A.     Regular Admission.  To be considered for admission, the candidate must submit the following. 

 

  1. Appropriate undergraduate degree from an accredited university.

 

  1. A minimum undergraduate grade point average (GPA) of 2.5 on a 4.0 scale.  Acceptable scores on the Graduate Record Examination (GRE) are no less than 350 on the verbal section and 350 on the quantitative or analytical sections, or less than 750 on the verbal plus either quantitative or analytical will be considered for admission.

 

  1. Three letters of recommendation from professionals acquainted with the applicant’ s academic and/or vocational background and interests.  These letters must reflect the ability, interest, and motivation of the candidate to be successful in the program of study and the career field.

 

  1. A written statement of no more than 250 words describing the student’s interest in this program and their plans post-degree.  This statement must demonstrate articulation, writing skill, and aims consistent with the mission of the degree program.

 

  1. The satisfactory completion of an admission interview with faculty and members of the School Counseling Program advisory committee.

 

B.     Probationary Admission.

The student may qualify for probationary admission by meeting requirements A-1), A-3), and A-4) as set forth above and a minimum 2.5 undergraduate GPA and 700 combined Verbal and Quantitative GRE with neither score below 350.

 

C.     Irregular Admission

The graduate school may admit a student to irregular status if the applicant has not submitted all application documents.  Students in this category may not enroll in more than nine hours of coursework while in irregular status.  Students admitted as irregular students are not eligible for financial aid (Graduate Bulletin 2000-2001, p. 16).

 

Criminal Background Check

A police background check will be completed on all students entering the School Counseling Program. 

 

Course Requirements

 

Core

LEAD 7210     Ethics and Law (1)

SCHC 7800     Orientation to Counseling as a Profession (2)

RSCH 7100     Research Methodology in Education (3)

PSYC 7020     Conditions of Learning (3)

 

Concentration

PSYC 7030     Measurement and Evaluation (3)

SCHC 7400     Counseling Theory/Practice (3)

SCHC 7420     Counseling Children and Adolescents (3)

SCHC 7450     Group Counseling (3)

SCHC 7820     Career Counseling (3)

SCHC 7900     Pre-Practicum (3)

PSYC 8250     Developmental Psychology (3)

SCHC 7470     Counseling Culturally Diverse Populations (3)

SCHC 7010     Comprehensive School Counseling (3)

SCHC 7830     Consultation and Advocacy in School Counseling (3)

SCHC 7981     Practicum (3)

SCHC 7991     Internship I (3)

SCHC 7992     Internship II (3)

 

State Requirements

SPEC 2000 (3) or equivalent

BVED 2400 (3) or equivalent per HB 1187, Georgia legislative session 2000

Praxis I and Praxis II

Criminal Background Check

 

Competency Requirements

CIED 7060 (3) or equivalent

 

 

 

 

 

 

 

 

 

 

 

Course Sequence for a Full-Time Student

 

Summer Entry

Summer

SCHC 7800

SCHC 7400

RSCH 7100

Fall

SCHC 7450

PSYC 7020

SCHC 7420

Spring

SCHC 7010

PSYC 7030

SCHC 7900

Summer

SCHC 7470

SCHC 7830

SCHC 7981

Fall

SCHC 7991

PSYC 8250

LEAD 7210

Spring

SCHC 7992

SCHC 7820

 

Comprehensive Examination:  Summer 2

 

 

 

Fall Entry

Fall

SCHC 7800

RSCH 7100

SCHC 7400

Spring

SCHC 7900

SCHC 7010

PSYC 7030

Summer

SCHC 7981

SCHC 7830

LEAD 7210

Fall

PSYC 7020

PSYC 8250

PSYC 7420

Spring

SCHC 7991

SCHC 7820

SCHC 7450

Summer

SCHC 7470

SCHC 7992

 

Comprehensive Examination: Spring 2

 

 

 

Spring Entry

Spring

SCHC 7820

RSCH 7100

PSYC 7030

Summer

SCHC 7400

SCHC 7800

LEAD 7210

Fall

PSYC 7020

SCHC 7450

SCHC 7900

Spring

SCHC 7981

SCHC 7010

 

Summer

SCHC 7470

SCHC 7830

SCHC 7991

Fall

SCHC 7992

SCHC 7420

PSYC 8250

Comprehensive Examination: Spring 2

 

Course Sequence: Part-Time Student

 

 

