counselor education m.ed. program student handbook · the counselor education program diverse...
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AUGUSTA UNIVERSITY
COLLEGE OF EDUCATION
Department of Advanced Studies and Innovation
COUNSELOR EDUCATION
M.Ed. PROGRAM
STUDENT HANDBOOK
2018-2019
This handbook, including all forms, is available on the Department of Advanced Studies &
Innovation website at http://www.augusta.edu/education/asi/forms-coun.php
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TABLE OF CONTENTS
GENERAL INFORMATION ........................................................................................................................................ 4
FOREWORD AND WELCOME ............................................................................................................................................ 4 MISSION STATEMENT ...................................................................................................................................................... 4 STUDENT LEARNING OUTCOMES .................................................................................................................................... 5 THE COUNSELOR EDUCATION M.ED. PROGRAM ........................................................................................................... 7
CACREP Accreditation ........................................................................................................................................................ 8 Certification for School Counselors ...................................................................................................................................... 8 Professional Licensure .......................................................................................................................................................... 9 Outstanding Graduate Student in Counselor Education Award .......................................................................................... 10 College of Education Scholarships ..................................................................................................................................... 10 Graduate Assistantships ...................................................................................................................................................... 10 Financial Aid Information ................................................................................................................................................... 11
Personal Counseling ............................................................................................................................................................ 11 Chalk &Wire ....................................................................................................................................................................... 11
Delivery of Instruction ........................................................................................................................................................ 11
CONCEPTUAL FRAMEWORK PRINCIPLES ..................................................................................................................... 11
CACREP OBJECTIVES ............................................................................................................................................. 13
TECHNOLOGY COMPETENCIES ..................................................................................................................................... 16 AREAS OF SPECIALIZATION ................................................................................................................................. 19
COURSE OF STUDY – CLINICAL MENTAL HEALTH COUNSELING (CMHC) .......................................... 21
COURSE OF STUDY – SCHOOL COUNSELING .................................................................................................. 22
POLICIES OF THE COUNSELOR EDUCATION PROGRAM ............................................................................ 23
ADMISSION TO THE MASTER’S PROGRAM: PROCESS AND CRITERIA .......................................................................... 23 NONDISCRIMINATION POLICY ....................................................................................................................................... 28 ENDORSEMENT POLICY OF THE COUNSELOR EDUCATION PROGRAM ........................................................................ 28 SYSTEMATIC ASSESSMENT OF STUDENTS PURSUING THE ............................................................................................ 29 MASTER’S DEGREE IN COUNSELOR EDUCATION ......................................................................................................... 29 TIME LIMIT FOR COMPLETION OF DEGREE ................................................................................................................. 31
SYSTEM OF ACADEMIC AND PROFESSIONAL ADVISING ............................................................................ 32
NEW STUDENT ORIENTATION ............................................................................................................................. 32 PROFESSIONAL IDENTITY AND AFFILIATION ................................................................................................ 33 PROFESSIONAL LIABILITY INSURANCE ......................................................................................................... 34
ACADEMIC REGULATIONS ................................................................................................................................... 35
PRACTICUM AND INTERNSHIP: REQUIREMENTS AND PROCEDURES .................................................. 36
PRACTICUM RELATED REQUIREMENTS AND PROCEDURES ......................................................................................... 36 INTERNSHIP RELATED REQUIREMENTS AND PROCEDURES ......................................................................................... 40 COMPREHENSIVE ASSESSMENT ......................................................................................................................... 44
GRADUATION REQUIREMENTS .......................................................................................................................... 44
REQUIRED FORMS FOR THE MASTER'S DEGREE PROGRAM ........................................................................................ 45
LICENSURE AND CERTIFICATION INFORMATION ....................................................................................... 46
GRADUATE STUDENT ORGANIZATIONS .......................................................................................................... 46
CAREER CENTER ...................................................................................................................................................... 47
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COUNSELOR EDUCATION FACULTY ................................................................................................................. 47
APPENDICES ............................................................................................................................................................... 48
APPENDIX A - REQUIRED FORMS ........................................................................................................................ 49 ADVISING SHEET: Clinical Mental Health Counseling ................................................................................................... 50 ADVISING SHEET: School Counseling ............................................................................................................................ 52 M.ED. APPLICATION FOR GRADUATION ................................................................................................................... 54
APPENDIX B – LEARNING OBJECTIVES ............................................................................................................. 55 MATRIX OF STANDARDS - Assessment Plan ................................................................................................................ 56 CACREP Program Objectives and Curriculum .................................................................................................................. 59
FOUNDATIONS ........................................................................................................................................................... 67
COUNSELING, PREVENTION, AND INTERVENTION ...................................................................................... 67
DIVERSITY AND ADVOCACY ................................................................................................................................ 68
ASSESSMENT .............................................................................................................................................................. 69
RESEARCH AND EVALUATION ............................................................................................................................ 68
ACADEMIC DEVELOPMENT .................................................................................................................................. 68
COLLABORATION AND CONSULTATION ......................................................................................................... 70
LEADERSHIP .............................................................................................................................................................. 70
SYSTEMATIC ASSESSMENT PROCESS ............................................................................................................... 72
STUDENT ACKNOWLEDGEMENT OF RECEIPT OF COUNSELOR EDUCATION HANDBOOK ............ 74
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General Information
Foreword and Welcome
Welcome to the Counselor Education M.Ed. Program! You have chosen a counseling program
designed for students and teachers in the CSRA who wish to develop understanding and skills
beyond those human relationship skills that they have already acquired in undergraduate
programs and in current professional growth.
This handbook seeks to provide the guidelines necessary for graduate students to maximize their
clinical education experience in the Program. For those exploring the possibility of entering the
Program and seeking admission, this handbook offers guidance in navigating the process.
Assistance in the application process can be obtained by contacting the Graduate Admissions
Coordinator in the Office of the Dean in the College of Education for an application packet
and/or by speaking to a member of the Program faculty.
Those students admitted to the Counselor Education M.Ed. Program will find this Student
Handbook useful at each step in the progress toward graduation. While an effort has been made
to provide comprehensive material, the enclosed are primarily guidelines, since not every
eventuality may be foreseen. Each student needs to work closely with an advisor. Completion of
all graduation requirements, while a concern of the advisor, is ultimately the responsibility
of the student. To this end, students will sign a document that outlines their responsibility to
stay current regarding deadlines for completion of requirements.
The Program faculty welcomes your interest and participation in a learning experience that will
be stimulating, challenging, and enjoyable! The excellence of the program is predicated upon
students and faculty working together to become better educated, more effective, and more
discerning individuals. Students’ active contributions are expected, welcomed, and appreciated.
Mission Statement
Augusta University's Counselor Education Program trains professional counselors at the
graduate level in the specializations of Clinical Mental Health Counseling and School
Counseling. The program acknowledges a commitment both to the students who will pursue
preparation as professional counselors and to the larger public served by our graduates, for
whom we all share a responsibility. It is due to this commitment that the faculty holds high
standards in the process of training professional counselors.
As the second largest metropolitan area in Georgia, Augusta has a large urban population; yet,
we also serve suburban and rural communities. From this unique vantage point, we recognize the
need to address the economic, educational, and socio cultural inequalities that exist in our
community. As a result, we expect students to develop a commitment to community service,
both for the prevention and remediation of life's problems, and to the pursuit of excellence in the
counseling profession.
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Both the Clinical Mental Health Counseling program and School Counseling program have
purpose statements more specific to each specialty area:
M.Ed. in Clinical Mental Health Counseling Program Purpose Statement
The purpose of the AU Clinical Mental Health Counseling program is to prepare highly skilled
professional counselors for work in a range of community and agency settings. Graduates
effectively assess client needs, prepare relevant treatment plans, and utilize theoretically-driven
therapeutic services that facilitate client growth, resiliency and wellness in both individual and
group formats. They respect human diversity, demonstrate leadership capabilities, demonstrate
an understanding of the organizational and administrative aspects of delivering counseling
services, and apply appropriate ethical principles of the profession.
M.Ed. in School Counseling Program Purpose Statement
The purpose of the AU School Counseling Program is to prepare highly skilled professional
school counselors for work in a range of K-12 school settings. Through training in leadership,
advocacy, collaboration, and systemic change, graduates provide individual, group, and
classroom guidance services that enhance K-12 students' academic success and increase student
social/emotional development and career preparedness. Graduates implement prevention and
intervention measures that promote wellness and resiliency and demonstrate leadership, service,
and advocacy for systemic change. Graduates adhere to the ethical principles of the profession,
respect human diversity, and are knowledgeable in needs assessment, program development and
evaluation, and the overall management of a comprehensive school counseling program.
Student Learning Outcomes
Student Learning Outcome Evaluation Method
SLO 1
Students will obtain current
theoretical knowledge and
skills in the core areas of
counseling.
Students will maintain a 3.0 GPA (B or above average)
in all coursework throughout the program.
SLO 2 Students will be able to
demonstrate knowledge and
skills they have gained in
graduate courses.
Students will obtain scores at the proficient level or
above in final Professional Counseling Development
Evaluation (PCDE) key assessment elements pertaining
to demonstrating professional responsibility and qualities
(section 1), planning and preparation (section 3), and
counseling knowledge and skills (section 4).
SLO 3 Students will utilize current,
recognized professional
literature and evidence-based
practices that form the
In research assignments students cite and reference
current literature and evidence-based practices in the
counseling profession and score at the proficient level or
above in final PCDE key assessment elements pertaining
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foundation for the counseling
profession.
to utilizing current research and evidence-based practices
(section 4).
SLO 4 Students will demonstrate the
ability to positively impact
client development and
student learning.
In the Client Development Project and Impacting Student
Learning (MEASURE) Project key assessment rubrics,
and in the final Evaluation by Site Supervisor, students
will score at the proficient level or above.
SLO 5 Students will demonstrate
competence in working with
diverse populations and
implementing advocacy
practices.
All students in the master's program complete a 3-credit
course in multicultural counseling, in which they
demonstrate competency on a final exam. In addition,
multicultural issues are infused throughout the
curriculum. Students complete their practicum and
internship experiences at sites that serve diverse clients.
They will score at the proficient level or above in final
PCDE key assessment elements pertaining to advocacy
(section 2) and multicultural competence (section 6).
SLO 6 Students will develop
identities as professional
counselors in their respective
areas of emphasis.
Students are expected to participate and/or present or co-
present with faculty at state and national conferences. In
addition, by the practicum and internship courses,
students are expected to join appropriate state and
national organizations, such as the American Counseling
Association, Georgia School Counselors Association,
Licensed Professional Counselors Association of
Georgia, and South Carolina Counseling Association.
Students will score at the proficient level or above in
final PCDE key assessment elements pertaining to
professional identity (section 2).
SLO 7 Students will display
receptiveness to supervision,
awareness of self, and
dispositions indicative of a
professional counselor.
Students will obtain scores at the proficient level or
above in final PCDE key assessment elements pertaining
to demonstrating professional responsibility and qualities
(section 1), supervision (section 5), and personal
reflection and growth (section 7).
SLO 8 Graduates will secure
professional positions in
counseling.
Results of graduate surveys will reveal that a minimum
80% of all graduates who are employed are serving as
counselors or in closely-related positions.
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SLO 9 Graduates will be successful
in their professional positions.
Results of surveys of employers of graduates will reveal
that a minimum of 85% of all the program's graduates are
rated as satisfactory employees.
SLO 10 The student population will be
diverse with respect to race
and gender.
The Counselor Education Program Diverse Student
Recruitment Plan will be utilized to increase student
racial, ethnic, and gender diversity by 5% each year, until
it matches the region's demographics in these areas.
The Counselor Education M.Ed. Program
Augusta University's Counselor Education M.Ed. Program is designed to train professional
counselors at the Master's level in the specializations of Clinical Mental Health Counseling and
School Counseling. The Clinical Mental Health Counseling major prepares students to work in a
variety of human service settings, including mental health centers, substance abuse centers,
career counseling centers, hospital based mental health clinics, rape/crisis centers, mental health
oriented managed care programs, employee assistance programs, and other public and private
community agencies offering counseling services, consultation, and prevention programs. The
School Counseling major prepares students to work as counselors in elementary, middle, and
secondary schools. This training is directly parallel to the training in community counseling and
offers didactic and experiential learning needed for the specific needs of the school setting.
Both the Clinical Mental Health Counseling and the School Counseling specializations
incorporate a strong base of theoretical knowledge with a comprehensive experiential
component. The Clinical Mental Health Counseling program is a 60 credit hour program, while
the School Counseling program is 48 credit hours. Many of our students are employed full-time
or part-time and, therefore, choose to pursue their graduate study on a part-time basis. With this
diversity of student type in mind, the faculty has developed two basic course sequences.
Part-time students will pursue a course of study that involves taking two courses per semester
during most regular academic semesters and two courses during the summer semester. Part-time
students would be able to complete all program requirements in three to four years (including
summers), depending on the specialization area. Students who can engage in full-time graduate
study will complete the program requirements in two to three years (including summers) again,
depending on the specialization area. Students in both the Clinical Mental Health Counseling and
School Counseling programs are required to do one semester of practicum (150 hours) and two
semesters of internship (600 hours). No student may complete his or her program of study in
fewer than five academic semesters. All counseling courses are offered during the late afternoon
and evening hours between 4:30 and 9:45 p.m., Monday through Thursday. During the summer
semester, courses are offered either during the day or evening. Some weekend and online
courses also are available.
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The Counselor Education Program is housed in University Hall on the Augusta University
campus and is one of several master’s degree programs offered in the College of Education. In
addition to the foundations, contextual dimension, and knowledge and skills courses offered, the
Program operates the Counselor Education Training Center (CETC) in support of the clinical
instruction courses. The mission of the CETC is to serve as a clinical teaching facility and a
venue for scholarly research conducted by the faculty and students. The CETC provides an
environment where students may practice their communication skills in a real-life counseling
setting. The training rooms are outfitted with specialized audio and video equipment which
students may utilize to make tapes for self and instructor critique in various courses.
CACREP Accreditation
Both the Augusta University Counselor Education M.Ed. Programs are accredited by the Council
for the Accreditation of Counseling and Related Educational Programs (CACREP). This
accrediting body awards accreditation to counseling programs that meet their specific
educational and professional standards. The program gained accreditation for the Community
Counseling and School Counseling specialization areas in 2006. In 2009 CACREP began
phasing out Community Counseling programs of 48 hours and replacing them with Clinical
Mental Health Counseling Programs (CMHC) of 60 hours. In 2014, the School Counseling
Program earned reaccreditation while the Clinical Mental Health Counseling (CMHC) Program
earned accreditation under the 2009 standards. AU will seek reaccreditation for both programs
under the 2016 standards during its next regularly scheduled site visit in 2022. Roughly half of
the counseling programs in the country currently meet the exacting CACREP standards.
Certification for School Counselors
The Augusta University Counselor Education Program for School Counseling has been reviewed
and approved by the Georgia Professional Standards Commission. This allows School
Counseling Certification to be awarded upon completion of all requirements. All inquiries
regarding certification can be processed through the Certification Officer in the College of
Education. The Georgia Assessment for the Certification of Educators (GACE) Basic Skills and
the GACE School Counseling tests are required and administered several times a year. The
GACE Basic Skills Test (3 parts) must be taken by those candidates who do not have Teacher
Education preparation and is a requirement for admission to the School Counseling program. The
GACE School Counseling Test (2 parts) should be completed by the last semester of internship.
Information may be obtained from the GACE website at http://www.gace.nesinc.com/. The
course SPED 4002: Teaching Students with Disabilities in General Education is also a certification
requirement. Georgia Teacher Certification is administered by:
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Georgia Professional Standards Commission
200 Piedmont Avenue
Suite 1702
Atlanta, GA 30334-9032
1-800-869-7775 (In Georgia)
http://www.gapsc.com/
South Carolina certification requirements are the same as for Georgia at the present time. For
further information, contact:
Office of Teacher Certification
State Department of Education
3700 Forest Drive, Suite 512
Columbia, SC 29204
Tel: 803-734-8323
http://ed.sc.gov/agency/se/Educator-Services/Licensure/
Professional Licensure
Licensure as a Licensed Professional Counselor (LPC) in the State of Georgia requires the
student to pursue three years of supervised practice after the completion of Master’s Degree
program. An examination, the National Counselor Examination (NCE), is required for all
students seeking licensure. This test, administered by the National Board for Certified
Counselors (NBCC), is also required for certification as a National Certified Counselor (NCC).
