doctoral student handbook counseling program...2 welcome to the counseling program at the university...

Doctoral Student Handbook Counseling Program

Department of Counseling and Higher Education College of Education

Summer 2018

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Welcome to the Counseling Program at the University of North Texas! This document is designed to provide you, the doctoral student, with a comprehensive overview of the Counseling Program, our policies and procedures, and your rights and responsibilities. If you have questions about our Program, chances are you can find clear and thorough answers within the following pages. Please review the document carefully, keep it readily accessible, and consult it often. If you have questions after consulting the handbook, you may contact your interim advisor, the instructor in COUN 6210, or the chair of the doctoral advisement committee, Dr. Leslie Jones. This document serves as a supplement to the Graduate Catalog and the Counseling Program Practicum Handbook. It is your responsibility as student or prospective student to become familiar with the contents of the Graduate Catalog (available online at http://catalog.unt.edu) under which you will be entering graduate work and with the contents of this Doctoral Student Handbook. To confirm that you have read this handbook and have understood the responsibilities, policies, and procedures outlined herein, please sign the Student Responsibility Form on p. 5 and submit it to your COUN 6210 instructor for inclusion in your student file. This Handbook is updated once per year and is available online, along with a number of other resources, within the Counseling Program’s Blackboard page. To locate the page, login to https://learn.unt.edu, navigate to “Organizations” and select “UNT Counseling Program.” Best wishes in your personal and professional pursuits!

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TABLE OF CONTENTS

Student Responsibility Form .............................................................................................................. 5 Introduction ....................................................................................................................................... 6 Counseling Program Faculty………………………………………………………………………………………………………… 7 Program Overview ............................................................................................................................. 9

Provisional Admission ........................................................................................................... 9 Licensure ............................................................................................................................... 10 Summer (1st Semester) ......................................................................................................... 10 Fall (2nd Semester) ................................................................................................................. 10 Spring (3rd Semester) ............................................................................................................. 10

Selection of Doctoral Committee ....................................................................................................... 11 Formulating the Degree Plan ............................................................................................................. 12

Counseling Core Courses ...................................................................................................... 13 College of Education Research Core Requirement ............................................................... 13 Specialty Area ....................................................................................................................... 14 Minor or Elective ................................................................................................................... 15 Tool Subject Requirement .................................................................................................... 15 Changing the Degree Plan ..................................................................................................... 15 University Residency Requirement ....................................................................................... 15 Doctoral Degree Plan Waiver of Elective Hours ................................................................... 16 Counseling Course Offerings by Semester…………………………………………………………………….… 17 Program Sequencing Plans ................................................................................................... 18 Doctoral Degree Plan ............................................................................................................ 19

Clinical Course Sequence ................................................................................................................... 21 Professional Counseling Performance Evaluation‐Doctoral ................................................. 22 Doctoral Clinical Experiences Log ......................................................................................... 25 Doctoral Specialty Clinical Experiences Log .......................................................................... 26

Supervision Responsibilities ............................................................................................................... 27 Doctoral Student Supervisor Evaluation .............................................................................. 28 Supervisee’s Evaluation of Supervisor .................................................................................. 31 Teaching Responsibilities ................................................................................................................... 33 Instrument for Observing Teaching and Instruction ............................................................ 34 Blended Internship, Portfolio, and Qualifying Exam (BIPQ) .............................................................. 39

BIPQ Rubric ........................................................................................................................... 42 BIPQ Tracking Form ............................................................................................................... 44 Pre‐Qualifying and Qualifying Examination Rubrics ............................................................. 45

Admission to Candidacy ..................................................................................................................... 50 Dissertation Format ........................................................................................................................... 51

Dissertation Rubric ................................................................................................................ 52 Program Checklist and Guidelines ..................................................................................................... 54 College of Education Checkpoints for Doctoral Candidates .............................................................. 56 Request to Appeal Doctoral Program Policy/Procedure Form .......................................................... 60

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Counseling Program Policies & Procedures

Academic Integrity and Academic Misconduct .................................................................... 62 American Psychological Association Publication Style ......................................................... 63 Appeal Process for Grade or Grievance ................................................................................ 63 Appropriate Dress and Conduct………………………………………………………………………………………..65 Campus Carry Notification .................................................................................................... 66 Criminal History Background Checks (CHBCs) ...................................................................... 66 Diversity Recruitment & Retention Policy ............................................................................ 67 EagleConnect ........................................................................................................................ 67 Emergency Notifications and Procedures ............................................................................. 67 Endorsement Policy .............................................................................................................. 67 Ethical/Legal Awareness ....................................................................................................... 68 Grades of Incomplete……………………………………………………………………………………………………… 68 Observation of Religious Holy Days ...................................................................................... 68 Persons with Disabilities

(a) Non‐Discrimination Policy .................................................................................. 68 (b) Disability Accommodation Policy ....................................................................... 69

Professional Journal Access .................................................................................................. 70 Retention of Student Records ............................................................................................... 70 Satisfactory Progress Policy………………………………………………………………………………………………71 Sexual Discrimination, Harassment, & Assault ..................................................................... 72 Student Evaluation of Courses and Instruction .................................................................... 72 Student Review & Retention Policy ...................................................................................... 73

Methods for Student Review & Retention .............................................................. 74 Procedures for Student Review & Retention ........................................................... 75 Professional Competency Report and Requirements Example Form ...................... 76 Student Review & Retention Checklist .................................................................... 77 Professional Competency Progress Report Example Form ..................................... 79

Tk20 ....................................................................................................................................... 80 Additional Resources

College of Education Forms Related to Doctoral Program ................................................... 81 Counseling Program Resources ............................................................................................ 81 Financing Your Doctoral Degree ........................................................................................... 82 Licensure and Certification Resources .................................................................................. 83 Professional Organizations ................................................................................................... 84

Affiliate & Other Professional Organizations ........................................................... 85 Rho Kappa Chapter of Chi Sigma Iota…………………………………………………………………. 86

UNT International Counseling Student Club ............................................................ 86

Post‐Graduation Considerations ........................................................................................................ 87

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STUDENT RESPONSIBILITY FORM

University of North Texas College of Education

Department of Counseling and Higher Education Counseling Program

I have received the Counseling Doctoral (PhD) Degree Program Handbook. I will review these materials carefully, and if I have any questions concerning these materials, I will ask for clarification from my COUN 6210 Counseling Principles and Process I instructor, the chair of the Doctoral Advisory Committee, or my interim doctoral faculty advisor. I understand the policies and procedures as stated in the Handbook. I agree to fulfill the requirements as stated and to abide by the policies set forth herein. I understand that policy changes are made at the University, College of Education, and departmental levels and agree to assume responsibility for remaining up‐to‐date on such changes. I agree to check the appropriate website, graduate school, college, and department resources to find the most current forms, deadlines, and information. I further agree that the faculty of the Counseling Program at the University of North Texas has the right and responsibility to monitor my academic progress, my clinical skills, my professional ethical behavior, and my personal characteristics that impact my abilities as a counselor/counselor educator. I am aware that neither the University of North Texas nor the Counseling Program will provide or pay for my legal counsel in the event that I am sued for malpractice when enrolled in my counseling clinical course sequence, or other related experiences, nor will the university pay damages or other costs incurred by me in the event I am found liable. I hereby agree to provide proof of malpractice insurance and notification of any changes in my insurance coverage as specified on the “Statement of Liability Awareness Form” within the Practicum Handbook. I will hold the University of North Texas harmless in the event I am sued and found liable.

I understand that I am responsible for the information presented in the Counseling Doctoral (PhD) Degree Program Handbook. I further assume full responsibility for meeting the current requirements of the Graduate School and the College of Education as outlined in the UNT Graduate Catalog. ____________________________________________________________ Signature Date Note: It is the student’s responsibility to sign this form and turn it in to their COUN 6210 instructor for placement in the

student’s file.

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INTRODUCTION

Welcome to the Doctoral Program in Counseling at the University of North Texas!