Summer Entry

Summer

SCHC 7800

SCHC 7400

RSCH 7100

Fall

PSYC 7020

SCHC 7450

 

Spring

PSYC 7030

SCHC 7010

 

Summer

SCHC 7830

LEAD 7210

 

Fall

SCHC 7900

SCHC 7420

 

Spring

SCHC 7981

SCHC 7820

 

Summer

SCHC 7991

SCHC 7470

 

Fall

SCHC 7992

PSYC 8250

 

Comprehensive Examination: Summer 2

 

 

Fall Entry

Fall

SCHC 7400

RSCH 7100

 

Spring

SCHC 7900

SCHC 7010

 

Summer

SCHC 7830

SCHC 7981

SCHC 7800

Fall

PSYC 7020

SCHC 7420

 

Spring

SCHC 7450

PSYC 7030

 

Summer

SCHC 7470

LEAD 7210

 

Fall

PSYC 8250

SCHC 7991

 

Spring

SCHC 7992

SCHC 7820

 

Comprehensive Examination: Summer 2

 

 

Spring Entry

Spring

PSYC 7030

RSCH 7100

 

Summer

SCHC 7400

SCHC 7800

 

Fall

PSYC 7020

SCHC 7450

 

Spring

SCHC 7900

SCHC 7010

 

Summer

SCHC 7830

SCHC 7470

SCHC 7981

Fall

PSYC 8250

SCHC 7420

 

Spring

SCHC 7820

SCHC 7991

 

Summer

SCHC 7992

LEAD 7210

 

Comprehensive Examination:  Spring 2

 

 

Maximum Enrollment Hours

 

The maximum number of course hours a student may enroll in is 12 credit hours.  The recommended number of hours for a full-time student is 9 credit hours and six credit hours for a part-time student.

 

Field Experience

            Field experience is be an integral part of the School Counseling Program requiring placement each semester the student is enrolled in school counseling courses throughout the students program of study.  Students must provide the instructor with completed field experience applications by the end of the second week of the semester.  Applications may be obtained from the instructor or office staff.  Students must obtain liability insurance prior to beginning field experience.  Applications for liability insurance through the Student Professional Association of Georgia Educators are located in the Dean’s office in the Education Center.

 

Practicum

 

Practicum requires a minimum of 100 field experience hours in the school setting with 40 of these hours resulting from direct student contact.  Students may enroll in practicum after completing Conditions of Learning (PSYC 7020), Counseling Theory/Practice (SCHC 7400), Introduction to Counseling as a Profession (SCHC 7800), Prepracticum (SCHC 7900), and Comprehensive School Counseling (SCHC 7010). Applications for practicum must be submitted and approved by the practicum committee prior to beginning the field placement. Please note that 100 hours at each school level (elementary, middle, and high school) must be acquired during practicum and internship. The other 500 hours may be completed in one setting.

 

Internship

 

            The Council for Accreditation for Counseling and Related Educational Programs (CACREP) is the accrediting body for counseling programs. According to CACREP Standard III.H. the school counseling internship occurs in a school counseling setting under the clinical supervision of a site supervisor as defined by Section III, Standard C.1-2.  The requirement includes 600 clock hours of internship with 240 of those hours being direct service clock hours. The recommendation is for the internship to occur over two semesters with the student working 20 hours per week at the school site.  Students must complete the following courses prior to enrolling in internship: Law and Ethics (LEAD 7210), Conditions of Learning (PSYC 7020), Counseling Theory/Practice (SCHC 7400), Introduction to Counseling as a Profession (SCHC 7800), Career Counseling (SCHC 7820), Prepracticum (SCHC 7900), Comprehensive School Counseling (SCHC 7010) and Group Counseling (SCHC 7450).  In addition, prior to enrolling in the last semester of the internship field placement, the student must pass comprehensive examinations.  Applications for internship must be submitted and approved by the internship committee prior to beginning the field placement and hours cannot be counted until the site has been approved.


M.Ed. School Counseling Core Program Outcomes (SCCO)

 

                The following objectives identify the outcomes established for students completing the School Counseling Program.  This outcome objectives meet CACREP, ASCA, and The Education Trust  standards.  Outcomes SCC0-A-H address the core course standards set by CACREP and the Georgia Department of Education.  SCSO-A-D are the specialty outcomes for school counseling students as established by CACREP, ASCA, and the Education Trust.

 

SCCO-A.  Professional Identity

    Knowledge of all aspects of professional functioning including history, roles,  

    organizational structures, ethics, standards, and credentialing.  Students will:

1.              Describe the history and philosophy of counseling professions including significant factors and events; (CACREP 1.a.)