The Counselor Education Program coordinates with NBCC to offer the National Counselor
Exam (NCE) at AU as a convenience for students each year during October and April.
For those individuals interested in pursuing licensure in Georgia as a Marriage and Family
Therapist (LMFT), the program also offers a beginning course sequence that can be pursued
during and following the Master’s Degree program that will allow the student to pursue LMFT
licensure. This is a service sequence and will be offered when faculty resources are available.
Graduation from the Counselor Education Program at AU does not meet all the requirements for
LMFT licensure. Inquiries regarding counselor licensure should be directed to the appropriate
state agency.
All inquiries regarding certification as an NCC should be directed to:
National Board for Certified Counselors, Inc.
3 Terrace Way
Greensboro, NC 27403-3660
Tel: (336) 547-0607
Fax: (336) 547-0017
Email: [email protected]
www.nbcc.org
Inquiries related to LPC licensure in the state of Georgia should be directed to:
Georgia Composite Board of Professional Counselors
10
237 Coliseum Drive
Macon, GA 31217-3858
Tel: (478) 207-2440
www.sos.state.ga.us/plb/counselors
Inquiries related to LPC licensure in the state of South Carolina should be directed to:
SC Board of Examiners for Counselors and Therapists
P.O. Box 11329
Columbia, SC 29211-1329
Tel: (803) 896-4658
Fax: (803) 896-4719
http://www.llr.state.sc.us/pol/counselors/
Faculty of the Augusta University Counselor Education Program will provide information on
certification and licensure during Orientation, introductory courses, and during Internship
Seminars.
Outstanding Graduate Student in Counselor Education Award
Each year the faculty selects one counseling student as the recipient of the Outstanding Graduate
Student in Counselor Education Award. The award goes to a student who has shown outstanding
academic performance by maintaining a 3.5 or above grade point average, who has demonstrated
dedication to the profession by membership and involvement in professional counseling
organizations, who has shown exceptional potential for achievement in the counseling field, and
who will graduate within one year.
College of Education Scholarships
Students who are admitted to the Counselor Education Program are eligible to apply for several
scholarships through the College of Education. Scholarships are typically awarded to those who
show outstanding academic achievement in their graduate studies and demonstrate a financial
need. Scholarship applications are available upon request in the Dean’s office in the College of
Education each spring semester.
Graduate Assistantships
A number of graduate assistantships are available to graduate students in the College of
Education and counselor education students are encouraged to apply. The graduate assistantship
stipend pays the student's tuition plus a stipend per semester. The student must pay the campus
activity fees, parking, books and matriculation fees. The assistantship involves working 10
hours/week with the faculty on assigned projects in the ASI Department or other departments in
the College of Education. Applications may be obtained from the Administrative Assistant to the
Department of Advanced Studies and Innovation.
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Financial Aid Information
Augusta University has an Office of Student Financial Aid. This office provides information on
institutional work study, scholarships, grants, and loan programs; in addition to state and federal
programs. Financial aid questions can be answered by contacting the Summerville Campus
office at 706-737-1524, [email protected] or http://www.augusta.edu/finaid/
Personal Counseling
All students in the Counselor Education Program are strongly encouraged to pursue personal
counseling at some point during their course of study. Such personal work not only aids
prospective counselors in developing self-awareness and self-growth, but also provides a
window into the world of the client who comes to the helping practitioner for counseling
services. Counseling services are available at no charge to currently enrolled AU students at the
AU Counseling Center currently located in Boykin-Wright Hall. A listing of other off-campus
counseling resources is available on the program website or from any full-time faculty member.
Chalk & Wire The courses in this program contain key assessments that are collected and displayed through
D2L and Chalk & Wire. Chalk & Wire is a data collection and learning assessment system used
by the College of Education (COE). All candidates must purchase Chalk & Wire in order to be
assessed by the key assessments. In order to purchase this system, the candidates must purchase
a subscription code via the AU Bookstore. Any questions regarding Chalk & Wire can be
directed to Bill Gray at [email protected].
Delivery of Instruction Instructors within the department of Advanced Studies and Innovation utilize several modalities
in the delivery of instruction and learning – face to face, hybrid (classes that are face to face and
online), and fully online. Desire2Learn (D2L) is the learning platform used for online classes.
Every class has a D2L section utilized by faculty. Assistance for any technology issues can be
obtained at http://www.augusta.edu/its/.
Conceptual Framework Principles
The preparation of teachers and other school personnel is critical to all other professions, and to
communities, the state, and the nation. The professional educator plays an essential role in
student learning. The Conceptual Framework of the professional education unit at Augusta
University consists of a mission and vision with an overarching theme to produce prepared, able,
and responsive professionals to teach and support diverse learners.
This mission and vision requires a partnership between the professional education unit including
the College of Education, the College of Arts and Sciences, the local community educational
system, community agencies, and the Partner School Network.
Conceptual Framework: Mission Our mission is to educate prospective school professionals to be knowledgeable, highly effective,
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and ethical practitioners.
Conceptual Framework: Vision Our vision is to prepare school professionals who transform P-12 learners into thinking,
productive citizens.
Standard: Prepared
Disposition: To think critically about the process of teaching, learning and assessment.
Competencies: Candidates who are prepared will:
P1 - demonstrate strong content and pedagogical preparation in their respective subject area or
professional field.
P2 - use self-assessment and analysis as a basis for collaboration with colleagues, continuing
professional development and lifelong learning.
P3- possess an understanding of the central concepts, tools of inquiry, and structures of the
discipline(s) or professional field of study and create learning experiences that enable all students
to learn.
P4- demonstrate an understanding about how students learn and develop (intellectually, socially,
and individually) and provide developmentally appropriate curricula, learning opportunities and
support.
P5- demonstrate knowledge about how to use information and technology effectively to foster
active inquiry, collaboration, and supportive interaction in educational settings.
Standard: Able
Dispositions: To be creative, challenging, and flexible in teaching/professional practices.
Competencies: Candidates who are able will:
A1 - understand, use and support a variety of instructional strategies to encourage critical and
creative thinking, problem solving, and achievement.
A2- create a learning environment that encourages positive social interaction, active engagement
in learning, and self-motivation for all learners.
A3- plan, guide, and support instruction using knowledge of subject matter, the learners, the
community, and curriculum goals.
A4- understand and use authentic assessment to evaluate and ensure the continuous development
of the learner.
A5- organize, allocate and manage resources to support learning.
Standard: Responsive
Disposition: To act in a fair manner that is empathetic, responsive, enthusiastic, inclusive, and
reflective in relations with students, parents, peers, and others.
Competencies: Candidates who are responsive will:
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R1- respect the dignity of all persons believing that all children can learn and have the right to an
opportunity to do so.
R2- translate knowledge into creating and supporting meaningful experiences for diverse
learners.
R3- accept responsibility for teaching and working in authentic settings with diverse populations
of learners.
R4- demonstrate a commitment to meet the educational needs of learners in a fair, caring,
nondiscriminatory, and equitable manner.
R5 - reflect on practice and continually evaluate the effects of choices and actions on others
(students, parents, and other professionals in the learning community).
R6- foster professional relationships with school colleagues, parents, and agencies in the larger
community to support the learning and well-being of all students.
CACREP Objectives
The Counselor Education M.Ed. Program subscribes to the concept of the broadest possible
clinical education for our students obtaining a Master's degree in Clinical Mental Health or
School Counseling. Therefore, our Program's core objectives are the same for all programs and
are taken from the Council for Accreditation of Counseling and Related Educational Programs
(CACREP). 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.
1. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE—studies that provide
an understanding of all of the following aspects of professional functioning:
a. history and philosophy of the counseling profession;
b. professional roles, functions, and relationships with other human service providers,
including strategies for interagency/interorganization collaboration and
communications;
c. counselors’ roles and responsibilities as members of an interdisciplinary emergency
management response team during a local, regional, or national crisis, disaster or
other trauma-causing event;
d. self-care strategies appropriate to the counselor role;
e. counseling supervision models, practices, and processes;
f. professional organizations, including membership benefits, activities, services to
members, and current issues;
g. professional credentialing, including certification, licensure, and accreditation
practices and standards, and the effects of public policy on these issues;
h. the role and process of the professional counselor advocating on behalf of the
profession;
i. advocacy processes needed to address institutional and social barriers that impede
access, equity, and success for clients; and
j. ethical standards of professional organizations and credentialing bodies, and
applications of ethical and legal considerations in professional counseling.
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2. SOCIAL AND CULTURAL DIVERSITY—studies that provide an understanding of the
cultural context of relationships, issues, and trends in a multicultural society, including all
of the following:
a. multicultural and pluralistic trends, including characteristics and concerns within and
among diverse groups nationally and internationally;
b. attitudes, beliefs, understandings, and acculturative experiences, including specific
experiential learning activities designed to foster students’ understanding of self and
culturally diverse clients;
c. theories of multicultural counseling, identity development, and social justice;
d. individual, couple, family, group, and community strategies for working with and
advocating for diverse populations, including multicultural competencies;
e. counselors’ roles in developing cultural self-awareness, promoting cultural social
justice, advocacy and conflict resolution, and other culturally supported behaviors
that promote optimal wellness and growth of the human spirit, mind, or body; and
f. counselors’ roles in eliminating biases, prejudices, and processes of intentional and
unintentional oppression and discrimination.
3. HUMAN GROWTH AND DEVELOPMENT—studies that provide an understanding of
the nature and needs of persons at all developmental levels and in multicultural contexts,
including all of the following:
a. theories of individual and family development and transitions across the life span;
b. theories of learning and personality development, including current understandings
about neurobiological behavior;
c. effects of crises, disasters, and other trauma-causing events on persons of all ages;
d. theories and models of individual, cultural, couple, family, and community resilience;
e a general framework for understanding exceptional abilities and strategies for
differentiated interventions;
f. human behavior, including an understanding of developmental crises, disability,
psychopathology, and situational and environmental factors that affect both normal
and abnormal behavior;
g. theories and etiology of addictions and addictive behaviors, including strategies for
prevention, intervention, and treatment; and
h. theories for facilitating optimal development and wellness over the life span.
4. CAREER DEVELOPMENT—studies that provide an understanding of career
development and related life factors, including all of the following:
a. career development theories and decision-making models;
b. career, avocational, educational, occupational and labor market information
resources, and career information systems;
c. career development program planning, organization, implementation, administration,
and evaluation;
d. interrelationships among and between work, family, and other life roles and factors,
including the role of multicultural issues in career development;
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e. career and educational planning, placement, follow-up, and evaluation;
f. assessment instruments and techniques relevant to career planning and decision
making; and
g. career counseling processes, techniques, and resources, including those applicable to
specific populations in a global economy.
5. HELPING RELATIONSHIPS—studies that provide an understanding of the counseling
process in a multicultural society, including all of the following:
a. an orientation to wellness and prevention as desired counseling goals;
b. counselor characteristics and behaviors that influence helping processes;
c. essential interviewing and counseling skills;
d. counseling theories that provide the student with models to conceptualize client
presentation and that help the student select appropriate counseling interventions.
Students will be exposed to models of counseling that are consistent with current
professional research and practice in the field so they begin to develop a personal
model of counseling;
e. a systems perspective that provides an understanding of family and other systems
theories and major models of family and related interventions;
f. a general framework for understanding and practicing consultation; and
g. crisis intervention and suicide prevention models, including the use of psychological
first aid strategies.
6. GROUP WORK—studies that provide both theoretical and experiential understandings
of group purpose, development, dynamics, theories, methods, skills, and other group
approaches in a multicultural society, including all of the following:
a. principles of group dynamics, including group process components, developmental
stage theories, group members’ roles and behaviors, and therapeutic factors of group
work;
b. group leadership or facilitation styles and approaches, including characteristics of
various types of group leaders and leadership styles;
c. theories of group counseling, including commonalities, distinguishing characteristics,
and pertinent research and literature;
d. group counseling methods, including group counselor orientations and behaviors,
appropriate selection criteria and methods, and methods of evaluation of
effectiveness; and
e. direct experiences in which students participate as group members in a small group
activity, approved by the program, for a minimum of 10 clock hours over the course
of one academic term.
7. ASSESSMENT—studies that provide an understanding of individual and group
approaches to assessment and evaluation in a multicultural society, including all of the
following:
a. historical perspectives concerning the nature and meaning of assessment;
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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, psychological testing, and behavioral observations;
c. statistical concepts, including scales of measurement, measures of central tendency,
indices of variability, shapes and types of distributions, and correlations;
d. reliability (i.e., theory of measurement error, models of reliability, and the use of
reliability information);
e. validity (i.e., evidence of validity, types of validity, and the relationship between
reliability and validity);
f. social and cultural factors related to the assessment and evaluation of individuals,
groups, and specific populations; and
g. ethical strategies for selecting, administering, and interpreting assessment and
evaluation instruments and techniques in counseling.
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:
a. the importance of research in advancing the counseling profession;
b. research methods such as qualitative, quantitative, single-case designs, action
research, and outcome-based research;
c. statistical methods used in conducting research and program evaluation;
d. principles, models, and applications of needs assessment, program evaluation, and the
use of findings to effect program modifications;
e. the use of research to inform evidence-based practice; and
f. ethical and culturally relevant strategies for interpreting and reporting the results of
research and/or program evaluation studies.
Technology Competencies
Demonstration of appropriate use of technology is an expectation for all students in the
counseling program. Student use of technology is integrated into all courses. The following
technology competencies are an important part of a counselor’s professional preparation:
1. Demonstrate ability to operate a computer system in order to successfully utilize software.
2. Evaluate and use computers and related technologies to support the instructional process.
3. Apply current instructional principles, research, and appropriate assessment practices to the
use of computers and related technologies.
4. Explore, evaluate, and use computer/technology-based materials, including applications,
educational software and associated documentation.
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5. Demonstrate knowledge of uses of computers for problem-solving, data collection,
information management, communications, presentations, and decision making.
6. Design and develop student learning activities that integrate computing and technology for a
variety of student grouping strategies and for diverse student populations.
7. Evaluate, select, and integrate computer/technology-based instruction in the curriculum of
one’s subject area(s) and/or grade levels.
8. Demonstrate knowledge of uses of multimedia, hypermedia, and telecommunications to
support instruction.
9. Demonstrate skill in using productivity tools for professional and personal use, including
word processing, database, spreadsheet, and print/graphic utilities.
10. Demonstrate knowledge of equity, ethical, legal, and human issues of computing and
technology use as they relate to society and model appropriate behaviors.
11. Identify resources for staying current in applications of computing and related technologies
in education.
12. Use computer-based technologies to access information to enhance personal and professional
productivity.
Curriculum Organization
Master of Education Programs
The Counselor Education Program adheres to the standards set forth by the counseling
profession’s accrediting body, CACREP. The following is a list of the eight common core areas
as established by the accrediting body. Courses that produce the identified knowledge and skill
are listed following each competence area. Although the courses specified are targeted to offer
the students information and experiential skill relating to the identified standard, this is not meant
to imply that the standard will not be addressed in other courses as well. In addition, course
content may extend beyond stated standards. Therefore, with an understanding that the
Counselor Education Program attempts to offer each student a grasp of the profession of
counseling that is holistic in nature, the courses listed below most specifically address each
common core category.
HUMAN GROWTH AND DEVELOPMENT - Studies that provide an understanding of the
nature and needs of individuals at all developmental levels.
COUN 6620 - Human Growth and Development
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PROFESSIONAL ORIENTATION - Studies that provide an understanding of all aspects of
professional functioning including history, roles, organizational structures, ethics, standards, and
credentialing.
COUN 6630 - Professional Orientation and Ethics
SOCIAL AND CULTURAL FOUNDATIONS - Studies that provide an understanding of
counseling issues and trends in a multicultural and diverse society.
COUN 6760 - Diversity Sensitivity in Counseling
HELPING RELATIONSHIPS - Studies that provide an understanding of counseling and
consultation processes.
COUN 6660 - Communication Skills in Counseling
COUN 6680 - Theories and Techniques of Counseling
COUN 6820 - Administration and Consultation in Counseling
GROUP WORK - Studies that provide an understanding of group development, dynamics,
counseling theories, group counseling methods and skills, and other group work approaches.