Counseling Program Mission The UNT Counseling Program promotes human development through education, research, and service that advance the profession of, and scholarship in, counseling.

Through education, the Program prepares highly competent counseling professionals – including counseling associates, entry and advanced level counselors, counselor educators, counselor supervisors, counseling researchers, and counseling administrators – for work in schools, communities, colleges, business, and industry.

Through research, the Program creates, applies, and disseminates innovative knowledge, especially in the area of counseling for holistic wellness with at‐risk and diverse populations.

Through service, the Program provides humanitarian assistance to academic, professional, and public communities, including volunteer counseling services to the public.

Counseling Program Vision We aspire to create a student‐centered program that models healthy relationships and pursues a collective purpose based on the values of diversity, transparency, integrity, and community engagement. Through maintaining and building on current program strengths, our program will cultivate leaders who positively impact clients, students, and the counseling profession—and, thereby, all humanity.

Accreditation, Core Curriculum, and Program Objectives The UNT Counseling Doctoral Program is accredited as a Counselor Education and Supervision program by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The program area academic core emphasizes leadership roles of professional counselors/counselor educators, advanced counseling practice, teaching, supervision, and research competencies while allowing students sufficient flexibility to develop expertise in their chosen area of specialization. Doctoral candidates must demonstrate knowledge and skills in all Student Learning Outcomes identified with the CACREP standards for the counselor education and supervision program area. In particular, the UNT Counseling Program faculty’s doctoral program objectives are:

To prepare students who are well grounded in theoretical, ethical, and multicultural competence and who demonstrate integration as

Counselor educators who demonstrate strong teaching pedagogy that can be implemented across CACREP core courses in addition to specialty areas of interest and strong professional leadership including social advocacy and community engagement,

Advanced clinicians and clinical supervisors who demonstrate evidence based clinical skills and interventions, self and other awareness, culturally sensitive supervision, and ability to conceptualize clinical issues from multiple theoretical perspectives, and

Researchers who demonstrate an ability to conceptualize and engage in high quality research and dissemination of research products.

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Counseling Program Faculty A full‐time faculty member’s job typically consists of three parts: teaching, research and professional activity, and service to the university and community. A counselor educator typically enters the field as an Assistant Professor. After an established length and quality of work, the Assistant Professor is promoted to Associate. After a further length and quality of work, the Professor is promoted to Professor. At UNT, an exemplary Professor may be honored as a Regents Professor. Clinical faculty members are regular faculty members whose assignments are in teaching and service. Clinical faculty members may also be promoted within the UNT system (e.g., Clinical Assistant Professor, Clinical Associate Professor, Clinical Professor).

AY 2018 – 2019 UNT AT DENTON FACULTY MEMBERS

NAME, DEGREE, POSITION DEGREE FROM TEACHING AREAS RESEARCH INTERESTS/ SPECIALTY AREAS

Caitlyn Bennett, PhD Assistant Professor

University of Central Florida

Family Counseling, Internship Counselor Education and Supervision, Outcome‐Based Research in Counseling (Neurofeedback Training), and Mindfulness‐Based Interventions

Angie Cartwright, PhD Assistant Professor

Sam Houston State University

Clinical Mental Health Counseling, Addictions

Mentorship in Counselor Education, Addiction and Offender Counseling, Single Parent Homes

Peggy Ceballos, PhD Associate Professor, Program Coordinator

University of North Texas

Diversity, School Counseling, Supervised practice, Play Therapy, Adolescent Counseling

Multicultural Counseling, Play Therapy, School Counseling

Cynthia Chandler, EdD Professor; Director, Consortium for Animal Assisted Therapy

Texas Tech University

Assessment, Animal Assisted Therapy, Women’s Issues, Supervised Practice

Women’s Issues, Animal Assisted Therapy

Janice Miner Holden, EdD Professor

Northern Illinois University

Counseling Theory, Transpersonal Counseling, Couple Counseling

Transpersonal/Spiritual Issues in Counseling, Couple Counseling, Sexuality and Sexual Dysfunction Therapy, Cognitive Therapy

Leslie Jones, PhD Clinical Associate Professor; Director, Child & Family Resource Clinic


Play Therapy, Child & Adolescent Appraisal, Supervised Practice

Play Therapy

Kimberly King, PhD Clinical Assistant Professor; Director, Counseling and Human Development Center


Supervised Practice, Group Counseling, Play Therapy

Play Therapy, Group Counseling, Child and Adolescent Treatment Planning and Diagnosis

Matthew Lemberger‐Truelove, PhD Professor

University of South Carolina

Counseling Theory School Counseling Outcomes, Counseling Theory, Social‐Emotional Development, and Social Justice Philosophy

Natalya Lindo, PhD Associate Professor; Chair, Department of Counseling & Higher Education

Georgia State University

Play Therapy, Supervised Practice, Career Development

Play Therapy, Career Counseling, and International Student Issues in Education

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Kristin Meany‐Walen, PhD Assistant Professor


Play Therapy, Group Counseling, Supervised Practice

Adlerian Play Therapy, Filial Therapy, Child and Adolescent Counseling

Elizabeth Prosek, PhD Associate Professor

Old Dominion University

Clinical Mental Health Counseling, Diagnosis, Ethics

Assessment and Diagnosis, Co‐Occurring Disorders, Veterans, Current Issues in Counselor Education

Dee Ray, PhD Professor; Director, Center for Play Therapy


Supervised Practice, Play Therapy, Filial Therapy, School Counseling

Play Therapy, Filial Therapy, Theory, School Counseling, Research Design & Analysis

LaToya Smith, PhD Senior Lecturer


Diversity, Basic Skills, Internship, Systems

Couple and Family Counseling, Diversity

Maria Spellings, PhD Senior Lecturer


Diversity, Advanced Skills, Ethics in CHMC

Counselor Development, Trauma

LaKaavia Taylor, PhD Clinical Assistant Professor


Play Therapy, School Counseling, Supervised Practice

AY 2017‐2018 Administrative Appointments

Dean of College of Education Dr. Randy Bomer

Chair of Department of Counseling and Higher Education Dr. Natalya Lindo

Coordinator of Counseling Program Dr. Peggy Ceballos

Director of Child and Family Resource Clinic Dr. Leslie Jones

Director of Center for Play Therapy Dr. Dee Ray

Director of Consortium for Animal Assisted Therapy Dr. Cynthia Chandler

Coordinator of Undergraduate Minor Dr. Angie Wilson

Counseling Program Advisor Mrs. Rita Hay

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PROGRAM OVERVIEW

The doctoral program is designed to be a full‐time four‐year program of study with the possible option of three years if a student can commit to the rigorous three‐year schedule. Although the UNT Graduate Catalog states that doctoral students have up to 8 years to complete their degrees, the College of Education has more stringent expectations regarding graduate student progress to degree. According to the College's policy, newly admitted students are required to begin coursework within a year, and continuing students are required to enroll in at least one course per long semester and, for those who have passed qualifying exams and achieved doctoral candidacy, to make satisfactory progress toward dissertation each long semester (with summer enrollment in dissertation only if the student will be using university resources). The policy includes the expectations that full‐time doctoral students will complete their programs within 5 years and part‐time students will complete their programs within 7 years. The policy includes allowances for approved leaves of absence and for time extensions. To view the policy in its entirety, please view “COE/CHE Policies and Procedures on Graduate Student Progress.” A suggested program of study schedule is provided on p. 18 of this Handbook and offers sequencing that leads to graduation within three or four years. Sequencing is especially critical to program completion because of listed prerequisites for all doctoral core coursework, qualifying exams, dissertation proposal, and dissertation defense. When conducting program planning a doctoral student should consider the following:

1. Degree plan requirements 2. Prerequisites for each course 3. Doctoral portfolio requirements 4. Future professional and personal goals 5. Professional obligations outside of the program 6. Personal obligations

CACREP Equivalency All doctoral students must have completed a CACREP accredited master’s program or met CACREP equivalence standards prior to first fall enrollment in doctoral counseling core courses. CACREP equivalency requirements are determined during the admissions process. For reference, students may download a CACREP equivalency worksheet.