2.              define professional roles, functions, and relationships with other professionals; (CACREP 1.b.)

3.              compare and contrast professional organizations, primarily the American Counseling Association (ACA), its divisions, branches, and affiliations, including membership benefits, activities, services to members, and current emphases; (CACREP 1.c.)

4.              differentiate between types of professional credentialing including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues; (CACREP 1.d.)

5.              describe public policy processes including: role of the professional counselor

6.              in advocating on behalf of the profession and its clientele; (CACREP 1.e.)

7.              apply the ethical standards of ACA and related entities and applications of ethical and legal considerations in professional counseling and their application to various professional activities (e.g., assessment, group work); (CACREP 1.f.)

 

SCCO-B.  Social and Cultural Diversity

Knowledge of the cultural context of relationships, issues, and trends in a multicultural and diverse society.  Students will:

1.                  describe multicultural and pluralistic trends including characteristics and concerns between and within diverse groups nationally and internationally; (CACREP 2.a.)

2.                  identify investigations of attitudes, beliefs, understandings, and experiences including specific experiential learning activities, related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socio-economic status and unique

characteristics of individuals, couple, family, and/or community; (CACREP 2.b.)

3.                  describe individual, couple, family, group, and community strategies with 

            diverse populations; (CACREP 2.c.)

4.         compare and contrast the of the counselors’ role in social justice, advocacy, conflict resolution, self-cultural awareness, the nature of biases, prejudices, processes of intentional and    unintentional imposition and discrimination, as well as, other culturally supported behaviors that detrimental to the growth of the human spirit, mind, or body; (CACREP 2.d.)

5.              identify ethical and legal considerations related to working with diverse

individuals, groups and communities. (CACREP 2.e.)

 

SCCO-C.  Human Growth and Development

Knowledge of the nature and needs of individuals at all developmental levels. Students will:

1.              apply theories of individual and family development and transitions across the life span; (CACREP 3.a.)

2.              apply theories of learning and personality development; ((CACREP 3.b)

3.              describe human behavior including an understanding of developmental crises, disability, addictive behavior, psychopathology, and environmental factors as they affect both normal and abnormal behavior; (CACREP 3.c)

4.              develop strategies for facilitating development over the life span; (CACREP 3.b.)

5.              apply counseling theory and interventions at a developmental level appropriate for the student or group;

6.              apply theories of learning to increase academic achievement of all students;

7.              design developmentally appropriate treatment plans that will impact personal and/or academic  functioning of student in the school environment.

 

SCCO-D.  Career Development

Knowledge of career development and related life factors. Students will:

1.              apply of career development theories and decision-making models; (CACREP 4.a.)

2.              describe career, avocational, educational, occupational and labor market information resources, visual and print media, computer-based career information systems and other electronic career information; (CACREP 4.b.)

3.              demonstrate career development program planning, organization, implementation, administration, and evaluation; ((CACREP 4.c)

4.              state the interrelationships among and between work, family, and other life roles and factors including diversity and gender issues as related to career development; (CACREP 4.d)

5.              develop career development and educational placement, follow-up and evaluation strategies; (CACREP 4.e)

6.              utilize assessment instruments and techniques relevant to career planning and decision-making; ((CACREP 4.f)

7.              demonstrate computer career development applications and strategies, including computer-assisted career guidance and information systems and appropriate world-wide web sites;

(CACREP 4.g)

8.              demonstrate career counseling processes, techniques and resources including those applicable to specific populations. (CACREP 4.g.)

 

SCCO-E.  Helping Relationships

  Knowledge of counseling and consultation processes. Students will:

1.                  describe counselor and consultant characteristics and behaviors that influence helping processes including age, gender, ethnic differences, verbal and nonverbal behavior, and personal characteristics, orientations and skills. (CACREP 5.a)

 

 

2.                  utilize essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, maintain professional boundaries, design intervention strategies, evaluate client outcomes, and successfully terminate the relationship; (CACREP 5.b)

3.                  describe 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 consistent with current professional practice in the field and students will begin to develop a personal model of counseling; (CACREP 5.c)

4.                  describe 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 rational for selecting family and other systems theories as appropriate modalities for family assessment and counseling; be knowledgeable of counselor and consultant characteristics and behaviors that influence helping processes including age, gender and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientation and skill; (CACREP 5.d)

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