COUN 6670 Group Counseling
CAREER LIFESTYLE AND DEVELOPMENT - Studies that provide an understanding of
career development and related life factors.
COUN 6720 - Career Development Theory and Practice
APPRAISAL - Studies that provide an understanding of individual and group approaches to
assessment and evaluation.
PSYC 6125 - Psychological Tests and Measurements
EDUC 6040 - Tests and Measurements for Educational Leaders
RESEARCH AND PROGRAM EVALUATION - Studies that provide an understanding of
types of research methods, basic statistics, and ethical and legal considerations in research.
EDUC 6021 - Introduction to Research Design
COUN 6820 – Administration and Consultation in Counseling
CLINICAL INSTRUCTION - This includes supervised practice and internships completed as
the final courses in a student’s program of study. Practicum and internship requirements are
considered to be the most critical experiential elements in the student’s training program.
COUN 6880 - School Counseling Practicum
COUN 6890 - CMHC Practicum
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COUN 6900 - School Counseling Internship I
COUN 6910 - CMHC Internship I
COUN 6920 - School Counseling Internship II
COUN 6930 - CMHC Internship II
AREAS OF SPECIALIZATION
Clinical Mental Health Counseling Specialized Courses
COUN 6700 - Couples and Family Counseling
COUN 6790 - Clinical Mental Health Counseling
COUN 6800 - Assessment, Diagnosis, and Intervention in Counseling
COUN 6840 - Introduction to Addictions Counseling
COUN 6850 - Treatment Planning in CMHC
The Clinical Mental Health Counseling specialization involves a course of study which can lead
to entry level employment in a wide range of human service and community based mental health
settings, including community mental health centers, employee assistance programs, addiction
and recovery programs, and outreach programs geared to specific issues or populations.
Therefore, in addition to the common core curricular experiences, all students majoring in the
Clinical Mental Health Counseling specialization are required to demonstrate knowledge and
skill in areas specific to a professional counselor practicing in such community settings.
Student Learning Outcomes
Clinical Mental Health Counselors are most effective when they fully understand their role,
function, and professional identity within the communities they serve. This requires an
acknowledgment of the sociocultural, demographic, and lifestyle diversities relevant to those
communities, and knowledge of effective and appropriate strategies for the enhancement of the
mental health of those varied and diverse clients who look to the clinical mental health counselor
for program development and service delivery.
Clinical mental health counseling requires knowledge of theories and techniques of needs
assessment in order to be able to design, implement, and evaluate these programs and services,
which include community intervention, consultation, education, and outreach. In addition, the
community counselor needs to understand the relationships between counselors and other
professionals working within a particular community in order to establish a base for client
referrals, community resources, and client advocacy.
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The Counselor Education Program has transitioned the former 48 credit hour Community
Counseling track to a 60 credit hour Clinical Mental Health Counseling track in order to stay in
compliance with new CACREP requirements. More information on the transition will be made
available in future classes. Current students will be offered the option of revising their programs
of study to the 60-hour program to graduate with the Clinical Mental Health Counseling
concentration.
The Clinical Mental Health Counseling program is currently accredited under the 2001
standards for Community Counseling programs as a Community Counseling program. The
CACREP 2009 standards combine the Community Counseling and Mental Health Counseling
standards into standards for Clinical Mental Health Counseling programs. The counseling
program intends to seek accreditation for this program as a Clinical Mental Health Counseling
program when it comes up for reaccreditation in 2014, per CACREP guidelines.
Student learning outcomes are assessed utilizing the Professional Counselor Development
Evaluation (PCDE). The final PCDE evaluation in COUN 6930: CMHC Internship II is
summative. In this final evaluation students are allowed no more than two scores at the In
Progress level in any category. Students receiving three or more less than Proficient scores, or
any score of Unsatisfactory, during this evaluation will receive an Incomplete for the COUN
6930: CMHC Internship II and will need to repeat the course in order to graduate from the
program.
School Counseling Specialized Courses
COUN 6780 - School Counseling
COUN 6820 - Administration and Consultation for School Counselors
COUN 6860 – Counseling Children and Adolescents
The School Counseling specialization involves a course of study designed to lead to eventual
employment as a counselor in the public schools. Because of the preventive and proactive nature
of school counseling, in addition to the common core curricular experiences, all students
majoring in the school counseling specialization are required to demonstrate knowledge and skill
in areas specific to this professional specialty.
Student Learning Outcomes
The School Counseling preparation program strives to meet the standards of the Board of
Regent’s of the University System of Georgia Principles and Actions for the Preparation of
School Counselors, which went into effect in the fall of 2004. These standards are based on the
American School Counselor Association (ASCA) National Model for School Counseling
Programs, and incorporate the four major themes of leadership, advocacy, collaboration and
teaming, and systemic change, which are emphasized throughout the school counselor
preparation program. Before graduation, school counseling candidates must be able to show that
they can positively impact students’ academic, career, and personal/social development.
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School counselors are trained to do basic clinical assessment and counseling in a similar manner
to those in the Clinical Mental Health Counseling program. In addition, school counselors must
be able to develop and implement comprehensive guidance programs, utilizing needs
assessments and data analysis that are an integral part of the total educational process.
Therefore, school counselors need to be effective decision makers and program planners. This
requires knowledge of the particular school setting and curriculum; an understanding of the
implications of the socio-cultural, demographic, and lifestyle diversity relevant to that school
setting; an ability to coordinate efforts with major stakeholders, including resource persons,
specialists, businesses, and agencies outside the school; an awareness and knowledge of issues
which may affect the development and functioning of children and adolescents; and an overall
ability to build, manage, implement, and evaluate comprehensive school counseling programs.
School counselors also need to recognize that parent and staff consultation is an important
function of their profession, and therefore, develop and refine their skills to establish appropriate
and effective working relationships with varied and diverse groups.
Student learning outcomes are assessed utilizing the Professional Counselor Development
Evaluation (PCDE). The final PCDE evaluation in COUN 6920: School Counseling Internship II
is summative. In this final evaluation students are allowed no more than two scores at the In
Progress level in any category. Students receiving three or more less than Proficient scores, or
any score of Unsatisfactory, during this evaluation will receive an Incomplete for the COUN
6920: School Counseling Internship II and will need to repeat the course in order to graduate
from the program.
COURSE OF STUDY – Clinical Mental Health Counseling (CMHC)
Master of Education in Counselor Education Program
CMHC Concentration
Degree Requirements - Clinical Mental Health Counseling (CMHC) Concentration • 60 semester hours of academic work (51 hours must be completed a Augusta)
• 6 semester hours of clinical internship in a community setting
Upon successful completion of the program, graduates will meet all the requirements for the
Licensed Professional Counselor (LPC) credential in Georgia, except for the three years of
supervised post- graduate work experience. State licensure requirements may vary from state to
state. Please consult the state licensure board website for specific requirements.
Program of Study
Core Courses (27 hours required)
COUN 6620 Human Development for Counselors 3
COUN 6630 Professional Orientation and Ethics 3
COUN 6660 Communication Skills in Counseling 3
COUN 6670 Group Counseling 3
COUN 6680 Theories and Techniques of Counseling 3
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COUN 6720 Career Development Theories and Practice 3
COUN 6760 Diversity Sensitivity in Counseling 3
COUN 6770 Crisis Intervention Counseling 3
COUN 6890 Practicum in Clinical Mental Health Counseling 3
Foundation Courses (6 hours required0
EDUC 6021 Introduction to Research Design 3
PSYC 6125 or EDUC 6040 Tests and Measurement 3
Clinical Mental Health Counseling Specialized Courses (21 hours required)
COUN 6700 Marriage and Family Counseling 3
COUN 6790 Community Counseling 3
COUN 6800 Assessment, Diagnosis, and Intervention 3
COUN 6840 Introduction to Addictions Counseling 3
COUN 6850 Treatment Planning in CMHC (pre-prac) 3
COUN 6910 Internship I in CMHC 3
COUN 6930 Internship II in CMHC (Capstone) 3
CMHC Electives - Select two in collaboration with Advisor (6 hour required)
COUN 6860 Counseling Children and Adolescents 3
COUN 6870 Gender Issues in Counseling 3
COUN 6950 Special Topics in Counseling 3
PSYC 6182 Clin. and Addictive Psychopharmacology 3
PSYC 6143 Behavior Pathology 3
Total hours for the degree: 60
COURSE OF STUDY – School Counseling
Master of Education in Counselor Education Program
School Counseling Concentration
Degree Requirements • 48 semester hours of academic work (39 hours must be completed at Augusta)
• 3 semester hours credit in Teaching Students with Disabilities in General Education
• 6 semester hours of clinical internship in a school setting
• Successful completion of the GACE I and II examination will yield school certification in the
state of Georgia. (For candidates without a Bachelor’s degree in Education, the GACE School
Counseling Tests I and II must also be taken.) The student applies to the Augusta Certification
Officer for certification after completion of all requirements for the degree.
Upon successful completion of the program, students will meet all the requirements for
certification as a school counselor in the state of Georgia.
Program of Study
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Core Courses (27 required hours) COUN 6620 Human Development for Counselors 3
COUN 6630 Professional Orientation and Ethics 3
COUN 6660 Communication Skills in Counseling 3
COUN 6670 Group Counseling 3
COUN 6680 Theories and Techniques of Counseling 3
COUN 6720 Career Development Theories and Practice 3
COUN 6760 Diversity Sensitivity in Counseling 3
COUN 6770 Crisis Intervention Counseling 3
COUN 6880 Counseling Practicum 3
Foundation Courses (6 hours required) EDUC 6021 Introduction to Research Design 3
EDUC 6040 Tests and Measurement 3
School Counseling Specialized Courses (15 hours required) COUN 6780/7780 School Counseling 3
COUN 6820 Administration and Consultation for School Counselors 3
COUN 6860/7860 Counseling Children and Adolescents 3
COUN 6900 Counseling Internship I (School Counseling section) 3
COUN 6920 Counseling Internship II (School Counseling section) (Capstone) 3
Total hours for the degree: 48
REQUIRED FOR CERTIFICATION
**SPED 4002 Teaching Students with Disabilities 3 hours
OPTIONAL COURSES:
Other specialized courses in CMHC track
POLICIES OF THE COUNSELOR EDUCATION PROGRAM
Admission to the Master’s Program: Process and Criteria
The Counselor Education Master of Education (M.Ed.) degree graduate program at Augusta
University prepares students for professional careers as either school counselors or counselors
in community mental health or private practice settings. Both the School Counseling and
Clinical Mental Health Counseling concentration areas are accredited by the Council for the
Accreditation of Counseling and Related Educational Programs (CACREP). Early in the
program students are assisted, as needed, in determining which specialty area will most
adequately match with their career goals. Most courses require outside field experiences,
coordinated by the faculty, to help students gain a sense of both professions early in their
professional training. Although the student body is already quite varied, we are committed to
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increasing the numbers of diverse students in our program to be more representative of the
surrounding community.
The Counselor Education Program is designed to meet the needs of both traditional and non-
traditional students. Courses are generally offered during evening hours or on Saturdays to
accommodate those who may already be working in professional career areas. It is not required
that applicants have a teaching certificate or work experience for acceptance into the Master’s
program. Those individuals with at least some work experience will be considered more highly.
Both the School Counseling and the Clinical Mental Health Counseling concentrations also
require intensive practicum and internship experiences near the end of the course of study. For
future school counselors, the practicum and internship placements are completed in school
settings at the elementary or secondary levels. For those specializing in Clinical Mental Health
Counseling, internships are held at local hospitals, mental health centers, and other community
agencies.
All of the full-time Counselor Education Program faculty hold doctoral degrees and have
professional experience in their particular subject areas. Several hold professional licensure
(LPC) and certifications from the National Board of Certified Counselors. They are also
actively involved in the counseling profession, members or officers in the American Counseling
Association (ACA), the Association for Counselor Education and Supervision (ACES), Georgia
School Counselor Association (GSCA), South Carolina School Counselor Association
(SCSCA), Licensed Professional Counselors of Georgia (LPCG), South Carolina Counseling
Association (SCCA) and other state and regional organizations. Faculty members frequently
present at regional and national conferences, quite often in collaboration with counseling
students, reporting on descriptive or experimental research which has been conducted during
the program courses.
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Admissions Procedures and Requirements
The Counselor Education Program faculty seeks to admit only those individuals who are
personally and academically prepared to successfully complete the Master’s degree in clinical
mental health or school counseling. Faculty members recognize the need for counselors to be
sensitive and competent in working with diverse populations. In order to meet this need, they
support multicultural perspectives throughout educational programs and actively seek a diverse
student and faculty population. Additionally, faculty are committed to admitting students who
demonstrate an awareness of self and willingness to work with others regardless of race,
religion/spirituality, ethnicity, age, disability, sexual orientation, gender, gender identity, marital
status/partnership, socioeconomic status, or other forms of diversity. Only those students who
have completed the admissions process and have been fully accepted into the program may take
counseling courses. Exceptions may be given on a case by case basis to those with previous
graduate experience.
Admission to the program is competitive and based on several criteria. For all counseling
programs, the student should exhibit those personal qualities or characteristics which, in the
judgment of the faculty, are necessary for effective functioning in the role of a counselor.
Applicants may obtain an application packet and more detailed admissions criteria from the
Dean’s office in the College of Education or refer to the Counselor Education Program website
for forms and information.
Application deadlines are as follows:
Fall - February 28 (Early-Bird); April 2 (Regular)
Spring - November 2
The completed application should be submitted via the application web-portal. Any supporting
documentations can be sent to the College of Education Dean’s office. The application process
includes several requirements, the last of which is a formal interview with program faculty.
These requirements include:
1. Complete application via the College of Education application web-portal.
You can begin the application process by visiting the web-portal at
https://www.applyweb.com/mcg/menu.html. Any accompanying materials can be
sent to the College of Education (COE) Dean’s Office.
2. GRE or MAT Scores (must have been taken within the last five years)
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Graduate Record Exam (GRE)
Regular admission: minimum of 300 revised GRE exam scores or 800 prior score on
the test overall, with a score of at least 146 revised GRE exam scores or 400 prior score
on the verbal subtest.
Miller’s Analogy Test (MAT)
Regular Admission: minimum score of 388
3. Three Recommendation Forms
Applicants will include at least three professional recommendations. It is
preferable for these letters of recommendation to be submitted by current or
former supervisors, employers, or faculty members.
4. Personal Autobiographical Essay
Applicants will write an autobiographical essay in which they discuss their reasons for
wanting to become a counselor, what attributes they may possess which would
contribute to their effectiveness as a counselor, what personal characteristics they
possess that might hinder their relationships with clients, and how they are planning to
address those issues. The essay must be double- spaced and three pages in length.
5. Personal Interview
The personal interview with the Admissions Committee is the final requirement for
admission into the program. The Admissions Committee is composed of counseling
faculty. Applicants who are selected by faculty based on the quality of the previous
criteria will be invited to the interview. The interview is designed to assess applicants’
potential for forming effective interpersonal relationships in individual and group
contexts; openness to self-examination and personal and professional growth; potential
to develop knowledge, skills and dispositions in the field; potential to work effectively
with diverse populations; emotional stability; receptiveness to supervision; degree to
which the Program’s objectives and mission are consistent with the vocational and
professional goals of applicants; and the degree to which applicants display the
potential for success in the counseling profession. After the interview applicants are
evaluated by the faculty with a rubric which considers all of these factors, including
both academic and non-academic issues.
IMPORTANT NOTE – The Counselor Education faculty views each applicant
individually, and considers the individual as a ‘whole’ that includes test scores,
personal interview, essay, and recommendations. Please do not let any one piece of
your application ‘package’ deter you from applying – counselors are multifaceted
professionals with many skills and gifts.
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Applicants who gain admission are those who, based on academic and non-academic factors, all
of the information given and the course of the interview, best match the characteristics described
in the above paragraph, and on the number of available openings for the upcoming semester.
The Admissions Committee makes its recommendations to the Dean of the College of
Education. The Dean’s office sends each applicant a formal letter regarding the status of the
application, usually within one to two weeks after the interview.