Provisional Admission

Admission to the counseling doctoral program is provisional until the student’s progress is evaluated by the counseling faculty upon completion of COUN 6210, COUN 6220, COUN 6230 (Counseling Principles and Process 1, 2, 3), COUN 6651 Advanced Theories, COUN 6680 Ethical, Legal, & Professional Issues in Counseling, and COUN 6090 Supervision. The student’s progress is evaluated on the basis of the demonstration of academic performance, professional development, and personal development as discussed in the student review and retention policy later in this handbook. After the progress review, the counseling faculty will recommend that the student continue or continue with specific conditions attached, or the faculty reserves the right to withdraw the student from the program. A grade of B or better is required in all courses on the doctoral degree plan, including tool courses, in order to receive credit towards the doctoral degree. Students must maintain an overall grade point average of B (3.0) or better throughout doctoral coursework. In May of each academic year, the faculty will review each provisional doctoral student’s record. Upon faculty vote on admission, each doctoral student will receive a written letter of acknowledgement regarding his or her status as fully admitted, conditional, or withdrawn.

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Licensure For those who qualify to become a Licensed Professional Counselor Intern (LPC‐Intern), some of the required 3,000 hours of supervised clinical experience, 1500 of which is direct client contact, may be accrued while meeting program requirements. Ordinarily, instructors of your Counseling Principles and Process courses (CPP; COUN 6210‐6260) will serve as supervisors of record for all clinical work done at UNT. The LPC Board recognizes supervision by any UNT Counseling Faculty member as being conducted under the auspices of the supervisor of record. All doctoral students are required to be in the process of licensure. Doctoral students who do not already hold an LPC or LPC‐Intern designation are required to apply by the end of COUN 6210 (Counseling Principles and Process I). The LPC board allows LPC‐Interns to have two supervisors: Your UNT supervisor will supervise all clinical work at UNT, and you may have an off‐campus supervisor for clinical work apart from UNT.

Summer (1st Semester)

Enroll in COUN 6210 CPP 1 and COUN 6680 Ethical, Legal, and Professional Issues. Review program course requirements and suggested program plans in Doctoral Handbook for decision‐making regarding other courses. Meet with temporary advisor, program coordinator, or 6210 instructor to discuss Fall enrollment.

Fall (2nd Semester)

Enroll concurrently in COUN 6220, COUN 6651, and at least one other course. Review program course requirements and suggested program plans in doctoral handbook for decision‐making regarding registration in additional courses. Note: Number of courses taken will determine the length of the student’s full doctoral program.

Important information for COUN 6220 Counseling Principles and Process II 1. Bring a photocopy of your professional insurance policy that shows your name, policy number, and dates of

coverage to the first class meeting. Most students obtain their insurance from the American Counseling Association or the Texas Counseling Association. Students must carry insurance and provide proof of insurance for every CPP course.

2. Bring your copy of the Counseling Practicum Handbook, having read it and prepared questions regarding it. The practicum handbook is available through Blackboard. Students will need to submit their EUIDs to the CHDC Director to enable access to Blackboard. Students are responsible for the information contained in the Practicum Handbook and will have an opportunity during the first class meeting of COUN 6220 to demonstrate their understanding of the information.

3. Students should be familiar with the Ethical Standards of the American Counseling Association and the Texas State Board of Examiners of Professional Counselors, as well as with relevant aspects of the Texas Penal Code and the Texas Family Law Code. Any training relationship in which students take the role of client or counselor is considered a client/counselor relationship and is, therefore, subject to all the ethical and legal regulations governing such relationships.

Spring (3rd Semester)

Enroll in COUN 6230 CPP 3, COUN 6090, and at least one other course. Key tasks for this semester include selecting a doctoral advisory committee and formulating an approved degree plan. These tasks are described in the following pages.

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SELECTION OF DOCTORAL COMMITTEE

A student’s initial doctoral advisory committee will consist of a minimum of three members: The first step in choosing the doctoral advisory committee is to choose a major professor (no later than May 1‐ the Spring semester of the first year of coursework). The major professor should be chosen based on the student’s best projection of a dissertation topic, alignment of research interests, and compatible personality dynamics. Next, in consultation with the major professor, the student selects two additional members for the doctoral advisory committee. The student must choose at least one additional committee member from the Counseling program faculty. If a student designates a Minor, one committee member must be a faculty member from the minor department. Students selecting the Elective Option, in lieu of the Minor, may select the additional required committee member from the Counseling faculty or from outside the program area.

It is recommended that the student select members of the committee based on content expertise, familiarity with research methodology, and/or relational support.

It is the student’s responsibility to invite and acquire agreement from the various members to serve as the Doctoral Advisory Committee. The selection of committee members is formalized on the Doctoral Degree Plan that requires signatures from all committee members.

Prior to dissertation proposal defense and in coordination with the major professor, a student must add a faculty member to the doctoral advisory committee who is external to the academic department (i.e., outside of the Counseling and Higher Education Department). The external committee member may be added at any time during the student’s program prior to proposal defense but will typically be chosen during COUN 6130 and added following qualifying examinations. Once the full committee has been formed, students are required to complete the (a) Change in Graduate Degree and/or Committee Composition form adding the external committee member, and the (b) Appointment of Doctoral Dissertation Committee form that requires signatures from all committee members.

Occasionally, as doctoral students progress through the program, their initial selection of Doctoral Committee members may need to be changed. To request a change, students follow this procedure:

1. Consult with the major professor/committee chair about the change in Chair or other member(s). 2. Contact the prospective committee member to ascertain his/her availability and agreement to the proposed

change. 3. Obtain the consent for the change from the current committee member. 4. Submit a completed Change in Graduate Degree and/or Committee Composition form. 5. Allow two weeks for processing. Check with the Graduate School to make sure the change is on file.

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FORMULATING THE DEGREE PLAN See degree plan (p. 19). A degree plan is a contract between a student and the university that when the student satisfactorily completes the courses on the plan, the university will confer the degree. A Counseling Program PhD student must file a degree plan with the department by May 1 of the first spring semester in order to register for further courses. The student discusses degree plan requirements and sequencing with the designated major professor early in the first spring semester. The major professor uses discretion to approve or disapprove non‐required courses based on academic needs and plans of the student. The degree plan consists of counseling core courses, research core courses, specialty area courses, and minor/elective courses. Courses to fulfill the tool subject requirement are listed on the front of the degree plan and ARE REQUIRED, but are not technically considered part of the degree plan. Planning may be aided by reviewing the Counseling Course Offerings (p. 16). Note: Additional courses may be deemed necessary by the student’s committee based upon the student’s area(s) of deficit. Hours listed are hours of earned credit. Some courses, primarily clinical courses, require a significantly greater time commitment in and out of the classroom than the stated credit hours. Unless specified by your doctoral committee, do not list more than the minimal required hours on the degree plan (72 hours, plus the tool requirement), even if you plan to take additional courses. Whereas the degree plan is a document exclusively internal to the university, documentation of a student’s record of all completed coursework appears on the student’s university transcript. In the following pages, we discuss requirements for each of the key areas on your degree plan: Counseling core courses, research core, specialty, minor/elective, and research tool.

Summary of required courses: Counseling Core Courses (includes 9 hours of dissertation) = 48 hours Research Core Requirement = 6 hours Specialty Courses = 9 hours Minor or Elective = 9 hours Total = 72 credit hours

(75 hrs for Rehab) Tool Subject Requirement (9 hours) – The Counseling Program requires 9 hours of Research as the Tool Requirement. COUN 6130 is a required tool course. (Although the 9‐hour Tool Subject is required, it is not officially considered part of the degree plan).

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A. Counseling Core Courses (48 hours)

Students must have been admitted to the Counseling doctoral program before enrolling in COUN core courses. Successful completion of COUN 6210, 6220, 6230, 6651, 6680, and 6090 is a prerequisite for all other counseling core coursework.