Assessment of Admissions Criteria
The Counselor Education Program faculty seriously takes their ethical responsibility to the
counseling profession to admit only those students who display or provide evidence of their ability
to succeed both academically and interpersonally in a graduate counseling program. The following
criteria are considered in determining those students who will be accepted in the program:
A. Evidence of academic ability and potential for graduate level study as determined by a
review of student transcripts, including undergraduate grade point average (GPA), GRE or
MAT test scores, and a review of writing organization, sentence structure, mechanics, and
ideas and content in the personal essay.
B. Potential for forming effective interpersonal relationships in individual and small group
contexts as evidenced by the following:
1. interpersonal skills demonstrated in the applicant's personal interview with the
counselor education program faculty.
2. faculty's assessment of letters of recommendation from professionals (e.g., former
professors, employers, colleagues) who can comment on the applicants’ effectiveness
for forming and maintaining such interpersonal relationships.
C. Appropriateness of vocational goals and objectives and their relevance to a program of
study in professional counseling as evidenced by the clarity of goals communicated by
applicants during the personal interview with the Counselor Education faculty.
D. Openness to self-examination and personal and professional development as evidenced by
the following:
1. observation and assessment of the applicants’ behavior during the course of the
interview with the faculty.
2. faculty's assessment of letters of recommendation from professionals who can comment
on the applicants’ openness to self-examination and evidence of professional
development.
E. Extent of paid or volunteer experience indicative of an interest in the helping professions.
F. Technological competency as noted in description of technology experience.
G. A satisfactory result from a criminal background check prior to admission. A background
check is necessary as field experiences are required in most courses.
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One of the underlying assumptions of the Counselor Education Program is that people entering the
counseling profession need to work on their own personal growth by participating in counseling.
In the interest of facilitating such personal growth and ensuring that students develop the openness
and ability to work through any personal or professional issues blocking professional
effectiveness, the faculty may recommend, or in some cases require, that students seek counseling
in order to facilitate personal growth.
Nondiscrimination Policy
It is the policy of Augusta University that there shall be no discrimination against any individual
on the basis of age, physical disability, national origin, race, religion, sex, or sexual orientation.
This nondiscrimination policy applies to all students, faculty, staff, employees, and applicants.
The Counselor Education Program strongly supports this policy. In addition, the Program actively
recruits students of diverse backgrounds, and, if necessary, makes every effort to retain these
students via financial and tutorial assistance. The Program's philosophy recognizes the uniqueness
of students, and emphasizes the goal of helping all students to realize their potential, taking into
account ethnic and cultural contexts in order to provide a satisfactory education for all students.
The faculty believes that the recruitment, retention, and development of culturally diverse
counselors is a professional responsibility, just as it is a professional responsibility to provide
adequate and appropriate programs and services to a culturally diverse clientele. The Program is,
therefore, committed to recruiting and admitting a diverse student population.
Endorsement Policy of the Counselor Education Program
Students who successfully complete all requirements for the Master of Education degree in
Counseling and display appropriate professional dispositions will receive formal endorsement in
their area of specialization by the faculty of the training Program.
Formal endorsement includes a recommendation for state certification by both the Counselor
Education faculty and the College of Education's Certification Officer for those students
successfully completing the specialization program in school counseling, or recommendation for
employment as a clinical mental health counselor in a setting consistent with the training provided.
Students will receive formal program endorsement only in that program for which they have met
training requirements.
Successful completion of a program means the completion of all didactic and experiential course
work, including practicum and internship that is marked by performance sufficient to insure that
the candidate possesses the skills and competencies necessary for ethical provision of services to
clients in the setting for which endorsement is made.
Completion of all requirements means that the candidate has completed the 48 or 60 semester
hours of their particular Master’s Degree program specialty area. The faculty does not endorse
recent graduates of any degree program for licensure or independent practice since three years of
practice under supervision, beyond the degree, is required for licensure. However, application for
the Licensed Associate Professional Counselor may be made upon graduation and the National
Counselor Exam may be taken at that time. Program faculty assist the student in completing
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sections of the application that refer to practicum and internship, as well as providing a reference
statement.
Procedures for certification as a school counselor in Georgia may be obtained from the state
certification officer at AU. Procedures for certification as a school counselor in South Carolina can
be obtained from the South Carolina Department of Education. It is the student's responsibility to
obtain and follow these procedures. Students in the Clinical Mental Health Counseling program
should also contact the appropriate licensing board in their state if they are interested in pursuing
LPC or NCC licensure (see Licensing section).
Systematic Assessment of Students Pursuing the Master’s Degree in Counselor Education
In accordance with the College of Education Retention and Exit from Master's Program Policies,
candidates must maintain a 3.0 GPA throughout their tenure in the program. Should this standard
not be maintained, the student will be placed on academic probation and must re-establish the GPA
of 3.0 during the next semester of enrollment. If a student is unable to remediate the grade point
average after one semester, he/she will be placed on academic suspension for a period of one
semester. Reinstatement requires meeting with advisors, developing a formal plan to address
academic problems, and the student's petition to the Exceptions Committee for reinstatement.
In addition to academic coursework, students are assessed at key points throughout the program.
Twice yearly, in accordance with CACREP guidelines, the Counselor Education faculty meets to
evaluate the progress of each matriculated student. The student's advisor is responsible for
collecting relevant feedback from the faculty about a particular student.
Each student will be formally evaluated on a variety of assessments throughout the program (see
Appendix B). Assessment instruments utilized will be reviewed with students during introductory
courses. Three times throughout the program, students will be evaluated by faculty using the
Professional Counseling Development Evaluation (PCDE). The first evaluation will be conducted
during the COUN 6680: Counseling Theories course, during the initial phase of the program. The
next assessment phase will occur at mid-program, when students are enrolled in COUN
6880/6890: Counseling Practicum course. The final evaluation will occur in COUN 6920/6930:
Counseling Internship II during the final semester of the program. The purpose of the PCDE
instrument is to provide the student with feedback regarding their progress in the program and to
outline any areas of concern. With this information the student is expected to make any necessary
improvements. The student will be able to view the PCDE results from faculty on the Chalk &
Wire data storage system. Other key assessments are also conducted, including, but not limited to
site observation forms and evaluations by site supervisors during practicum and internship. These
evaluations may be modified as faculty work to improve the student evaluation process.
When a student's progress is not satisfactory on interpersonal or professional criteria unrelated to
academic performance, she or he may be placed on remediation status. In this event, the following
process will occur:
The student will receive a Remediation Plan from her or his advisor (which has been developed
after a personal conference with the advisor and another faculty member(s) outlining the faculty’s’
concerns and stating that the student has been placed on remediation status. In addition, the
Remediation Plan will delineate what conditions the student must meet in order to be removed
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from remediation status. The student will also be informed of the consequences of failing to
comply with the outlined conditions, which includes the possibility that the student will be
dropped from the Program.
At the end of the remediation period, the faculty will again assess the student’s progress on the
Remediation Plan and will inform the student (in writing) of their evaluation. It is common for a
remediation period to last one semester. Usually, a student is either reinstated fully or is
terminated from the Program at this time. However, it is possible for remediation to be extended if
the faculty warrants that additional time is needed, or the student has met prior conditions outlined
by the faculty but has shown evidence of new deficiencies.
If a student in the Counselor Education Program is arrested for any offense, it is the student’s
responsibility to notify his or her advisor as soon as possible. Failure to do so may result in
immediate dismissal from the program. In such instances, the faculty will decide whether the
student will be dismissed or placed on remediation status, and will specify particular steps and a
timeframe in which to regain regular status.
Application for Practicum/Internship will include an updated criminal background check. In
addition, during internships, the Community Mental Health Center or other agencies may require
urine samples for drug related tests. Failure to pass any of the required tests may result in dismissal
from the Program.
Dismissal from a school or community mental health position or from a practicum or internship
placement may result in dismissal from the program. Making a grade of F in any course is
grounds for immediate dismissal from the program. Any course in which a student earns a D or F
will need to be taken over for a higher grade.
Grievance Procedure
If a student believes that she or he has been treated unfairly, either in a particular course or as a
result of the formal evaluation process, it is the student's right to initiate a grievance procedure.
The Augusta University procedures for Student Academic Appeals and Student Academic
Grievances are fully explained in University Catalog located on the AU website.
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Time Limit for Completion of Degree
The attainment of a clinically based Master's degree offered by the Counselor Education Program
inherently implies that a student will proceed through their training program in a logical course
sequence without any major interruption of time. Except in instances such as family or personal
emergencies, students will be expected to complete their program of studies consistent with the
two or three year time table they established with their advisor when they developed their program
of study. Even in those special circumstances where personal or family emergencies necessitate a
student's not taking courses during a particular academic term, the Augusta University policy of
completing one's course of study within seven calendar years must be adhered to. If for any
emergency reason, a student wishes to not pursue their prescribed program of study during a
particular semester, these issues will have to be discussed with the student's advisor, approved, and
a revised program of study completed. Students who are inactive in the program for two
consecutive semesters will be automatically dropped from the program and will need to
reapply to begin taking classes again.
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SYSTEM OF ACADEMIC AND PROFESSIONAL ADVISING
When a student is admitted to the Counselor Education Program, he or she is assigned an
advisor/mentor. During the course of the student's matriculation, it is the student's responsibility to
make regular contact (usually once each academic term) with their advisor regarding courses to be
taken and overall progress in their training program. Although each student will have numerous
contacts and interactions with all Program faculty during the course of training, the Program
faculty strongly believes in the value of the advisor/advisee relationship as a primary method of
professional development.
Among the advisor's responsibilities are the following:
1. To meet with the student as soon after the student has been accepted to the Program as possible
and develop a formal "Advising Sheet" that meets the student's professional goals and interests
as well as ensure a timely completion of the degree requirements. The formal Program of
Study must be completed and signed by the advisor before the completion of the student's first
academic semester in the Program.
2. To perform a variety of "mentoring" roles with the student that facilitates the student's personal
and professional development as an effective and competent counselor.
3. Where necessary, to advise the student each academic term about courses to be taken in the
subsequent term.
4. To communicate any corrective feedback to the student as a result of faculty evaluations of
students (see Systematic Assessment of Students Pursuing the Master’s Degree in Counselor
Education.
5. To review the advisee's records at the time that the student registers to graduate via the
Application for Graduation to determine that the student has met all program requirements.
6. To serve as overall liaison between the Program and the advisee.
NEW STUDENT ORIENTATION
A formal orientation program for new students will be held during registration week two semesters
each year. During orientation, the Program faculty will help all new students become familiar with
the policies and procedures of our Program and those of the college that affect Program students.
In addition, the Counselor Education faculty possess a strong philosophical commitment to the
personal and professional development of all our students and, congruent with this commitment,
will use a part of the orientation program to begin this developmental process. In order to initiate
this process, students and the faculty will make use of structured group experiences to facilitate the
process of students beginning to learn more about the faculty, as well as, about themselves and
their fellow students. This initial orientation experience for newly admitted students will typically
take place in a two-hour block during the evening. In addition to this initial orientation, each new
class of students and the faculty may meet periodically throughout the training program to process,
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consolidate, and critique their learning experience, as well as have an opportunity to continue
working together to develop and practice collaborative interpersonal skills.
PROFESSIONAL IDENTITY AND AFFILIATION
Matriculated students in the Counselor Education Program are urged to consider affiliation with
the professional association serving the counseling profession. That organization is the American
Counseling Association (ACA). Benefits of membership include receiving the professional
journal(s) published by ACA, identification with current professional issues, opportunity to attend
state, regional and national meetings, eligibility for member services (e.g., professional liability
insurance, legal defense fund, library resource use), and provide an avenue for networking and
interaction with other counseling professionals having interests and areas of expertise similar to
your own. Student membership in ACA is available at a reduced membership cost, as are
registration fees for the various professional conferences. ACA student membership applications
require a faculty member's endorsement. Students will also be encouraged to join their respective
state counseling association (see list below). Announcements for state, regional, and national
professional meetings are regularly sent via the student listserv and are posted on the Counselor
Education bulletin board located outside the ASI Department's Office.
The Counselor Education faculty is committed to encouraging each of our students to learn about
the various specialty divisions of the ACA and become actively involved in those divisions that are
congruent with the student's specialty interests. The various divisions of ACA and the affiliate
state professional organizations are listed below:
American Counseling Association
ACA American Counseling Association (www.counseling.org)
Publication: Journal of Counseling and Development
Divisions and Journal
AACE Association for Assessment in Counseling and Education
Publication: Measurement and Evaluation in Counseling Development
AADA Association for Adult Development and Aging
Publication: AADA Newsletter, Adultspan
Association for Child and Adolescent Counseling (ACAC)
ACC Association for Creativity in Counseling
Publication: Journal of Creativity in Mental Health
AACA American College Counseling Association
Publication: Journal of College Counseling
ACEG Association for Counselors and Educators in Government
ACES Association for Counselor Education & Supervision
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Publication: Counselor Education and Supervision
AHC Association for Humanistic Counseling (formerly C-AHEAD)
Publication: Journal of Humanistic Education and Development
AGLBTIC Association for Lesbian, Gay, Bisexual and Transgender Issues in Counseling
Publication: The Journal of LGBT Issues in Counseling
AMCD Association for Multicultural Counseling and Development
Publication: Journal of Multicultural Counseling and Development
AMHCA American Mental Health Counselors Association
Publication: Journal of Mental Health Counseling
ARCA American Rehabilitation Counseling Association
Publication: Rehabilitation Counseling Bulletin
ASCA American School Counselor Association (www.schoolcounselor.org)
Publications: The School Counselor, Elementary Guidance and Counseling
ASERVIC Association for Spiritual, Ethical and Religious Values in Counseling
Publication: Counseling and Values
ASGW Association for Specialists in Group Work
Publication: Journal for Specialists in Group Work
CSJ Counselors for Social Justice
Publication: Journal for Social Action in Counseling and Psychology
IAAOC International Association for Addictions & Offender Counseling
Publication: Journal of Addictions and Offender Counseling
IAMFC International Association of Marriage and Family Counselors
Publication: The Family Journal: Counseling & Therapy for Couples & Families
NCDA National Career Development Association
Publication: The Career Development Quarterly
NECA National Employment Counseling Association
Publication: Journal of Employment Counseling
Find more information about each of the American Counseling Association’s twenty divisions at
www.counseling.org
PROFESSIONAL LIABILITY INSURANCE
All students are required to obtain liability insurance before they reach the practicum and
internship level. A copy of the liability insurance premium form from your insurance carrier must
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be submitted to the Practicum and Internship Coordinator at the end of the semester prior to the
semester you intend to register for Practicum. Without evidence of appropriate liability insurance,
the student will not be allowed to register for practicum or either of the internship terms. While
lawsuits involving school or clinical mental health counselors are relatively uncommon, any
service provided the public by a professional (or a professional in training) is vulnerable to the
threat of lawsuit. Liability insurance is a benefit for student members of ACA through Healthcare
Providers Service Organization (HPSO). Students will provide a copy of the liability insurance
statement to be included in the student's Program file.
ACADEMIC REGULATIONS
Student Responsibility
Students are held responsible for adhering to all policies set forth in the University Catalog and the
Counselor Education Program Student Handbook. Students are required to know and observe all
regulations concerning campus life and student conduct. Students are responsible for maintaining
communication with the University by keeping on file with the Office of Records and Registration
at all times a current address, including zip code and telephone number. Students are also
responsible for meeting all university deadlines for required forms and fees.
Registration Registration takes place on designated days prior to the beginning of each semester, and during a
priority registration period several weeks prior to regular registration. Students are encouraged to
register during the priority registration period each semester, as often classes close quickly,
particularly in the summer. Consultation with an advisor prior to registration is recommended for
all counselor education students. Registration is not complete until all fees have been paid.
Course Load A graduate student who is registered for and attending 9 or more semester hours of graduate work
in a regular semester is classified as full-time; a normal course load is 6 to 12 semester hours of
graduate work. A graduate student may register for more than 12 semester hours of graduate work
in a regular semester only with the approval of the Program advisor and Dean of the College of
Education.
Academic Eligibility
Once students have been admitted to the graduate program in Counselor Education, they are
expected to maintain a 3.00 cumulative grade-point average (GPA). Students whose cumulative
GPA falls below 3.00 will be placed on academic probation. Graduate students in counselor
education who are placed on academic probation are required to restore their overall GPA to 3.00
within 9 additional gross semester hours of graduate work. They may do this work by taking any
graduate course without a COUN prefix, and for which they meet any prerequisites. All course
work used to restore the GPA to 3.00 must be completed at Augusta University. Credit earned at
any other institution while the student is on academic probation or is ineligible to enroll at AU
Counselor Education Program, cannot be applied to any degree at AU.
Transfer Credit Policy
AU may credit toward a master's degree nine semester hours (3 courses) of graduate work from
another accredited graduate institution upon recommendation of the appropriate adviser and the
Chair of the Department of Advanced Studies and Innovation. Transfer of credit must be approved
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and the appropriate form must be completed, signed and dated by the student’s advisor. After a
student has entered a graduate program at AU, permission from the student's advisor and the
department chair is required prior to accepting the transfer course(s). Permission to Transfer forms
are available in University Hall.
PRACTICUM AND INTERNSHIP: REQUIREMENTS AND PROCEDURES
In addition to the academic program objectives established, the Counselor Education Program
adheres to the professional counseling accreditation standards for clinical instruction. Six out of
the following 13 courses must be completed before a student can register for COUN 6880/6890
Counseling Practicum: COUN 6620, COUN 6630, COUN 6660, COUN 6680, COUN 6720,
COUN 6760, COUN 6770, EDUC 6040/PSYC 6125, PSYC 6147, EDUC 6021. The Practicum
must be successfully completed before a student can register for Internship I. Since the Internship
clinical courses represent the capstone experiences in a student’s professional training it is
imperative that each student carefully attend to the specific course requirements and the
procedures for finding and securing a Counselor Education Program approved Internship site.
Each student will need to work closely with his/her advisor and the Practicum and Internship
Coordinator as he/she progresses through the procedural process.
Practicum Related Requirements and Procedures
1. Practicum: Course Requirements. There are three requirements for Practicum that are
necessary to complete the course at a school or community site.
a. The student must complete 150 clock hours of counseling and counseling-related activities
at the CETC or an agency or school site to meet the requirements of Practicum. Students
should plan to spend 10-12 hours per week during the 16 week semester at the Counselor
Education training Center (CETC), agency or school site.
b. Of these 150 hours, 60 must be direct service hours. Direct service hours are defined as
face to face interaction with clients which includes the application of counseling,
consultation, or human development skills training intervention. Of the 60 hours at least 20
hours must be individual counseling and it is recommended that at least 10 hours must be
in group counseling with the remainder being drawn from the other direct service
categories.
c. The student MUST be allowed to audiotape/videotape the direct service hours for the
purpose of supervision. (For supervision expediency, all students are required to submit an
audio or video recording). Students are required to provide their own recordings for these
purposes.
2. Supervision-related Requirements. Because Practicum represents the first opportunity for the
student to engage in direct service with "real" clients, the faculty assumes primary responsibility
for the student's supervision. This allows the faculty the opportunity to tie in didactic instruction
and pre-practicum skills preparation with the counseling process itself. Intensive individual and
group supervision of practicum will occur on campus. More specifically, the student will meet
with his/her Practicum instructor a minimum of one hour each week for individual clinical review
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of his/her video/audio tape counseling sessions and other direct service work. The student will also
participate in a group supervision seminar on campus with his/her Practicum instructor for a
minimum of 1-1/2 hours per week during which the seminar group will focus on didactic and
experiential activities and include some form of review of counseling practices.
In those instances where a student has received faculty approval and clearance from the School's
Coordinator of Practicum and Internship to do his/her Practicum at an off-campus site, the
Program requests that the site operate in the following capacity:
a) assign a Practicum Supervisor who has appropriate credentials, time, and interest for
training the practicum student, who can generally monitor the practicum to ensure that both
the student’s needs and the clients’ needs are being met;
b) provide opportunities for the student to engage in a variety of counseling activities
consistent with the CACREP standards for supervision and for evaluating the student's
performance (suggested counseling experiences are included in Practicum Contract);
c) ensure that the student has the opportunity to accumulate the required number of client
contact hours;
d) provide the student with an orientation to the site and adequate work space, telephone,
office supplies, and staff to conduct professional counseling activities (consistent with
those provided for the Site Supervisor).
e) meet for individual supervision with the practicum student a minimum of one hour each
week the student earns hours at the site, and be available for on-site emergency situations;
f) ensure that the student can tape at least one counseling session each week for university
supervision;
g) provide written evaluation of the student, based on criteria established by the Augusta
University Program.
3. Practicum-Related Procedures. Practicum should not be viewed as other courses in terms of the
amount of time required to prepare adequately for the experience. At the time of matriculation
into the Counselor Education Program, when the student first meets with his or her advisor, it
would be appropriate for the student and his/her advisor to begin planning for the practicum
experience by addressing the following: discussing the type of client population with whom the
student wants to work, reviewing the list of possible practicum sites, reviewing the time table
procedures for submitting the Practicum Application, deadlines for locating a Program-
approved site, etc. While the Program has compiled a list of approved Practicum and Internship
sites (this list is continually being updated), it is the student's responsibility either to choose a
site from the approved list or present an alternate site to his/her advisor for review and
approval. The following steps and time lines must be adhered to as the student locates and
obtains faculty approval for a specific Practicum site.
4. Prerequisites
a. Meeting Eligibility Requirements
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Candidates may apply for the upcoming Practicum experience provided that the necessary courses
are successfully completed. These required courses are outlined as follows:
School Counseling: In order to be eligible for enrollment in COUN 6880 (School Counseling
Practicum), School Counseling candidates must complete the following courses:
COUN 6620: Human Development in Counseling,
COUN 6630: Professional Orientation and Ethics,
COUN 6660: Communication Skills in Counseling,
COUN 6680: Theories & Techniques of Counseling.
Additionally, these two courses must be completed prior to or concurrent with COUN 6880
School Counseling Practicum:
COUN 6670 Group Counseling
COUN 6780 School Counseling.
Clinical Mental Health Counseling: In order to be eligible for enrollment in COUN 6890
CMHC Practicum, CMHC candidates must complete the following courses:
COUN 6620: Human Development in Counseling,
COUN 6630: Professional Orientation and Ethics,
COUN 6660: Communication Skills in Counseling,
COUN 6680: Theories & Techniques of Counseling.
Additionally, these two courses must be completed prior to or concurrent with COUN 6890
Counseling Practicum:
COUN 6670 Group Counseling,
COUN 6800 Assessment, Diagnosis, and Intervention in Counseling.
At the beginning of the semester BEFORE candidates plan to take a Practicum or Internship
course, they should review the Approved Site List found on the program website.
b. Submit Applications
Before the eighth week of the semester, the Counselor Education Practicum and Internship
Coordinator will send a notice via JAGMail email indicating the deadline for candidates seeking to
apply for the Practicum or Internship experience during the following calendar semester (see
Application for Counseling Field Experience in Appendix). The submission of this Application
for Counseling Field Experience is the first step for candidates planning to enroll in the Practicum
and/or Internship clinical experience for the following semester. It is important to note that all
candidates are required to submit an Application for Counseling Field Experience each semester
that they intend to register for any clinical experience regardless of site selection. Students must
submit an application to the Practicum and Internship Coordinator before the posted due date.
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On the application, the candidate must identify courses successfully completed as well as
upcoming coursework in which the candidate intends to enroll. Additionally, the candidate must
select three or more potential and specific sites in sequential order of preference on this
application. Candidates can view and select potential community or school sites from the
Approved Site List found on the program website. A complete application must be submitted in
order for the application to be accepted. IF CANDIDATES FAIL TO SUBMIT A COMPLETED
APPLICATION BY THE DEADLINE, THEY WILL NOT BE ABLE TO ENROLL IN THE
CLINICAL EXPERIENCE FOR THE UPCOMING SEMESTER.
c. Attend Mandatory Pre-Practicum Orientation
For Practicum candidates, there will be a mandatory Pre-Practicum Orientation scheduled within
three weeks after the application deadline whereby issues related to the upcoming Practicum will
be further outlined. All students who intend to enroll in COUN 6880/6890 (Counseling
Practicum) are required to attend a mandatory Pre-Practicum Orientation in the semester prior to
their clinical experience course whereby this contract will be discussed. IF THE STUDENT
DOES NOT ATTEND THE PRE-PRACTICUM ORIENTATION, HE OR SHE WILL NOT BE
ABLE TO ENROLL IN THE PRACTICUM COURSE IN THE UPCOMING SEMESTER.
d. Secure your Site
Finding an appropriate site is the responsibility of the student and there is a list of acceptable sites
found on the Counselor Education website. After the applications are accepted by the posted
deadline, the Practicum and Internship Coordinator will send written confirmation (via email or
paper memo) to each candidate. This written confirmation allows the candidate to begin
contacting clinical sites for Practicum or Internship. DO NOT CONTACT ANY SITES UNTIL
YOU HAVE RECEIVED WRITTEN CONFIRMATION TO DO SO FROM THE PRACTICUM
AND INTERNSHIP COORDINATOR.
At your meeting give a copy of your current resume to the site supervisor so that he or she can get
to know some of your previous experiences. Also, provide a copy of your liability insurance (see
Insurance section). Discuss a potential schedule for days and times that you could work. This is
particularly important if you have another full or part-time job.
Lastly, complete the Practicum/Internship Contract (found on the CE website). Candidates will
submit a COPY of this contract to their respective course instructor and to the site supervisor at the
beginning of the semester. The candidate will keep the original Contract form.
Since the practicum and internship clinical courses represent the capstone experiences in a
candidate’s professional training it is imperative that each candidate carefully attend to the specific
course requirements and the procedures for finding and securing an approved internship site. Each
student will need to work closely with his/her advisor and the Clinical Coordinator as he/she
proceeds through the process.
There are a number of reasons for completing this process early as outlined. a) it usually is a time-
consuming process finding a practicum site and this cannot be delayed until the beginning of the
semester one intends to take practicum; b) because of the amount of supervision required for
practicum, faculty assignments will be determined by the number of students planning to enroll in
the course(s). Staff planning, therefore, needs to take place some months in advance; c) legal
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agreements between the university and the practicum site may need to be established, which can be
a time-consuming process; and d) with other counseling and master’s psychology programs in our
geographic area, there is competition for practicum (and internship) sites, so early contracting with
a site is necessary.
All practicum and internship forms are available in the Practicum and Internship Manual on the
website at the Department of Advanced Studies and Innovation website
http://www.augusta.edu/education/asi/forms-coun.php. Students are responsible for providing
their own forms to use from the manual throughout the practicum experience.
Practicum Site Supervisors will be informed if students under their supervision have a documented
disability and are registered with the campus Testing and Disability Office.
Internship Related Requirements and Procedures
Following successful completion of the counseling practicum, students must complete two
semesters of counseling internship in either school counseling or in community counseling
facilities, according to the student’s area of focus. This internship is to be completed in two
semesters. Students who wish to become experienced in both areas of school and community
counseling would need to complete four semesters of internship, two in a school setting and two in
the a community setting.
1. Internship: Course Requirements. There are three requirements for internship that need careful
consideration.
a. The student must commit 600 clock hours total to the clinical mental health or school
sites respective to their area of concentration to meet the requirement of internship. The typical
method of doing this is two semesters of 300 clock hours each.
b. Of these 600 hours, 240 hours must be direct service hours. Direct service hours involve
face to face interaction with clients which includes the application of counseling, consultation, or
human development skills. The student is expected to engage in both individual and group
counseling. The remaining 360 hours are to involve indirect service work such as office
administrative duties, consultation with parents or other staff, in-service staff development
activities, clinical staffing of counseling cases, clinical supervision, and staff meetings. Like all
internship sites, this site must be approved by the faculty Practicum and Internship Coordinator.
Alternative Method: A second method has been designed for those students, such as public school
teachers whose work schedules will not allow them to commit the typical 300 hours during a
semester at their internship site. Following this alternative, a student will commit to doing their
internship at the rate of 150 hours per semester over four academic semesters. Of these 150 hours,
60 hours must be direct service hours and 90 hours must be indirect service. A student wishing to
use this alternative internship method will be expected to work out the specific details of their
alternative plan with their advisor as outlined below in the section Internship-Related.
Additionally, students will be required to register for COUN 6950: Problems and Issues in the
Practice of Counseling for each semester in which they are accruing hours.
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c. The site should allow the intern to audio or video record direct service hours for the
purposes of clinical supervision. A minimum of one tape or DVD per week is required for
submission the Internship instructor.
2. Supervision-Related Requirements. The site (school, agency, practice group, or university)
must provide supervision by a clinician acceptable to the Counselor Education Program. The
identified site supervisor must hold a minimum of a Master's Degree in the program emphasis
area and possess appropriate certifications or licenses. In addition, the site supervisor must
have a minimum of two years’ experience as a counselor or clinician in their professional
specialty (i.e., counselor education, psychology, social work). Students will be asked to obtain
a copy of the site supervisor’s resume to be submitted with the Internship Contract.
The site must permit the student intern to participate in a variety of professional activities in
addition to direct service work. These activities should be those that a regularly employed staff
member in the setting would be expected to perform. In addition, the program requests that the site
operate in the following capacity:
a) assign an Internship Supervisor who has appropriate credentials, time, and interest for
training the practicum student, who can generally monitor the practicum to ensure that both
the student’s needs and the clients’ needs are being met;
b) provide opportunities for the student to engage in a variety of counseling activities
consistent with the CACREP standards for supervision and for evaluating the student's
performance (suggested counseling experiences are included in Internship Contract);
c) ensure that the student has the opportunity to accumulate the required number of client
contact hours;
d) provide the student with an orientation to the site and adequate work space, telephone,
office supplies, and staff to conduct professional counseling activities (consistent with
those provided for the Site Supervisor).
e) meet for individual supervision with the internship student a minimum of one hour each
week the student earns hours at the site, and be available for on-site emergency situations;
f) ensure that the student can tape at least one counseling session each week for university
supervision;
g) provide written evaluation of the student, based on criteria established by the Augusta
University Program.
3. Internship-Related Procedures. Like the practicum course, the internship courses should not
be viewed as other courses in terms of the amount of time required to prepare adequately
for the experience. It would be appropriate for the student and their advisor to begin the
planning process for internship well in advance of the term the student register for their
first internship by addressing the following: discuss the type of internship site that might
best meet the student's professional interests, review the list of possible internship sites, and
reviewing the time lines for locating a Program-approved site, etc. While the Program has
compiled a list of approved internship sites, it is the student's responsibility to either choose
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a site from the approved list or present an alternate site to their advisor for review and
approval. The following steps and time lines must be adhered to as the student locates and
obtains faculty approval for a specific internship site.
4. Prerequisites
In addition to the academic program objectives established, the Counselor Education Program
adheres to the professional counseling accreditation standards for clinical instruction outlined by
the Council for Accreditation of Counseling and Related Educational Programs (CACREP). As
such, certain requirements and procedures must be met in order to enroll in COUN
6900/6910/6920/6930 (Counseling Internship). First, COUN 6880/6890 (Counseling Practicum)
must be successfully completed before a candidate can register for Internship I. Therefore,
practicum and internship cannot be taken in the same semester. Additionally, there are three steps
in this process:
a. Meeting Eligibility Requirements
Candidates may apply for the upcoming Internship experience provided that necessary courses are
successfully completed. In addition, the candidate must have completed certain specialized
coursework in order to be eligible for Internship.
These necessary courses are outlined as follows:
School Counseling: In addition to the courses required for practicum, candidates must also have
successfully completed the following courses to be eligible for enrollment in COUN 6900/6920
Counseling Internship I and II:
COUN 6780: School Counseling,
COUN 6860: Counseling Children and Adolescents,
COUN 6670: Group Counseling.
Clinical Mental Health Counseling: In addition to the courses required for practicum, candidates
must also have successfully completed the following courses to be eligible for enrollment in
COUN 6900/6920 Counseling Internship I and II:
COUN 6700: Marriage and Family Counseling,
COUN 6800: Assessment, Diagnosis, and Intervention in Counseling,
COUN 6670: Group Counseling.