A prerequisite is defined as successful completion of the course. Successful completion is defined as receiving a B or above in the course. Incompletes are not considered successful completion. B. College of Education Research Core Requirement (6 hours)

EPSY 6020 Methods of Educational Research 3 hours EPSY 6010 Statistics for Educational Research 3 hours

Semester Core Course

Pre‐Requisite

Summer 1 COUN 6210 (CPP1)

Provisional Admission to Program

Summer 1 COUN 6680 (Ethical, Legal, & Professional)

Provisional Admission to Program

Fall 1 COUN 6220 (CPP2)

COUN 6210

Fall 1 COUN 6651 (Advanced Theories)

COUN 6210

Spring 1 COUN 6230 (CPP3)

COUN 6220, 6651, 6680

Spring 1 COUN 6090 (Supervision)

COUN 6220, 6651, 6680

Spring 1 or 2 COUN 6652 (Teaching)

COUN 6220, 6651, 6680

Summer 2 COUN 6240 (CPP4)

COUN 6230, 6090

Summer 2 COUN 6653 (Theories II)

COUN 6230, 6090

Summer 2 or 3 COUN 6140 ( Adv. Multicultural) COUN 6230, 6090

Fall 2 COUN 6250 (CPP5)

COUN 6240, 6653

Fall 2 COUN 6080 (Group) COUN 6210

Spring 2 COUN 6260 (CPP6)

COUN 6250

Spring 2 or after COUN 6130 Research in Counseling *Listed under tool course

EPSY 6010, 6020, All doctoral core classes except COUN 6260, Strongly encouraged to have completed 1 other research tool course

Summer 2 or after COUN 6950 Dissertation All course work on degree plan

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C. Specialty Area: (9 hours)

All doctoral students are expected to develop an area of professional counseling expertise. Students select a specialty from seven specialty areas. Students select three courses (9 hours) of which two courses (6 hours) must be Counseling (COUN) courses. Courses taken as required deficiencies and courses taken as part of a master’s degree will not count toward the specialty area. In addition, each student’s internship will be designed to provide additional experiences in their chosen area of specialization.

**This specialty area must be reflected on the degree plan.** Doctoral Specialty Areas: Courses taken as required deficiencies and courses taken as part of a master’s degree will not count toward the specialty area. Adolescent/Adult Counseling COUN 5200 Counseling Adolescents COUN 5480 Diagnosis and Treatment Planning in Counseling COUN 5490 Abnormal Behavior: Effects of Trauma & Crisis Intervention COUN 5530 Animal‐Assisted Therapy COUN 5580 Family Counseling COUN 5730 Appraisal in Adult Counseling COUN 5760 Child and Adolescent Appraisal PSYC 6410 Psychopathology and Treatment of Adolescents & Young Adults COUN 6900 Special Problems on related topic Career/Vocational Development COUN 5470 Career Development and Information Resources PAIR 5870 Development of Human Resources PAIR 5880 Industrial Relations and Organizational Behavior PSYC 5230 Personnel Psychology COUN 6900 Special Problems on related topic College Counseling EDHE 5110 Foundations of Student Development EDHE 5120 Student Development Programming COUN 5480 Diagnosis and Treatment Planning in Counseling COUN 5540 Women’s Emotional Health COUN 5610 Addiction Counseling PSYC 6410 Psychopathology and Treatment of Adolescents & Young Adults COUN 6900 Special Problems in College Counseling

Couple and Family Counseling COUN 5000 Filial/Family Therapy COUN 5580 Family Counseling COUN 5590 Couple Counseling PSYC 5350 Counseling for Sexual Dysfunction & Other Psychosexual Disorders COUN 6900 Special Problems on related topic Group Counseling COUN 5640 Play‐Based Group & Family Counseling COUN 6060 Personal Growth Laboratory COUN 6070 Practicum in Group Counseling COUN 6900 Special Problems on related topic Play Therapy *COUN 5000 Filial/Family Therapy *COUN 5640 Play‐Based Group & Family Counseling *COUN 6630 Advanced Play Therapy COUN 6900 Special Problems in Play Therapy *These courses are required for Play Therapy specialty and are listed in preferred sequence of enrollment. School Counseling COUN 5200 Counseling Adolescents COUN 5460 Program Dev, Leadership, & Ethics in School COUN 5770 Professional School Counseling COUN 5700 Introduction to Play Therapy COUN 5760 Child and Adolescent Appraisal COUN 6900 Special Problems on related topic

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D. Minor (or Elective) (9 hours)

Pass‐through policy: Doctoral students who completed master’s programs in excess of 48 hours may waive 3‐9 hours of electives at the discretion of the major professor.

Ordinarily, UNT doctoral students designate a minor field of study, which consists of course work from the same area outside of the counseling program. Doctoral students in Counseling may choose to take 9 hours of electives in lieu of the minor if the student’s doctoral committee determines that the elective coursework better meets the professional goals of the student.

Minor: The minor area is selected by the student in conjunction with the major professor. The area should complement the professional goals of the student or enhance the student’s ability to conduct research in areas of particular interest.

Elective Courses: Students who choose the Elective Option should consider electives that will make them well‐rounded counseling professionals/counselor educators and/or will complement their specialty areas. Students who choose the Rehabilitative Counseling Elective may, with permission of the major professor, list RHAB 6910, Employment and Placement Models, under the elective; they choose two additional courses (6 hours), at least one of which (3 hrs) must be a COUN course. All other students may list three courses (9 hours), at least one of which (3 hours) must be a COUN course, and an additional 6 hours of their choosing. Elective courses may be taken from the Counseling program and/or other programs. Elective courses are selected with approval of the doctoral committee. COUN 5760 or COUN 6900 Child and Adolescent Appraisal is a required elective for students working with children and/or adolescents and must be taken prior to beginning COUN 6250 (CPP 5). Note: Material included in the minor and/or the elective courses is not on the qualifying exam; however, qualifying examination questions may call upon candidates to apply knowledge accrued in areas outside the core.

Tool Subject Requirement (9 hours) The Counseling program has designated Research as the tool subject (dependent on research course offerings through the Department of Educational Psychology). Your major professor can provide you with a list of options. You must list three research courses on the front of the degree plan in the area designated for tool subject courses. Of the three courses, COUN 6130 Research in Counseling must be listed as one of the courses. Changing the Degree Plan If, after the degree plan is filed in the Graduate Office, you wish to make changes, follow these steps

1. Confer with your major professor to approve changes. 2. Complete the Doctoral Degree Plan Change form located at http://www.coe.unt.edu/graduate‐forms 3. Submit to the Counseling Program Office. 4. Allow two weeks for processing, then contact the Graduate School to be sure the change is on file. 5. For degree‐seeking students, applications for graduation will be approved only if all courses listed on the filed degree

plan, or on filed degree plan changes, have been completed.

University Residence Requirement

Every candidate for the doctoral degree must complete the appropriate residence requirement at UNT. The minimum residence requirement consists of two consecutive long terms/semesters at UNT of nine (9) hours each or six (6) hours for three (3) consecutive terms. (see doctoral degree requirements in current Graduate Catalog).

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Counseling Course Offerings by Semester

MASTER'S COURSEWORK

COUN Title Fall Spr Sum

COMMON CORE 5680 Basic Counseling Skills X X 5710 Counseling Theories X X 5470 Career Development and Info Resources X X 10W

5670 Developmental Processes and Strategies X X 10W

5790 Counseling Culturally Diverse Clients X X 10W

5480 Diagnosis and Treatment Planning in Counseling X X 10W

5730 Appraisal in Adult Counseling X 5W2

5760 Appraisal in Child and Adolescent Counseling X 10W

5660 Advanced Counseling Skills X X 10W

5740 Group Counseling Theories and Procedures X X 10W

5690 Practicum in Counseling X X 5720 Internship in Counseling I X X Sum

5721 Internship in Counseling II X X Sum

TRACK‐SPECIFIC 5290 Ethical, Legal, and Professional Issues in CMHC X X 10W

5300 Systems, Leadership, Ethical Program Dev CMHC X X 10W

5460 Prog Dev, Leadership, and Ethics in School Clg ODD EVEN

5770 Professional School Counseling X

ELECTIVES/APPLIED

5520 Counseling for Wellness EVEN

5700 Introduction to Play Therapy X X 10W

5000 Filial/Family Therapy EVEN X 5640 Play‐Based Group & Family Counseling ODD EVEN

5650 Advanced Skills in Play Therapy X X

5200 Counseling Adolescents EVEN ODD

5490 Abnormal Behavior: Effects of Trauma, and Crisis Intervention X X 10W

5530 Animal Assisted Therapy 5W2

5540 Women's Emotional Health X

5580 Family Counseling X 10W

5590 Couple Counseling X

5610 Addictions Counseling X X 10W

5620 Dreamwork in Counseling EVEN 5630 Transpersonal Perspective ODD

Note: Schedule subject to change. Check Counseling Program website for updates.