At the beginning of the semester BEFORE candidates plan to take a Practicum or Internship
course, they should review the Approved Site List found on the program website.
b. Submit Applications
Before the eighth week of the semester, the Counselor Education Practicum and Internship
Coordinator will send a notice via JAGMail email indicating the deadline for candidates seeking to
apply for the Practicum or Internship experience during the following calendar semester (see
Application for Counseling Field Experience in Appendix). The submission of this Application
for Counseling Field Experience is the first step for candidates planning to enroll in the Practicum
and/or Internship clinical experience for the following semester. It is important to note that all
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candidates are required to submit an Application for Counseling Field Experience each semester
that they intend to register for any clinical experience regardless of site selection.
On the application, the candidate must identify courses successfully completed as well as
upcoming coursework in which the candidate intends to enroll. Additionally, the candidate must
select three or more potential and specific sites in sequential order of preference on this
application. Candidates can view and select potential community or school sites from the
Approved Site List found on the program website. A complete application must be submitted in
order for the application to be accepted. IF CANDIDATES FAIL TO SUBMIT A COMPLETED
APPLICATION BY THE DEADLINE, THEY WILL NOT BE ABLE TO ENROLL IN THE
CLINICAL EXPERIENCE FOR THE UPCOMING SEMESTER.
c. Secure Your Site
Finding an appropriate site is the responsibility of the student and there is a list of acceptable sites
found on the Counselor Education website. After the applications are accepted by the posted
deadline, the Practicum and Internship Coordinator will send written confirmation (via email or
paper memo) to each candidate. This written confirmation allows the candidate to begin
contacting clinical sites for Practicum or Internship. DO NOT CONTACT ANY SITES UNTIL
YOU HAVE RECEIVED WRITTEN CONFIRMATION TO DO SO FROM THE PRACTICUM
AND INTERNSHIP COORDINATOR.
At your meeting give a copy of your current resume to the site supervisor so that he or she can get
to know some of your previous experiences. Also, provide a copy of your liability insurance (see
Insurance section). Discuss a potential schedule for days and times that you could work. This is
particularly important if you have another full or part-time job.
Lastly, complete the Practicum/Internship Contract (found on the CE website). Candidates will
submit a COPY of this contract to their respective course instructor and to the site supervisor at the
beginning of the semester. The candidate will keep the original Contract form. Since the
internship clinical courses represent the capstone experiences in a candidate’s professional training
it is imperative that each candidate carefully attend to the specific course requirements and the
procedures for finding and securing an approved internship site. Each student will need to work
closely with his/her advisor and the Clinical Coordinator as he/she proceeds through the process.
As with the early planning for Practicum, there are a number of reasons for completing the process
early. Since faculty teaching assignments must be determined well in advance, staff planning
needs to take place some months in advance, and since there are other graduate programs in the
larger geographic area, there is often competition for internship sites and early contracting with a
site is necessary. Also, legal agreements must often be established between the university and any
new internship site, which can be a lengthy process.
All practicum and internship forms are in the Practicum and Internship Manual found on the
website at http://www.augusta.edu/education/asi/forms coun.php. Students are responsible for
providing their own forms to use from the manual throughout the internship experience.
Internship Site Supervisors will be informed if students under their supervision have a documented
disability and are registered with the campus Testing and Disability Office.
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Should a student wish to complete their Practicum or Internship at a site not as yet approved by the
counseling faculty, a formal site visit and Memoranda of Understanding agreement completed the
semester before placement. In such an instance, it is the student's responsibility to discuss the
proposed site with their advisor, who will take responsibility for seeing that the appropriate review
and approval of the site is carried out. During the site visit, the requirements for the course and the
site supervisor's role and credentials will be reviewed. The purpose of this meeting is for the
faculty to be assured that the site is an appropriate one for internship and for the site supervisor
and/or student to clarify any issues they may have. Only those sites that agree to meet all the
contract requirements will be approved for Practicum or Internship placement.
COMPREHENSIVE ASSESSMENT
The Comprehensive Professional Counseling Evaluation (CPCE) is the required comprehensive
exit exam for students in the School and CMHC programs. Students are required to successfully
pass the CPCE in order to graduate from the program. The CPCE is a standardized national exam
taken by candidates during Internship II. This exam assesses candidate knowledge of the eight
core curriculum standards outline by CACREP which include 1) Human Growth & Development,
2) Social & Cultural Diversity, 3) Counseling & Helping Relationships, 4) Group counseling &
Group Work, 5) Career Development, 6) Assessment & Testing, 7) Research & Program
Evaluation, 8) Professional Counseling Orientation & Ethical Practice. Student scores will be
compared to national standardized scores received from the National Board for Certified
Counselors (NBCC). In order to pass the exam, student scores must fall within 1.25 standard
deviation(s) units from the national mean score. If a student is unable to successfully pass the
exam, the student will be required to re-take the exam until successfully passing the exam per
these guidelines. The CPCE national mean scores vary depending on the version of the exam
administered. Within a few weeks after the exam, faculty will receive official student scores from
the Office of Testing & Disability and/or the National Board for Certified Counselors (NBCC).
These results will include the version of the exam and nationally standardized scores used to
determine student passing scores.
The CPCE is offered twice per semester on campus via the Office of Testing & Disability
Services. Each student will register for the exam in the semester prior to enrolling in Internship II
(prior to graduating). The Office of Testing & Disability Services provides registration
instructions and deadlines that can be reviewed at https://www.augusta.edu/tds/. If a student is
unable to pass the exam during Internship II, the student will earn an “Incomplete” until the
student is able to successfully pass the exam during the following semester. Also, during the
following semester, the student will be required to enroll in COUN 6950 in order to remediate
knowledge areas identified on the exam. This remediation plan will be outlined in collaboration
with the student faculty advisor/instructor. Once the student successfully completes the exam, the
Internship II course instructor will complete the course Grade Change and assign the appropriate
grade earned.
GRADUATION REQUIREMENTS
The main graduation requirements for graduate students are outlined in the Augusta University
Catalog. Of particular importance to Counselor Education graduate students are the dates by which
the Application for Graduation must be filed. Students are responsible for contacting their
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advisors to collaboratively complete the necessary paperwork by the registrar’s deadlines, typically
1½-2 semesters prior to the planned graduation date.
Aside from filing the Application for Graduation form, counseling students must also successfully
complete the requirements for the Internship II course, including the CPCE examination. Finally,
on their final Professional Counseling Development Evaluation (PCDE) review by program
faculty during Internship II course, counseling students are allowed no more than two scores at the
In Progress level in any category. Students receiving three or more less than Proficient scores, or
any score of Unsatisfactory, during this evaluation will receive an Incomplete for the COUN 6920
or COUN 6930 Internship II and will need to repeat the course in order to graduate from the
program.
Required Forms for the Master's Degree Program
Form and Time to Submit
Course Requirements Contract.......................Program Orientation
Program of Study/Advising Sheet..................Prior to completion of 9 credit hours
Application for School
Counselor Certification..............................Semester before graduation
Transfer of Credit..........................................As Program of Study is constructed
Substitution of Courses..................................As the substitution is planned
Application for Graduation............................By registrar’s deadline (1½-2 semesters before
graduation)
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LICENSURE AND CERTIFICATION INFORMATION State Certification for School Counselors: Students wishing to obtain school counselor certification in Georgia or South Carolina are expected to contact their respective State Departments of Education and obtain the specific requirements for School Counselor Certification and then meet with their advisor to carry out the prescribed process. Students must pass the GACE School Counseling Test (in Georgia) or an equivalent state test for school certification. See certification section in this handbook for contact information. State LPC Licensure: Please note that state licensure requirements involve additional work experience and clinical supervision beyond the Master’s Degree by a Board-approved supervisor. Students wishing to pursue licensure in Georgia as a Professional Counselor or Marriage and Family Therapist in Georgia should contact the Georgia Composite Board of Professional Counselors, Social Workers, and Marriage and Family Therapists to request a LAPC application packet and then meet with their advisor for guidance and assistance. Students wishing to pursue licensure as a Professional Counselor in South Carolina should contact the licensure Board in South Carolina to request an application packet, and then meet with their advisor for guidance and assistance. See licensure section in this handbook for contact information. Those students considering becoming licensed in other states should consult the specific Board of Examiners website for the specific state(s) under consideration. National Certification: The National Board for Certified Counselors (NBCC) The National Board for Certified Counselors (NBCC) is an independent, not-for-profit organization whose primary purposes are to establish and monitor a national certification system, to identify to professionals and the public those counselors who have voluntarily sought and obtained generic counselor certification, and to maintain a registry of these counselors. This process grants recognition to counselors who have met predetermined NBCC standards in their training, experience, and performance on the National Counselor Examination. A counselor who is certified by the NBCC uses the designation NCC, National Certified Counselor. The NBCC also offers specialty certification in Career Counseling, Gerontological Counseling, School Counseling, Clinical Mental Health Counseling, and Addictions Counseling, among other specialty areas. See the Licensure section of this handbook for contact information.
GRADUATE STUDENT ORGANIZATIONS Chi Sigma Iota Chi Sigma Iota is the international honor society for students and community members of the counseling profession. Students who are enrolled in the program for at least one semester and have maintained at least a 3.5 average will be invited to join. The Augusta University Counselor Education Program established the Gamma Rho Omega Chapter for its graduate students, alumni, and community professionals in 2003. Students interested in Chi Sigma Iota are encouraged to contact any member of the faculty. Members of Chi Sigma Iota are committed to promoting excellence in the field of counseling and participate in scholarly, service and social events each semester. An invitation to membership is an honor and those students who are eligible are strongly encouraged to join this esteemed group.
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CAREER CENTER The Augusta University Career Services offers assistance with resume writing and other job application processes. Students who are interested in opening a file at the Center should make an appointment by calling 706-737-1604.
COUNSELOR EDUCATION FACULTY
Dr. Suzanne Dugger, Professor and Chair
Dr. Richard Deaner, Associate Professor and Coordinator of CEP
Dr. Margaux Brown, Assistant Professor
Dr. Denise Lenares-Solomon, Assistant Professor
Dr. Therese Newton, Assistant Professor
Dr. Meredith Rausch, Assistant Professor
Dr. Victoria Sanders, Adjunct Instructor
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APPENDICES Appendix A: Required Forms Program of Study/Advising Sheet-to be completed with program advisor Clinical Mental Health Counseling Specialty Area School Counseling Specialty Area Application for Graduation Appendix B: Learning Objectives According to Professional Standards Matrix of Standards Assessment Plan CACREP Program Objectives and Curriculum (Core) CACREP Clinical Mental Health Counseling Specialty Area Standards
CACREP School Counseling Specialty Area Standards Systematic Assessment Plan Student Acknowledgement of Receipt of Counselor Education Handbook
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APPENDIX A - REQUIRED FORMS
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AUGUSTA UNIVERSITY COLLEGE OF EDUCATION
Department of Advanced Studies and Innovation
M.Ed. with a Major in Clinical Mental Health Counseling
ADVISING SHEET
Name ___________________________________________ Student ID# ___________________________
Address _______________________________________________________________________________
Street and Number City State Zip
Home Phone ___________________ Work Phone ___________________Other _____________________
Acceptance Date ________________________ AU Email ___________________________ @augusta.edu
M.Ed. Counseling Core Courses (27 hours)
Course Hours Sem/Yr. Grade
COUN 6620 Human Development for Counselors * 3
COUN 6630 Professional Orientation and Ethics* 3
COUN 6660 Communication Skills in Counseling* 3
COUN 6680 Theories & Techniques of Counseling 3
COUN 6720 Career Development Theory* 3
COUN 6760 Diversity Sensitivity in Counseling* 3
COUN 6770 Crisis Intervention Counseling 3
COUN 6670 Group Counseling* 3
COUN 6890 Practicum in Clinical Mental Health
Counseling (CMHC)
3
M.Ed. Foundation Courses (6 hours)
EDUC 6021 Introduction to Research Design* 3
PSYC 6125 or EDUC 6040 Tests and Measurement* 3
M.Ed. Clinical Mental Health Counseling Specialized Courses (21 hours)
COUN 6700 Couples & Family Counseling 3
COUN 6790 Clinical Mental Health Counseling 3
COUN 6800 Assessment, Diagnosis, and Intervention 3
COUN 6840 Introduction to Addictions Counseling 3
COUN 6850 Treatment Planning in CMHC 3
COUN 6910 Internship I in CMHC 3
COUN 6930 Internship II in CMHC (Capstone) 3
M.Ed. Clinical Mental Health Counseling Electives - Select two in collaboration with Advisor (6 hours)
COUN 6860 Counseling Children and Adolescents (3)
COUN 6870 Gender Issues in Counseling (3)
COUN 6950 Problems and Issues in Counseling (3)
PSYC 6182 Clin. and Addictive Psychopharmacology (3)
PSYC 6143 Behavior Pathology (3)
T O T A L 60
Form continued on back and is NOT complete without page 2.
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Advisor Checklist: add semester/year for each item
___________ 1. Admission to Graduate Program
___________ 2. Maintain a 3.0 GPA
___________ 3. Program of Study (completed during first semester)
___________ 4. Review requirement of passing Counselor Preparation Comprehensive
Examination (CPCE) during Internship II course (8 core courses* scheduled prior
to Internship II semester)
___________ 5. Application for Graduation (1½-2 semesters before expected graduation)
___________ 6. Licensure application
See Counselor Education Program Handbook for procedural guidelines for Georgia or South
Carolina Licensed Professional Counselor (LPC) licensure and National Certified Counselor
(NCC) certification.
Signatures:
Student _______________________________________ Date _________________
Advisor ______________________________________ Date _________________
Dept. Chair ___________________________________ Date _________________
AUGUSTA UNIVERSITY
COLLEGE OF EDUCATION
Department of Advanced Studies and Innovation
M.Ed. with a Major in Counselor Education
ADVISING SHEET: Clinical Mental Health Counseling (60 hours)
The purpose of this form is to help students and their advisors track the student's progress through the
program. It should be used when meeting with a qualified program advisor.
Revised 4/11/17
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AUGUSTA UNIVERSITY
COLLEGE OF EDUCATION
Department of Advanced Studies and Innovation
M.Ed. with a Major in Counselor Education
ADVISING SHEET: School Counseling
Name Student ID# _________________________
Address ______________________________________________________________________
Street and Number City State Zip
Home Phone Work Phone __________________________
Acceptance Date _____________________ AU Email [email protected]
M.Ed. Counseling Core Courses (27 hours)
Course Hours Sem/Yr. Grade
COUN 6620 Human Development for Counselors* 3
COUN 6630 Professional Orientation and Ethics* 3
COUN 6660 Communication Skills in Counseling* 3
COUN 6680 Theories & Techniques of Counseling 3
COUN 6720 Career Development Theories and Practice* 3
COUN 6760 Diversity Sensitivity in Counseling* 3
COUN 6770 Crisis Intervention Counseling 3
COUN 6670 Group Counseling* 3
COUN 6880 Counseling Practicum 3
M.Ed. Foundation Courses (6 hours)
EDUC 6021 Introduction to Educational Research* 3
EDUC 6040 Tests & Measurements for Education* 3
M.Ed. School Counseling Specialized Courses (15 hours)
COUN 6780 School Counseling 3
COUN 6820 Administration and Consultation 3
COUN 6860 Counseling Children and Adolescents 3
COUN 6900 Counseling Internship I 3
COUN 6920 Counseling Internship II (Capstone) 3
T O T A L 48 Form continued and is NOT complete without page 2.
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53
Advisor Checklist: add semester/year for each item
__________ 1. Admission to Graduate Program
__________ 2. Maintain a 3.0 GPA
__________ 3. Program of Study (completed during first semester)
__________ 4. Review requirement of passing Counselor Preparation Comprehensive
Examination (CPCE) during Internship II course (8 core courses* scheduled prior
to Internship II semester)
__________ 5. Application for Graduation (1-1½ semesters before expected graduation)
__________ 6. Pass GACE School Counseling Test (2 parts)
Additional requirements for Georgia Guidance Counselor certification:
SPED 4002: Teaching Students with Disabilities in General Education
Passing the GACE examination in School Counseling
The GACE School Counseling examination should be taken during the last semester of enrollment
in the program. Also, during your last semester, consult with the AU Certification Officer for
procedural guidelines in becoming a certified guidance counselor in the state of Georgia.