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Counseling Course Offerings by Semester

DOCTORAL COURSEWORK


DOCTORAL CLINICAL SEQUENCE

6210 Clinical Principles & Process 1 10W

6220 Clinical Principles & Process 2 – Consultation X

6230 Clinical Principles & Process 3 – Systems X

6240 Clinical Principles & Process 4 – Crisis 10W

6250 Clinical Principles & Process 5 – Career X

6260 Clinical Principles & Process 6 ‐ Capstone X

DOCTORAL COUN CORE

6680 Ethical, Legal, and Professional Issues in Counseling X

6651 Advanced Theories of Counseling X

6080 Seminar in Group Procedures and Group Counseling X

6090 Counselor Supervision X

6652 Teaching Counselor Education X

6653 Counselor Identity: Integration of Theory & Practice 10W

6140 Advanced Multicultural Counseling X

6130 Research in Counseling X

DOCTORAL ELECTIVES

5800 Research in Play Therapy ODD 5W1

6630 Advanced Play Therapy EVEN

6060 Personal Growth Laboratory See advisor

6070 Practicum in Group Counseling See advisor

UNDERGRADUATE MINOR COURSEWORK


2610 Principles of Counseling I X X

2620 Diversity and Cultural Awareness X

3600 Therapeutic Play X X

3620 Principles of Counseling II X X

3630 Survey of Career Development X

3640 Group Process in Helping Relationships X

4620 Interpersonal Skills in Helping Relationships X

Note: Schedule subject to change. Check Counseling Program website for updates.

18

PhD in Counseling General 3‐year Plan

Summer 1 Fall 1 Spring 1 Summer 2 Fall 2 Spring 2 Summer 3

Fall 3 Spring 3

CPP 1 CPP 2 ‐ CPP 3 – CPP 4 – CPP 5 – CPP 6 Elective Dissertation Dissertation

Ethics Theories I Supervision Theories II Group Research Quals UG Teach (1 semester)

EPSY 6010 S/E/Tool Teaching Adv. Multi S/E/Tool S/E/Tool

Specialty EPSY 6020 S/E/Tool S/E/Tool

PhD in Counseling General 4‐year Plan

Summer 1

Fall 1 Spring 1 Summer 2 Fall 2 Spring 2 Summer 3 Fall 3 Spring 3 Summer 4

Fall 4 Sp

CPP 1 CPP 2 ‐ CPP 3 – CPP 4 ‐ CPP 5 – CPP 6 Adv. Multi S/E/Tool Research Quals Dissertation Disse

Ethics Theories I Supervision Theories II Group Teaching S/E/Tool S/E/Tool Spec/Elec UG Teach (1 sem

EPSY 6010 Spec/Elec S/E/Tool S/E/Tool

EPSY 6020 (1 semester) S/E/Tool (1 semester)

PhD in Counseling Play 3‐year Plan

Summer 1 Fall 1 Spring 1 Summer 2 Fall 2 Spring 2 Summer 3 Fall 3 Spring 3

CPP 1 CPP 2 ‐ CPP 3 – CPP 4 ‐ CPP 5 – CPP 6 Research in PT (Tool)

Dissertation Dissertation

Ethics Theories I Supervision Theories II Group PT (Spec) Research Elective Adv PT (Spec)

Teach UG

EPSY 6010 EPSY 6020 Teaching Child App (Elec) S/E/Tool Spec Prob PT (Elec) Quals (Sum or Fall)

Intro PT (Elec)

S/E/Tool Filial (Spec)

Adv. Multi Group

PhD in Counseling Play 4‐year Plan

Summer 1 Fall 1 Spring 1 Summer 2 Fall 2 Spring 2 Summer 3 Fall 3 Spring 3 Summer 4

Fall 4 Spring 4

CPP 1 CPP 2 ‐ CPP 3 – CPP 4 ‐ CPP 5 – CPP 6 Research PT (Tool)

S/E/Tool Research Quals Dissertation Dissertation

Ethics Theories I Supervision Theories II Group Teaching Adv. Multi Adv PT (Spec)

Spec Prob PT (Elec)

UG Teach (1 semester)

Intro PT (Elec)

EPSY6010 Filial (Spec)

Child App (Elec)

Group PT (Spec)

Tool

EPSY 6020 (1 semester) E/Tool (1 semester)

19

(x one) Ed.D Ph.D. The University of North Texas

College of Education Doctoral Degree Plan

Please TYPE or print. Submit an original and four copies. See Graduate Catalog for time limitations for completion of doctoral degree. Responsibility for reading catalog requirements and for knowing when program has been completed rests entirely upon the student. Application for graduation must be filed in the Toulouse School of Graduate Studies (TSGS) before the appropriate deadline (see university calendar.) The number of non-resident courses which may apply to the doctoral degree is limited. Please consult your advisor.

Name: Last First Middle UNT ID # Address: Street City State Zip E-Mail Degrees held Bachelor’s: BA/BS/Oth. Date Conferred Conferring Institution Major: hrs Minor: Hrs

Master’s: MS/MED/Oth. Date Conferred Conferring Institution Major: hrs Minor: hrs

ADMISSION, RESIDENCY AND DEFICIENCY DATA Exams: TOEFL GRE Scores: V Q AW Other Admissions Exam: Residency: 1st Course: Deg. plan expires: Sem/Yr Sem/Yr Sem/Yr Sem/Yr Tool Area (if required): COUN 6130

Prefix/no. Prefix/no. Prefix/no.

Major area for degree sought: Counseling Specialty:

SUMMARY OF PROPOSED CREDIT HOURS

UNT Non‐resident

COE Research Core Courses 6

Major Field including Dissertation 48

Major Field Specialty 9

Minor/Elective 9

Total for each column 72

TOTAL 72

APPROVAL SIGNATURES Major Prof:

Signature printed name Co-Chair Prof:

Minor/ Cognate Prof:

Signature printed name Signature printed name Comm Mem:

Comm Mem:

Signature printed name Signature printed name Comm Mem:

Comm Mem:

Signature printed name Signature printed name Prog Coord:

Dean: COE

Signature printed name Signature Date Dept Chair:

Dean, TSGS:

Signature printed name Signature Date:

1. List UNT and non-resident courses by prefix, number, and title as they appear on your transcript. 2. Indicate non-resident courses by asterisks (*) and state from what institution those courses were taken. 3. Official transcripts showing all transfer work must be on file in the Toulouse School of Graduate Studies.

20

Course Prefix

Course Number

Course Title Semester Hrs.

Date/Term Hrs. Are Earned

Grade

Core/Research/Statistics Courses: EPSY 6010 Statistics for Educational Research 3 EPSY 6020 Research Methods in Education 3 Core/Research/Statistics Sub Total 6 Major Courses: COUN 6210 Counseling Principles & Process 1 3 COUN 6220 Counseling Principles & Process 2 3 COUN 6651 Advanced Theories 3 COUN 6680 Ethical, Legal, & Professional Issues 3 COUN 6230 Counseling Principles & Process 3 3 COUN 6090 Counseling Supervision 3 COUN 6652 Teaching of Counselor Education 3 COUN 6240 Counseling Principles & Process 4 3 COUN 6653 Counselor Identity: Int of Theory and Prac 3 COUN 6250 Counseling Principles & Process 5 3 COUN 6080 Seminar in Group Counseling 3 COUN 6140 Advanced Multicultural Counseling 3 COUN 6260 Counseling Principles & Process 6 3 Major Sub Total 39 Specialization: COUN Specialization Sub Total 9 COUN 6950 Dissertation 3 COUN 6950 Dissertation 3 COUN 6950 Dissertation 3 Dissertation Sub Total 9 Minor/Elective Courses: Minor Sub Total 9 Related Field/Other Courses (if any): Other Sub Total Grand Total 72

Per UNT Graduate School Catalog students who have completed graduate counseling credits in excess of 48 hours may request exemption form up to 9 semester hours of minor/elective requirements; approval is at the discretion of the major professor and on a case-by-case basis.

Courses that are being WAIVED: Institution

Created by: Holliman Jan 17 (x one) Ed.D Ph.D.

21

CLINICAL COURSE SEQUENCE The Counseling Principles and Process (CPP) course series is designed to be a continuous clinical experience across the first two years of the doctoral program.

1. COUN 6210 (CPP 1) is an advanced doctoral level pre‐practicum to ensure the demonstration of adequate counseling skills. Students are expected to carry a minimum of two clients and accumulate a minimum of 10 direct counseling hours.

2. COUN 6220 (CPP 2) is an advanced doctoral level practicum. Students are expected to carry a minimum of four clients and accumulate a minimum of 40 direct counseling hours.

3. COUN 6230 (CPP 3) is an advanced clinical course designed as a doctoral level internship experience. Students are expected to carry a minimum of six clients and accumulate a minimum of 60 direct counseling hours.

4. COUN 6240 (CPP 4) is an advanced clinical internship course designed to allow students a choice in reduction of client load for the semester if desired. Students are expected to carry a minimum of two clients and accumulate a minimum of 20 direct counseling hours.

5. COUN 6250 (CPP 5) is a doctoral level internship. Students are expected to carry a minimum of six clients and accumulate a minimum of 60 direct counseling hours.

6. COUN 6260 (CPP 6) is a doctoral level internship. Students are expected to carry a minimum of six clients and accumulate a minimum of 60 direct counseling hours.

The goal of the clinical sequence is to offer students a continuous counseling experience in which they can demonstrate skills with multiple clients across a variation of populations and presenting issues. Doctoral students are expected to meet the minimal client load requirements as a priority. A criterion for accumulated hours is provided as a minimum and should not be considered the priority of the experience. Client load may be adjusted by the clinical instructor according to student progress. For all clinical courses, students carry a minimum load as listed above until they receive approval from the instructor to increase client contact. Weekly hours are to be recorded on the Doctoral Clinical Experiences Log (p. 25) signed by the intern’s direct supervisor, and turned in to the clinical instructor when required; keep the original and submit a copy. The original is turned in to the clinical instructor at the end of the semester for each clinical course; always keep a copy for your records. The Clinical Experiences Log is not considered valid if it does not have an instructor’s signature. Students are expected to demonstrate proficiency with a wide variety of clients and issues; therefore, only one third of a student’s total clinical experience may be met utilizing a single treatment modality, such as group work, sand tray therapy, or animal‐assisted therapy. More than 1/3 of a student’s experience may focus on a particular age group, such as adults or children; however, students are encouraged to gain a breadth and depth of experience with a variety of populations during advanced clinical courses. Students who designate a play therapy specialty are required to participate on the Assessment Team for one year of clinical work during COUN 6250 and 6260; students who designate other specialty areas are required to assist with supervision/teaching in COUN 5680 or 5660 during COUN 6250 and 6260. Students with a Rehabilitation Counseling specialty complete one half of clinical hours for 6250 and 6260 in a rehabilitation setting. Students seeking a clinical experience not offered through CHDC or CFRC are permitted to identify an additional clinical site during COUN 6250 and 6260 only. The student may accumulate up to, but no more than, 1/3 of clinical hours from an outside site. Outside placements are permitted under only the following conditions:

1. The site offers an experience that is unavailable to the student through CFRC or CHDC. 2. The site offers an experienced supervisor who is licensed and trained to provide supervision. 3. The site supervisor meets with the student for one hour each week in triadic or individual clinical supervision. 4. The site supervisor is willing to report to the clinical instructor regarding student evaluation. 5. The site and supervisor are approved by the student, student’s major professor, and clinical instructor.

Student performance in clinical courses is evaluated through the Professional Counseling Performance Evaluation – Doctoral (PCPE‐D; see p. 22). The PCPE‐D evaluates the student’s clinical performance in five areas: Counseling Skills & Abilities, Professional Responsibility, Professional Competence, Professional Maturity, and Professional Integrity. Students who rate a score of 3 or 4 on all items by the end of each clinical semester will be considered passing with a B or above.

22

University of North Texas Department of Counseling and Higher Education

Counseling Program Clinical Services

Professional Counseling Performance Evaluation – Doctoral (PCPE-D)

[Note: Attach Clinical Experiences Log Total Semester Direct Hours _____ Indirect Hours _____]

Student: ___________________________ Triadic Supervisor: ________________________ ID#: ______________________________ Faculty Supervisor: ________________________ Course No./Title: ____________________ Date of Assessment: _______________________

Rating Scale N – Not Required &/or No Opportunity to Observe 1 – Does not meet criteria expected for student’s level of preparation & experience 2 – Minimally or inconsistently meets criteria expected for student’s level of preparation & experience 3 – Consistently meets criteria expected for student’s level of preparation & experience 4 – Exceeds criteria expected for student’s level of preparation & experience

Counseling Skills and Abilities 1. The student demonstrates the ability to establish relationships in such a manner that a therapeutic

working alliance can be created N 1 2 3 4

2. The student demonstrates therapeutic communication skills including: a. Creating appropriate structure – setting the boundaries of the helping frame and

maintaining boundaries throughout the work such as setting parameters for meeting time and place, maintaining the time limits, etc.

N 1 2 3 4

b. Understanding content – understanding the primary elements of the client’s story N 1 2 3 4 c. Understanding context – understanding the uniqueness of the story elements and their

underlying meanings – conveys understanding of client’s themes N 1 2 3 4

d. Responding to feelings – identifying client affect and addressing those feelings in a therapeutic manner

N 1 2 3 4

e. Congruence – genuineness; external behavior consistent with internal affect N 1 2 3 4 f. Establishing and communicating empathy – taking the perspective of the client without

over identifying and communicating this experience to the client N 1 2 3 4

g. Non-verbal communication – demonstrates effective use of hands, feet, posture, voice, attire, etc.

N 1 2 3 4

h. Immediacy – staying in the here and now N 1 2 3 4 i. Timing – responding at the optimal moment N 1 2 3 4 j. Intentionality – responding with a clear understanding of the therapeutic intention N 1 2 3 4 k. Self-disclosure – skillful and carefully – considered for a specific therapeutic purpose N 1 2 3 4

3. The student creates a safe clinical environment N 1 2 3 4 4. The student demonstrates awareness of power differences in the therapeutic relationship and

manages these differences therapeutically N 1 2 3 4

5. The student collaborates with the client to establish clear therapeutic goals N 1 2 3 4 6. Student collaborates with client to complete a counseling plan for each client within early

counseling sessions. N 1 2 3 4

7. The student facilitates movement toward client goals N 1 2 3 4 8. The student demonstrates proficiency in integrating a personal, theoretical approach in counseling

that is based on a critical review of existing counseling theories N 1 2 3 4

9. The student demonstrates the capacity to match appropriate interventions to the presenting clinical profile in a theoretically consistent manner

N 1 2 3 4

10. The student demonstrates effective conceptualization and methods for multiple counseling theories N 1 2 3 4 11. The student is able to conceptualize clients from a consistent and organized perspective N 1 2 3 4 12. Student is able to match counseling interventions to conceptualizations of clients. N 1 2 3 4