Signatures:
Student _______________________________________ Date _________________
Advisor ______________________________________ Date _________________
Dept. Chair ___________________________________ Date _________________
AUGUSTA UNIVERSITY
COLLEGE OF EDUCATION
Department of Advanced Studies and Innovation
M.Ed. with a Major in Counselor Education
ADVISING SHEET: School Counseling
The purpose of this form is to help students and their advisors track the student's progress through the
program. It should be used when meeting with a qualified program advisor.
Revised 4/11/17
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AUGUSTA UNIVERSITY
COLLEGE OF EDUCATION
Department of Advanced Studies and Innovation
M.ED. APPLICATION FOR GRADUATION
The application for graduation can be found on the registrar’s website in Adobe (pdf) format:
http://www.augusta.edu/registrar/
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APPENDIX C – LEARNING OBJECTIVES
APPENDIX B- LEARNING OBJECTIVES ACCORDING TO
PROFESSIONAL STANDARDS
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Master's Degree in Counselor Education
MATRIX OF STANDARDS - Assessment Plan COURSES & Objectives
1
Professional
Identity
2 Social & Cult. Found.
3
Human Development
4
Careers
5 Helping Relation- ships
6 Group Work
7
Appraisal
8
Research
EDUC 6021
Intro to Research Design
PSC I (1,2)
BoR COUN II-A(9); II-
B(1)
CACREP 8 (A-F)
PSC IV (8)-GACE II
6 -R-P-PR
1,2,4,7- R-P-PR
COUN 6620
Human Growth & Dev.
PSC I (1,2)
BoR COUN II-A(9)
CACREP 3 (A-E) PSC IV (8)-GACE II
1,2,3-R-P-PR-D
3 -P-D-O
COUN 6630
Prof Orien & Ethics
PSC I (1,2)
BoR COUN I-A(1); I-
A(2); II-A(9)
CACREP 1 (A-H) PSC IV (8)-GACE II
1,2,3,8-R-P-PR-D
3-P-D-O-
4 -P-D-O
2-P-D-O-
3-P-R-PR
5-P-D-O
4-P-R-PR
5-P-P-D-O
6-P-D-O-R
7-R-PR-TM
COUN 6660
Communication Skills
PSC IV (8)
BoR COUN II-A(6); II-A(9);
CACREP 5 (A-G)
PSC IV (8)-GACE II
4 -P-D-O
3-D-T-O-TM
4-P-R-O-TM
6-R
COUN 6680
Theory & Practice
PSC IV (8)
BoR COUN I-A-1(a-c),
2(a-c); I-C(1-6)
CACREP 5 (C)
PSC IV (8)-GACE II
2-P-D-PR
1-P-D-PR
4-PR-O-TM
6-R-P-TM
COUN 6700
Marriage & Family
PSC I (1,2) PSC IV (8)
BoR COUN II-A(C); II-
A(7)
CACREP 5(A-G)
8-P-PR
2-R-P
1-R-P
5-P-PR-D
3-0-P-PR-TM
4-P-PR-D
6-PR
7-R-P-PR-TM
COUN 6720
Career Development
PSC II (3); PSC IV (8) BoR COUN II-A(3);
II-A(6); II-A(7); II-
A(8); I-IA(9)
CACREP 4(A-I)
8-P-R
2-P-D-O-R
1-PR-P-F
5-R-F-PR
3-D-O-TM
4-D-O-TM
6-R-O-PR
7-R-TM
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PSC IV (8)-GACE II
COUN 6760
Diversity Sensitivity
PSC I (1,2); PSC II (4) BoR COUN II-A(1); II-
A(9)
CACREP 2(A-F) PSC IV (8)-GACE II
8-PR-D
2-P-D-O-PR
1-D-O-PR
5-P-D-O-PR
3-P-D-O-PR
4-P-D-O-PR
6-PR
7-R-TM
COUNS 6770
Crisis Intervention Counseling
PSC I (1,2)
BoR I-A;II-A(7-8)
CACREP 1-3, 5-8
PSC IV (8)-GACE II
F,O,PR,R
F,D,O,PR
F,,O,PR,S
F,D,O,PR,R,S
F,D,O,PR,S
F,O.PR,S
R
COUNS 6790
Community Counseling
PSCI(1,2,3,4)
BoR II-A;II-A(7);IIB(6)
CACREP 1-8
F,P,O,D,PR
F,P,D,O
F,D,PR
F,R,O,PR,S
F,P,O,D,PR
F,P,O,D,PR
F,R,D,O,S
F,R,D,PR
EDUC 6040
Tests/Measurements
PSC I (1,2)
BoR COUN II-A(5);
II-A(9)
CACREP 7 (A-I)
PSC IV (8)-GACE II
6-D-P-R
7-R-P-PR
COUN 6780
School Counseling
PSC I(1,2);II(3,4);
IV(8)-GACE II
BoR I-A(4,7,8,9);I-B(6)
CACREP 1-8
F,P,D.O,PR,
F,P,D,O,PR.
F,D, O, PR, S
F, P, O,PR,S
F,P,D,O,PR,S
F,D,PR
F,O,S
R,P
COUN 6670-Group Process
PSC I (1,2)
BoR COUN II-A(6);
II-A(9)
CACREP 6(A-I)
PSC IV (8)-GACE II
1-D-O-PR
2-D-O-PR
8-D-O-PR
5-D-O-PR
3-D-O-PR
4-D-O-PR
6-R
7-R
COUN 6800
Assessment, Diagnosis, & Intervention
PSC I (1,2)
Bor COUN II-A(8); II-
A(9)
CACREP 7(A-I)
PSC IV (8)-GACE II
8-D-O-PR
1-D-O-PR
3-D-O-PR
4-D-O-PR
7-R
COUN 6820 Admin. & Consult.
PSC I (1,2,); PSC II
(3,4)
BoR COUN II-A(4);
8-P-D-O-PR-F
2-P-D-O-PR-TM-F
3-P-D-O-PR-TM
4-P-D-O-PR-TM
7-R-TM
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II-A(7); II-B(6)
CACREP 2 (D) PSC IV (8)-GACE II
COUN 6860
Counseling Children and Adolescents
PSC I (1); II (3,4); IV (8) - GACE
BoR-IIA (8,9)
CACREP 1-8
F-R-P-D-O-PR
F-R-O-D-PR
R-P-DO-PR-TM-S
R-P
F-D-O-PR-TM-V
P-D
F-O-PR-TM-V-S
R-PR
COUN 6880
Counseling Practicum
PSC I (1,2,); PSC II
(3,4)
BoR COUN II-A(9);
II-B(1); II-A(6); II-
A(9); III-B(1-11); III-
C(1-10)
CACREP 1-8
PSC IV (8)-GACE II
8-C-P-D-O-PR-S
2-C-P-D-O-PR-S
1-C-P-D-O-PR-S
5-C-P-D-O-PR-S
3-C-P-D-O-PR-S-T TM
4-C-P-D-O-PR-S-TM
6-C-P-D-O-PR-S
7-C-P-D-O-PR-S
COUN 6900
Couns. Internship 1&2
PSC I (1,2,); PSC II
(3,4)
BoR COUN II-A(9);
II-B(1); II-A(6); II-
A(9); III-B(1-11); III-
C(1-10)
CACREP 1-8
PSC IV (8)-GACE II
8-F-P-D-O-PR-S
2-F-P-D-O-PR-S
1-F-P-D-O-PR-S
5-F-P-D-O-PR-S
3-F-P-D-O-PR-S-TM
4-F-P-D-O-PR-S-TM
6-F-P-D-O-PR-S
7-F-P-D-O-PR-S
CACREP (Council for Accreditation of Counseling and Related Educational Programs),
PSC (Professional Standards Commission), and BOR (Board of Regents) Objectives, follow
the learning objectives matrix. Key: Type of Curricular Experiences Utilized for Assessment C = Clinical Experience (Counselor Education Center Supervised Experience) F = Internship Field Experience (Schools Counseling Sites for observation & work participation) R = Research Papers P = Personal Reflection Papers D = Participation in a demonstration (professor demonstrates, students take roles; ex: group counseling) O = Observations PR = Presentations & Demonstrations TM = Technology/Media Utilization (V=Videotape; C=Cassette Tape; CP=Computer Presentations) S = Staffing a case with a Case Conceptualization (Capstone activities utilizing all skills; i.e.: data-gathering; diagnosing; hypothesizing; utilizing theory & technique for interventions in case planning; prognosing outcomes (drawing conclusions about intervention plan).
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Council for Accreditation of Counseling and Related Educational Programs (CACREP)
The 2009 Standards
Section II
CACREP Program Objectives and Curriculum
G. Common core curricular experiences and demonstrated knowledge in each of the eight
common core curricular areas are required of all students in the program. The eight common
core areas follow.
1. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE—studies that provide
an understanding of all of the following aspects of professional functioning:
a. history and philosophy of the counseling profession;
b. professional roles, functions, and relationships with other human service providers,
including strategies for interagency/interorganization collaboration and
communications;
c. counselors’ roles and responsibilities as members of an interdisciplinary emergency
management response team during a local, regional, or national crisis, disaster or other
trauma-causing event;
d. self-care strategies appropriate to the counselor role;
e. counseling supervision models, practices, and processes;
f. professional organizations, including membership benefits, activities, services to
members, and current issues;
g. professional credentialing, including certification, licensure, and accreditation practices
and standards, and the effects of public policy on these issues;
h. the role and process of the professional counselor advocating on behalf of the
profession;
i. advocacy processes needed to address institutional and social barriers that impede
access, equity, and success for clients; and
j. ethical standards of professional organizations and credentialing bodies, and
applications of ethical and legal considerations in professional counseling.
2. SOCIAL AND CULTURAL DIVERSITY—studies that provide an understanding of the
cultural context of relationships, issues, and trends in a multicultural society, including all
of the following:
a. multicultural and pluralistic trends, including characteristics and concerns within and
among diverse groups nationally and internationally;
b. attitudes, beliefs, understandings, and acculturative experiences, including specific
experiential learning activities designed to foster students’ understanding of self and
culturally diverse clients;
c. theories of multicultural counseling, identity development, and social justice;
d. individual, couple, family, group, and community strategies for working with and
advocating for diverse populations, including multicultural competencies;
e. counselors’ roles in developing cultural self-awareness, promoting cultural social
justice, advocacy and conflict resolution, and other culturally supported behaviors that
promote optimal wellness and growth of the human spirit, mind, or body; and
f. counselors’ roles in eliminating biases, prejudices, and processes of intentional and
unintentional oppression and discrimination.
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3. HUMAN GROWTH AND DEVELOPMENT—studies that provide an understanding of
the nature and needs of persons at all developmental levels and in multicultural contexts,
including all of the following:
a. theories of individual and family development and transitions across the life span;
b. theories of learning and personality development, including current understandings
about neurobiological behavior;
c. effects of crises, disasters, and other trauma-causing events on persons of all ages;
d. theories and models of individual, cultural, couple, family, and community resilience;
e a general framework for understanding exceptional abilities and strategies for
differentiated interventions;
f. human behavior, including an understanding of developmental crises, disability,
psychopathology, and situational and environmental factors that affect both normal and
abnormal behavior;
g. theories and etiology of addictions and addictive behaviors, including strategies for
prevention, intervention, and treatment; and
h. theories for facilitating optimal development and wellness over the life span.
4. CAREER DEVELOPMENT—studies that provide an understanding of career
development and related life factors, including all of the following:
a. career development theories and decision-making models;
b. career, avocational, educational, occupational and labor market information resources,
and career information systems;
c. career development program planning, organization, implementation, administration,
and evaluation;
d. interrelationships among and between work, family, and other life roles and factors,
including the role of multicultural issues in career development;
e. career and educational planning, placement, follow-up, and evaluation;
f. assessment instruments and techniques relevant to career planning and decision
making; and
g. career counseling processes, techniques, and resources, including those applicable to
specific populations in a global economy.
5. HELPING RELATIONSHIPS—studies that provide an understanding of the counseling
process in a multicultural society, including all of the following:
a. an orientation to wellness and prevention as desired counseling goals;
b. counselor characteristics and behaviors that influence helping processes;
c. essential interviewing and counseling skills;
d. counseling theories that provide the student with models to conceptualize client
presentation and that help the student select appropriate counseling interventions.
Students will be exposed to models of counseling that are consistent with current
professional research and practice in the field so they begin to develop a personal
model of counseling;
e. a systems perspective that provides an understanding of family and other systems
theories and major models of family and related interventions;
f. a general framework for understanding and practicing consultation; and
g. crisis intervention and suicide prevention models, including the use of psychological
first aid strategies.
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6. GROUP WORK—studies that provide both theoretical and experiential understandings of
group purpose, development, dynamics, theories, methods, skills, and other group
approaches in a multicultural society, including all of the following:
a. principles of group dynamics, including group process components, developmental
stage theories, group members’ roles and behaviors, and therapeutic factors of group
work;
b. group leadership or facilitation styles and approaches, including characteristics of
various types of group leaders and leadership styles;
c. theories of group counseling, including commonalities, distinguishing characteristics,
and pertinent research and literature;
d. group counseling methods, including group counselor orientations and behaviors,
appropriate selection criteria and methods, and methods of evaluation of effectiveness;
and
e. direct experiences in which students participate as group members in a small group
activity, approved by the program, for a minimum of 10 clock hours over the course of
one academic term.
7. ASSESSMENT—studies that provide an understanding of individual and group
approaches to assessment and evaluation in a multicultural society, including all of the
following:
a. historical perspectives concerning the nature and meaning of 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, psychological testing, and behavioral observations;
c. statistical concepts, including scales of measurement, measures of central tendency,
indices of variability, shapes and types of distributions, and correlations;
d. reliability (i.e., theory of measurement error, models of reliability, and the use of
reliability information);
e. validity (i.e., evidence of validity, types of validity, and the relationship between
reliability and validity);
f. social and cultural factors related to the assessment and evaluation of individuals,
groups, and specific populations; and
g. ethical strategies for selecting, administering, and interpreting assessment and
evaluation instruments and techniques in counseling.
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:
a. the importance of research in advancing the counseling profession;
b. research methods such as qualitative, quantitative, single-case designs, action research,
and outcome-based research;
c. statistical methods used in conducting research and program evaluation;
d. principles, models, and applications of needs assessment, program evaluation, and the
use of findings to effect program modifications;
e. the use of research to inform evidence-based practice; and
f. ethical and culturally relevant strategies for interpreting and reporting the results of
research and/or program evaluation studies.
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CACREP CLINICAL MENTAL HEALTH COUNSELING (CMHC)
SPECIALTY AREA STANDARDS
Students who are preparing to work as clinical mental health counselors will demonstrate the
professional knowledge, skills, and practices necessary to address a wide variety of circumstances
within the clinical mental health counseling context. In addition to the common core curricular
experiences outlined in Section II.F, programs must provide evidence that student learning has
occurred in the following domains:
FOUNDATIONS
A. Knowledge
1. Understands the history, philosophy, and trends in clinical mental health counseling.
2. Understands ethical and legal considerations specifically related to the practice of clinical
mental health counseling.
3. Understands the roles and functions of clinical mental health counselors in various practice
settings and the importance of relationships between counselors and other professionals,
including interdisciplinary treatment teams.
4. Knows the professional organizations, preparation standards, and credentials relevant to the
practice of clinical mental health counseling.
5. Understands a variety of models and theories related to clinical mental health counseling,
including the methods, models, and principles of clinical supervision.
6. Recognizes the potential for substance use disorders to mimic and coexist with a variety of
medical and psychological disorders.
7. Is aware of professional issues that affect clinical mental health counselors (e.g., core
provider status, expert witness status, access to and practice privileges within managed care
systems).
8. Understands the management of mental health services and programs, including areas such
as administration, finance, and accountability.
9. Understands the impact of crises, disasters, and other trauma-causing events on people.
10. Understands the operation of an emergency management system within clinical
mental health agencies and in the community.
B. Skills and Practices
1. Demonstrates the ability to apply and adhere to ethical and legal standards in clinical
mental health counseling.
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2. Applies knowledge of public mental health policy, financing, and regulatory processes to
improve service delivery opportunities in clinical mental health counseling.
COUNSELING, PREVENTION, AND INTERVENTION
C. Knowledge
1. Describes the principles of mental health, including prevention, intervention, consultation,
education, and advocacy, as well as the operation of programs and networks that promote
mental health in a multicultural society.