23

13. The student demonstrates proficiency with a variety of clients and problems N 1 2 3 4 14. The student gives positive suggestions and expectations of success to clients N 1 2 3 4 15. The student demonstrates skill in handling transference and counter transference issues N 1 2 3 4 16. The student demonstrates proficiency in administration and interpretation of assessments for client

care N 1 2 3 4

17. The student completes a reasonable quantity of work by counseling a sufficient number of clients N 1 2 3 4 18. The student demonstrates an appropriate skill level in:

a) Individual Adult Therapy b) And in any of the following that the student conducted Group Counseling Family Therapy Appraisal/Assessment Couple Therapy Play Therapy Career Counseling Adolescent Counseling Other________________

N

N N N N N N N

1

1 1 1 1 1 1 1

2

2 2 2 2 2 2 2

3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4

19. The student demonstrates the ability to advocate for clients through interaction with clients’ systems of support

N 1 2 3 4

Professional Responsibility 1. The student seeks supervision prior to implementation of new and unique approaches in

counseling. N 1 2 3 4

2. The student demonstrates the application of ethical and legal considerations in counseling and supervision

N 1 2 3 4

3. The student conducts self in an ethical manner so as to promote confidence in the counseling profession

N 1 2 3 4

4. The student demonstrates analysis and resolution of ethical dilemmas N 1 2 3 4 5. The student relates to peers, professors, and others in a manner consistent with stated professional

standards N 1 2 3 4

6. The student demonstrates sensitivity to real and ascribed differences in power between themselves and others, and does not exploit or mislead other people during or after professional relationships

N 1 2 3 4

7. The student demonstrates application of legal requirements relevant to counseling training and practice

N 1 2 3 4

8. The student attends in-service training seminars, presents programs, and contributes appropriately N 1 2 3 4 9. The student attends large group staffing/supervision regularly and makes appropriate contributions N 1 2 3 4 10. The student completes weekly record sheets correctly and promptly N 1 2 3 4 11. The student maintains good progress notes for each client N 1 2 3 4 12. The student completes clinical paperwork in a timely manner

N 1 2 3 4

13. The student gives attention to general administrative details N 1 2 3 4 14. The student keeps supervision appointments and participates actively and willingly N 1 2 3 4 Professional Competence 1. The student recognizes the boundaries of her/his particular competencies and the limitations of

her/his expertise N 1 2 3 4

2. The student takes responsibility for identifying her/his areas for growth N 1 2 3 4 3. The student takes responsibility for assuring client welfare when encountering the boundaries of

her/his expertise N 1 2 3 4

4. The student provides only those services and applies only those techniques for which she/he is qualified by education, training, and experience

N 1 2 3 4

5. The student demonstrates basic cognitive, affective, sensory, and motor capacities to respond therapeutically to clients

N 1 2 3 4

6. The student is eager to learn new therapeutic skills and techniques N 1 2 3 4 Professional Maturity 1. The student demonstrates appropriate self-control (such as anger control, impulse control) in

interpersonal relationships with faculty, peers, and clients N 1 2 3 4

2. The student demonstrates honesty, fairness, and respect for others N 1 2 3 4 3. The student demonstrates an awareness of her/his own belief systems, values, needs and limitations

and the effect of these on her/his work N 1 2 3 4

24

4. The student demonstrates the ability to objectively receive, integrate, and utilize feedback from peers, teachers, and supervisors

N 1 2 3 4

5. The student exhibits appropriate levels of self-assurance, confidence, and trust in own ability N 1 2 3 4 6. The student follows professionally recognized conflict resolution processes, seeking to informally

address the issue first with the individuals with whom the conflict exists N 1 2 3 4

7. The student demonstrates ability to evaluate counseling sessions and tapes and gain insight N 1 2 3 4 8. The student demonstrates personal characteristics needed to be an effective counselor N 1 2 3 4 9. The student demonstrates proficiency in self-assessment of counseling ability N 1 2 3 4 10. The student demonstrates ability to incorporate feedback from supervisors and peers into a personal

counseling style N 1 2 3 4

11. The student demonstrates a growth in the sensitivity to the dynamics of the counseling process N 1 2 3 4 Professional Integrity 1. The student refrains from making statements which are false, misleading, or deceptive N 1 2 3 4 2. The student avoids improper and potentially harmful dual relationships N 1 2 3 4 3. The student respects the fundamental rights, dignity, and worth of all people N 1 2 3 4 4. The student respects the rights of individuals to privacy, confidentiality, and choices regarding self-

determination and autonomy N 1 2 3 4

5. The student respects cultural, individual, and role differences, including those due to age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, and socioeconomic status

N 1 2 3 4

Additional Comments: _____________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________ Overall Evaluation: _________ Pass: Meets criteria consistently at this program level (rates 3 or 4 in all areas) _________ Continue to Work: Meets criteria minimally or inconsistently for program level _________ Needs Remediation: Does not meet criteria for program level ______________________________________ __________________ Supervisor Signature Date ______________________________________ __________________ Faculty/Course Instructor Signature Date ______________________________________ __________________ Student Signature Date NOTE: To ensure that you have the current form, always check the appropriate website or with the appropriate office (e.g., Graduate School, College of Education, or Counseling Program Office).

25

Semester/Year:

Clinical Course: (Circle One) COUN 6210 COUN 6230

COUN 6220 COUN 6240

Contact Hours by Type Total Contact Hrs by Site Ttl Dir Supervision

Intake Adult Adol Activity Play Couple Family Group F/P PC Telephone Consult Guide Test PI/PF CFRC CHDC Sch Other

Cont

Triad Grp

Tch Adm

0

0

0

0

0

0

0

0

0

0

0

0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Monday's Date F/P: Filial or Parenting CFRC: Child & Family Res

Intake Session PC: Parent Consultation CHDC: Counseling/Human

Individual Adult Telephone: Telephone Direct Client Contact Sch: School/Guidance A

Individual Adolescent Consult: Consultation w/ Professionals Other: Contact Hrs in Oth

Activity Therapy (e.g., teachers, MHMR, previous service providers) TTL: Weekly Direct Hrs

Play Therapy Guide: School Guidance Activities Obs: Observations

Couples Therapy Test: Assessment/Screening

Family Therapy PI/PF: Assessment Parent Interview or Parent Feedback

26

(Optional)

Wk Wk Contact Hours by Type Total Contact Hrs by Site Ttl Dir SPVR

# of Special Area 1

Special Area 2

Special Area 3 CFRC CHDC Sch Other

Cont Hrs Initials

1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

9 0

10 0

11 0

12 0

13 0

14 0

15 0

16 0

Sem Ttls 0 0 0 0 0 0 0 0

Please see Blackboard Learn for downloadable file.

Child, Adolescent, or Adult Group Therapy

27

SUPERVISION RESPONSIBILITIES Upon completion of COUN 6090 Supervision, students may supervise in master’s level practica. The following are procedures related to the doctoral students’ rights and responsibilities for master’s practica.

1. All doctoral student supervisors must attend the entire 5‐hour block practicum class. 2. Practicum instructors will conduct a minimum of a 30‐minute supervision session with each doctoral student supervisor

each week. 3. Practicum instructors will observe each doctoral student supervisor’s individual (preferred) or triadic supervision three

times during the semester (beginning/middle/end). This requirement may be completed by: a. Sitting in on the supervision, b. Viewing the supervision during the 5‐hour block supervision, or c. Requesting a recording of the supervision from the doctoral student supervisor.

4. Practicum instructors will complete the Doctoral Student Supervisor Evaluation (p. 28) after each observation and give doctoral students face‐to‐face feedback.

5. At the end of the semester, practicum instructors will document a master Doctoral Student Supervisor Evaluation via Tk20. Students will receive a summary of the evaluation along with de‐identified feedback from practicum supervisees.

6. Practicum instructors will designate responsibilities to doctoral student supervisors as appropriate such as: a. Active participation in large group supervision, and/or b. Helping master’s students with clinic paperwork procedures.