2. Knows the etiology, the diagnostic process and nomenclature, treatment, referral, and
prevention of mental and emotional disorders.
2. Knows the models, methods, and principles of program development and service delivery
(e.g., support groups, peer facilitation training, parent education, self-help).
3. Knows the disease concept and etiology of addiction and co-occurring disorders.
4. Understands the range of mental health service delivery—such as inpatient, outpatient,
partial treatment and aftercare—and the clinical mental health counseling services network.
5. Understands the principles of crisis intervention for people during crises, disasters, and
other trauma-causing events.
6. Knows the principles, models, and documentation formats of biopsychosocial case
conceptualization and treatment planning.
7. Recognizes the importance of family, social networks, and community systems in the
treatment of mental and emotional disorders.
8. Understands professional issues relevant to the practice of clinical mental health
counseling.
D. Skills and Practices
1. Uses the principles and practices of diagnosis, treatment, referral, and prevention of mental
and emotional disorders to initiate, maintain, and terminate counseling.
2. Applies multicultural competencies to clinical mental health counseling involving case
conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional
disorders.
3. Promotes optimal human development, wellness, and mental health through prevention,
education, and advocacy activities.
4. Applies effective strategies to promote client understanding of and access to a variety of
community resources.
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5. Demonstrates appropriate use of culturally responsive individual, couple, family, group,
and systems modalities for initiating, maintaining, and terminating counseling.
6. Demonstrates the ability to use procedures for assessing and managing suicide risk.
5. Applies current record-keeping standards related to clinical mental health counseling.
8. Provides appropriate counseling strategies when working with clients with addiction and
co-occurring disorders.
9. Demonstrates the ability to recognize his or her own limitations as a clinical mental health
counselor and to seek supervision or refer clients when appropriate.
DIVERSITY AND ADVOCACY
E. Knowledge
1. Understands how living in a multicultural society affects clients who are seeking clinical
mental health counseling services.
2. Understands the effects of racism, discrimination, sexism, power, privilege, and oppression
on one’s own life and career and those of the client.
3. Understands current literature that outlines theories, approaches, strategies, and techniques
shown to be effective when working with specific populations of clients with mental and
emotional disorders.
4. Understands effective strategies to support client advocacy and influence public policy and
government relations on local, state, and national levels to enhance equity, increase
funding, and promote programs that affect the practice of clinical mental health counseling.
5. Understands the implications of concepts such as internalized oppression and institutional
racism, as well as the historical and current political climate regarding immigration,
poverty, and welfare.
6. Knows public policies on the local, state, and national levels that affect the quality and
accessibility of mental health services.
F. Skills and Practices
1. Maintains information regarding community resources to make appropriate referrals.
2. Advocates for policies, programs, and services that are equitable and responsive to the
unique needs of clients.
3. Demonstrates the ability to modify counseling systems, theories, techniques, and
interventions to make them culturally appropriate for diverse populations.
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ASSESSMENT
G. Knowledge
1. Knows the principles and models of assessment, case conceptualization, theories of human
development, and concepts of normalcy and psychopathology leading to diagnoses and
appropriate counseling treatment plans.
2. Understands various models and approaches to clinical evaluation and their appropriate
uses, including diagnostic interviews, mental status examinations, symptom inventories,
and psychoeducational and personality assessments.
3. Understands basic classifications, indications, and contraindications of commonly
prescribed psychopharmacological medications so that appropriate referrals can be made
for medication evaluations and so that the side effects of such medications can be
identified.
4. Identifies standard screening and assessment instruments for substance use disorders and
process addictions.
H. Skills and Practices
1. Selects appropriate comprehensive assessment interventions to assist in diagnosis and
treatment planning, with an awareness of cultural bias in the implementation and
interpretation of assessment protocols.
2. Demonstrates skill in conducting an intake interview, a mental status evaluation, a
biopsychosocial history, a mental health history, and a psychological assessment for
treatment planning and caseload management.
3. Screens for addiction, aggression, and danger to self and/or others, as well as co-occurring
mental disorders.
4. Applies the assessment of a client’s stage of dependence, change, or recovery to determine
the appropriate treatment modality and placement criteria within the continuum of care.
RESEARCH AND EVALUATION
I. Knowledge
1. Understands how to critically evaluate research relevant to the practice of clinical mental
health counseling.
2. Knows models of program evaluation for clinical mental health programs.
3. Knows evidence-based treatments and basic strategies for evaluating counseling outcomes
in clinical mental health counseling.
J. Skills and Practices
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1. Applies relevant research findings to inform the practice of clinical mental health
counseling.
2. Develops measurable outcomes for clinical mental health counseling programs,
interventions, and treatments.
3. Analyzes and uses data to increase the effectiveness of clinical mental health counseling
interventions and programs.
DIAGNOSIS
K. Knowledge
1. Knows the principles of the diagnostic process, including differential diagnosis, and the use
of current diagnostic tools, such as the current edition of the Diagnostic and Statistical
Manual of Mental Disorders (DSM).
2. Understands the established diagnostic criteria for mental and emotional disorders, and
describes treatment modalities and placement criteria within the continuum of care.
3. Knows the impact of co-occurring substance use disorders on medical and psychological
disorders.
4. Understands the relevance and potential biases of commonly used diagnostic tools with
multicultural populations.
5. Understands appropriate use of diagnosis during a crisis, disaster, or other trauma-causing
event.
L. Skills and Practices
1. Demonstrates appropriate use of diagnostic tools, including the current edition of the DSM,
to describe the symptoms and clinical presentation of clients with mental and emotional
impairments.
2. Is able to conceptualize an accurate multi-axial diagnosis of disorders presented by a client
and discuss the differential diagnosis with collaborating professionals.
3. Differentiates between diagnosis and developmentally appropriate reactions during crises,
disasters, and other trauma-causing events.
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CACREP SCHOOL COUNSELING SPECIALTY AREA STANDARDS
Students who are preparing to work as school counselors will demonstrate the professional
knowledge, skills, and practices necessary to promote the academic, career, and personal/social
development of all K–12 students. In addition to the common core curricular experiences outlined
in Section II.F, programs must provide evidence that student learning has occurred in the following
domains.
FOUNDATIONS
A. Knowledge
1. Knows history, philosophy, and trends in school counseling and educational systems.
2. Understands ethical and legal considerations specifically related to the practice of school
counseling.
3. Knows roles, functions, settings, and professional identity of the school counselor in
relation to the roles of other professional and support personnel in the school.
4. Knows professional organizations, preparation standards, and credentials that are relevant
to the practice of school counseling.
5. Understands current models of school counseling programs (e.g., American School
Counselor Association [ASCA] National Model) and their integral relationship to the total
educational program.
6. Understands the effects of (a) atypical growth and development, (b) health and wellness,
(c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on
student learning and development.
7. Understands the operation of the school emergency management plan and the roles and
responsibilities of the school counselor during crises, disasters, and other trauma-causing
events.
B. Skills and Practices
1. Demonstrates the ability to apply and adhere to ethical and legal standards in school
counseling.
2. Demonstrates the ability to articulate, model, and advocate for an appropriate school
counselor identity and program.
COUNSELING, PREVENTION, AND INTERVENTION
C. Knowledge
1. Knows the theories and processes of effective counseling and wellness programs for
individual students and groups of students.
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2. Knows how to design, implement, manage, and evaluate programs to enhance the
academic, career, and personal/social development of students.
3. Knows strategies for helping students identify strengths and cope with environmental and
developmental problems.
4. Knows how to design, implement, manage, and evaluate transition programs, including
school-to-work, postsecondary planning, and college admissions counseling.
5. Understands group dynamics—including counseling, psycho-educational, task, and peer
helping groups—and the facilitation of teams to enable students to overcome barriers and
impediments to learning.
6. Understands the potential impact of crises, emergencies, and disasters on students,
educators, and schools, and knows the skills needed for crisis intervention.
D. Skills and Practices
1. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse
individuals, groups, and classrooms.
2. Provides individual and group counseling and classroom guidance to promote the
academic, career, and personal/social development of students.
3. Designs and implements prevention and intervention plans related to the effects of (a)
atypical growth and development, (b) health and wellness, (c) language, (d) ability level,
(e) multicultural issues, and (f) factors of resiliency on student learning and development.
4. Demonstrates the ability to use procedures for assessing and managing suicide risk.
5. Demonstrates the ability to recognize his or her limitations as a school counselor and to
seek supervision or refer clients when appropriate.
DIVERSITY AND ADVOCACY
E. Knowledge
1. Understands the cultural, ethical, economic, legal, and political issues surrounding
diversity, equity, and excellence in terms of student learning.
2. Identifies community, environmental, and institutional opportunities that enhance—as well
as barriers that impede—the academic, career, and personal/social development of
students.
3. Understands the ways in which educational policies, programs, and practices can be
developed, adapted, and modified to be culturally congruent with the needs of students and
their families.
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4. Understands multicultural counseling issues, as well as the impact of ability levels,
stereotyping, family, socioeconomic status, gender, and sexual identity, and their effects on
student achievement.
F. Skills and Practices
1. Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in
student learning and development.
2. Advocates for the learning and academic experiences necessary to promote the academic,
career, and personal/social development of students.
3. Advocates for school policies, programs, and services that enhance a positive school
climate and are equitable and responsive to multicultural student populations.
4. Engages parents, guardians, and families to promote the academic, career, and
personal/social development of students.
ASSESSMENT
G. Knowledge
1. Understands the influence of multiple factors (e.g., abuse, violence, eating disorders,
attention deficit hyperactivity disorder, childhood depression) that may affect the personal,
social, and academic functioning of students.
2. Knows the signs and symptoms of substance abuse in children and adolescents, as well as
the signs and symptoms of living in a home where substance abuse occurs.
3. Identifies various forms of needs assessments for academic, career, and personal/social
development.
H. Skills and Practices
1. Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures,
languages, values, backgrounds, and abilities.
2. Selects appropriate assessment strategies that can be used to evaluate a student’s academic,
career, and personal/social development.
3. Analyzes assessment information in a manner that produces valid inferences when
evaluating the needs of individual students and assessing the effectiveness of educational
programs.
4. Makes appropriate referrals to school and/or community resources.
5. Assesses barriers that impede students’ academic, career, and personal/social development.
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RESEARCH AND EVALUATION
I. Knowledge
1. Understands how to critically evaluate research relevant to the practice of school
counseling.
2. Knows models of program evaluation for school counseling programs.
3. Knows basic strategies for evaluating counseling outcomes in school counseling (e.g.,
behavioral observation, program evaluation).
4. Knows current methods of using data to inform decision making and accountability (e.g.,
school improvement plan, school report card).
5. Understands the outcome research data and best practices identified in the school
counseling research literature.
J. Skills and Practices
1. Applies relevant research findings to inform the practice of school counseling.
2. Develops measurable outcomes for school counseling programs, activities, interventions,
and experiences.
3. Analyzes and uses data to enhance school counseling programs.
ACADEMIC DEVELOPMENT
K. Knowledge
1. Understands the relationship of the school counseling program to the academic mission of
the school.
2. Understands the concepts, principles, strategies, programs, and practices designed to close
the achievement gap, promote student academic success, and prevent students from
dropping out of school.
3. Understands curriculum design, lesson plan development, classroom management
strategies, and differentiated instructional strategies for teaching counseling- and guidance-
related material.
L. Skills and Practices
1. Conducts programs designed to enhance student academic development.
2. Implements strategies and activities to prepare students for a full range of postsecondary
options and opportunities.
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3. Implements differentiated instructional strategies that draw on subject matter and
pedagogical content knowledge and skills to promote student achievement.
COLLABORATION AND CONSULTATION
M. Knowledge
1. Understands the ways in which student development, well-being, and learning are
enhanced by family-school-community collaboration.
2. Knows strategies to promote, develop, and enhance effective teamwork within the school
and the larger community.
3. Knows how to build effective working teams of school staff, parents, and community
members to promote the academic, career, and personal/social development of students.
4. Understands systems theories, models, and processes of consultation in school system
settings.
5. Knows strategies and methods for working with parents, guardians, families, and
communities to empower them to act on behalf of their children.
6. Understands the various peer programming interventions (e.g., peer meditation, peer
mentoring, peer tutoring) and how to coordinate them.
7. Knows school and community collaboration models for crisis/disaster preparedness and
response.
N. Skills and Practices
1. Works with parents, guardians, and families to act on behalf of their children to address
problems that affect student success in school.
2. Locates resources in the community that can be used in the school to improve student
achievement and success.
3. Consults with teachers, staff, and community-based organizations to promote student
academic, career, and personal/social development.
4. Uses peer helping strategies in the school counseling program.
5. Uses referral procedures with helping agents in the community (e.g., mental health centers,
businesses, service groups) to secure assistance for students and their families.
LEADERSHIP
O. Knowledge
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1. Knows the qualities, principles, skills, and styles of effective leadership.
2. Knows strategies of leadership designed to enhance the learning environment of schools.
3. Knows how to design, implement, manage, and evaluate a comprehensive school
counseling program.
4. Understands the important role of the school counselor as a system change agent.
5. Understands the school counselor’s role in student assistance programs, school leadership,
curriculum, and advisory meetings.
P. Skills and Practices
1. Participates in the design, implementation, management, and evaluation of a
comprehensive developmental school counseling program.
2. Plans and presents school-counseling-related educational programs for use with parents and
teachers (e.g., parent education programs, materials used in classroom guidance and
advisor/advisee programs for teachers).
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Augusta University Counselor Education Program
SYSTEMATIC ASSESSMENT PROCESS
Students in the AU Counselor Education Program are regularly evaluated during their tenure in the
program. Assessment instruments are aligned with CACREP, CAEP, and PSC accreditation or
certification standards. These assessments will be conducted in the courses as noted below.
KEY ASSESSMENTS
COUN 6660: Communication Skills in Counseling
Professional Counseling Development and Dispositions Evaluation (PCDE) 1
COUN 6880: Counseling Practicum (school)
COUN 6890: CMHC Practicum (clinical)
Professional Counseling Development and Dispositions Evaluation (PCDE) 2
Counseling Observation 1
Field Supervisor Evaluation 1 - School
Field Supervisor Evaluation 1 - Community
Impacting Student Learning 1 (School)
COUN 6900: Counseling Internship I (school)
COUN 6910: CMHC Internship I (clinical)
Counseling Observation 2
Field Supervisor Evaluation 2 - School
Field Supervisor Evaluation 2 - Community
COUN 6920: Counseling Internship II (school)
COUN 6930: CMHC Internship II (clinical)
Professional Counseling Development and Dispositions Evaluation (PCDE) 3
Counseling Observation 3
Field Supervisor Evaluation 3 - School
Field Supervisor Evaluation 3 - Community
Client Development Project (Community)
Impacting Student Learning 2 (School)
Counselor Preparation Comprehensive Examination (CPCE)
In addition, program faculty meet twice a year to review the progress of all students, their
academic and interpersonal skills development, and their performance on the assessment
instruments thus far. As needed, faculty advisors meet with individual students to discuss any
concerns that may arise and ways that students can improve performance. For more serious
matters, faculty may ask students to participate in a remediation plan, in which the faculty
concerns will be written down and a plan of action developed to help the student to improve.
Students who fail to complete the remediation plan within the designated timeframe will be
dismissed from the program. Updated 6-20-12
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Augusta University College of Education ~ Department of Advanced Studies and Innovation~ Counselor Education Program
2500 Walton Way
Augusta, GA 30904-2200 Phone 706-737-1497 ~ Fax 706-667-4490
STUDENT ACKNOWLEDGEMENT OF RECEIPT OF COUNSELOR
EDUCATION HANDBOOK
By signing below, I acknowledge that I will receive via email a copy of the
Counselor Education Program Student Handbook and I have participated in an
orientation briefly outlining the policies and procedures of the Counselor Education
Program.
I understand that it is my responsibility to read and become familiar with all
of the policies and procedures within the Student Handbook. I understand that if I
have questions about the program, I will first consult the Student Handbook. If I
cannot find an answer there, I will consult with my faculty advisor.
I will read and thoroughly familiarize myself with the Counselor Education
Program Student Handbook so that I will not miss out on important information and
timelines.
_____________________________________ ________________________
Professor Date
_____________________________________ ________________________
Student’s Signature Date
_____________________________________ ________________________
Student’s Name (please print) Date