28

Counseling Program University of North Texas

Doctoral Student Supervisor Evaluation Supervisor ___________________________________ Sem /Yr __________________ Faculty____________________________________ Course __________________

Rating Scale

N No Opportunity to observe

1 Does not meet criteria for doctoral level supervisor

2 Meets criteria inconsistently for doctoral level supervisor

3 Meets criteria consistently for doctoral level supervisor

4 Exceeds criteria for doctoral level supervisor

Doctoral Student Supervisors must receive a 3 or 4 on all criteria for successful completion of portfolio requirement.

A Communication Skills and Abilities: The supervisor demonstrates effective communication skills and abilities during supervision

Circle One

1 The supervisor demonstrates the ability to establish relationships in such a manner that a working alliance can be created

N 1 2 3 4

2 The supervisor demonstrates effective communication skills including:

a. Creating appropriate structure –Supervisor provides overview of supervisory process (goals, roles, expectations, length of meetings, time and place for meetings, etc.)

N 1 2 3 4

b. The supervisors’ responses accurately reflect both the content and affect of the supervisee’s message.

N 1 2 3 4

c. The supervisor is accepting, understanding, and exhibits interest in supervisee. N 1 2 3 4

d. Attends to both verbal and nonverbal behaviors of supervisee. N 1 2 3 4

3 The supervisor demonstrates awareness of power differences in relationship and manages these differences effectively

N 1 2 3 4

4 The supervisor collaborates with the supervisee to establish clear goals. N 1 2 3 4

5 The supervisor facilitates movement toward the supervisee’s goal N 1 2 3 4

6 The supervisor creates a safe environment. N 1 2 3 4

7 The supervisor understands supervisory functions and does not overly control the direction of the supervisory session

N 1 2 3 4

B Theories and Techniques: The supervisor demonstrates the application and skills of a personal style of clinical supervision (CACREP IV B1/B2)

Circle One

1 The supervisor accurately employs supervisory roles (teacher, counselor, consultant, etc.). N 1 2 3 4

2 The supervisor demonstrates good knowledge of supervision theory N 1 2 3 4

3 The supervisor implements supervisory techniques N 1 2 3 4

4 The supervisor structures supervision around a supervisee’s learning goals N 1 2 3 4

5 The supervisor assists supervisee in developing strategies to address client resistance N 1 2 3 4

6 The supervisor addresses parallel processes as they arise within the supervisory relationship N 1 2 3 4

29

C Counseling Theory: The supervisor demonstrates the knowledge of counseling theories Circle One

1 The supervisor demonstrates knowledge of various counseling theories, systems, and their related methods

N 1 2 3 4

2 The supervisor helps supervisee assess the compatibility between his/her in‐session behaviors and espoused counseling theory

N 1 2 3 4

3 The supervisor states a rationale for choosing a supervision intervention based on theory, client/counselor dynamics, and/or setting

N 1 2 3 4

4 The supervisor models strategies that may enhance a supervisee’s case conceptualization skills N 1 2 3 4

C Ethical/Legal/Professional Issues: The supervisor demonstrates knowledge of the ethical and legal issues associated with supervision

Circle One

1 The supervisor develops professional maturity and identity N 1 2 3 4

2 The supervisor articulates the ethical standards regarding client welfare to supervisee N 1 2 3 4

3 The supervisor models effective decision making when faced with ethical and legal dilemmas N 1 2 3 4

4 The supervisor identifies key ethical and legal issues surrounding client confidentiality N 1 2 3 4

5 The supervisor describes the legal liabilities involved in counseling minors N 1 2 3 4

6 The supervisor conducts supervision in strict accordance to ethical standards N 1 2 3 4

D Integration of Personal Awareness Circle One

1 The supervisor is aware of interpersonal dynamics between supervisor and supervisee N 1 2 3 4

2 The supervisor demonstrates ability to integrate self‐awareness to become a more effective supervisor

N 1 2 3 4

3 The supervisor seeks consultation from instructor regarding supervision relationship dynamics N 1 2 3 4

4 The supervisor demonstrates ability to integrate instructor’s feedback into supervision N 1 2 3 4

E Multicultural Competence: The supervisor demonstrates knowledge of multicultural issues associated with supervision

Circle One

1 The supervisor assists supervisee to include relevant cultural variables in case conceptualization N 1 2 3 4

2 The supervisor addresses a supervisee’s cultural identity as a counseling process variable (ex. race/ethnicity, gender, SES, religion)

N 1 2 3 4

3 The supervisor facilitates a supervisee’s cultural awareness N 1 2 3 4

4 The supervisor demonstrates respect for a supervisee who has different worldviews N 1 2 3 4

5 The supervisor assesses a supervisee’s multicultural competencies N 1 2 3 4

30

F Group Supervision: The supervisor demonstrates effective communication skills and abilities during large group supervision

Circle One

1 The supervisor actively participates in large group supervision N 1 2 3 4

2 The supervisor facilitates case conceptualization during group supervision N 1 2 3 4

3 The supervisor balances the needs of the group with individual needs of each supervisee during group supervision

N 1 2 3 4

4 The supervisor offers adequate support to all members during group supervision N 1 2 3 4

5 The supervisor integrates an understanding of supervisee’s learning styles into the group supervision process

N 1 2 3 4

Comments:

Instructor/Date Supervisor/Date Resources:

Bradley, L. J., & Boyd, J. D. (2000). Counselor supervision: Principles, process, and practice (3rd ed.). Muncie, IN: Accelerated

Development Inc.

31

SUPERVISEE’S EVALUATION OF SUPERVISOR

Agency Name: Supervisor’s Name: ___________________________

Date: ________________________________________

Please respond to the following statements in regard to your reactions and feeling about your supervisor. Complete a separate evaluation sheet for each supervisor.

General Comments

1. Involvement Poor Outstanding

a. Demonstrates involvement and 1 2 3 4 5 6 7

seriousness about being a supervisor.

b. Is aware and involved in the 1 2 3 4 5 6 7

issues being discussed.

2. Growth

a. Uses personal experience with 1 2 3 4 5 6 7

clients to further your development.

b. Uses personal feelings and insights 1 2 3 4 5 6 7

to further your development.

3. Rapport

a. Makes it easy for you to initiate 1 2 3 4 5 6 7

communication with him/her.

b. Makes it easy to share your counseling 1 2 3 4 5 6 7

strengths and weaknesses with him/her.

4. Facilitation

a. Initiates helpful discussions of your 1 2 3 4 5 6 7

competencies and strengths with you.

b. Initiates helpful discussions with you 1 2 3 4 5 6 7

of your areas for growth.

32

Supervisee’s Eval of Supervisor Page 2 of 2

Climate and Relationship

Poor Outstanding

1. Is comfortable in the role of supervisor. 1 2 3 4 5 6 7

2. Is open and flexible to your wants and style. 1 2 3 4 5 6 7

3. Is responsible as a supervisor. 1 2 3 4 5 6 7

4. Is accessible between sessions. 1 2 3 4 5 6 7

5. Shares and negotiates expectations of supervision. 1 2 3 4 5 6 7

6. Is willing to take risks. 1 2 3 4 5 6 7

7. Initiates a working relationship. 1 2 3 4 5 6 7

Implementation

Models specific interventions. 1 2 3 4 5 6 7

Presents alternative interventions. 1 2 3 4 5 6 7

Helps you identify movement or lack of 1 2 3 4 5 6 7

movement in the client.

Aids your conceptualization of client’s behavior. 1 2 3 4 5 6 7

Generates hypotheses about client behavior. 1 2 3 4 5 6 7

Focuses on exploration of your feelings. 1 2 3 4 5 6 7

Focuses on content of the counseling session. 1 2 3 4 5 6 7

Focuses on process of the counseling session. 1 2 3 4 5 6 7

Supervisor responses that facilitate the most growth:

Supervisor responses that facilitate the least growth:

33

TEACHING RESPONSIBILITIES Each semester, the Department of Counseling and Higher Education can offer a limited number of teaching assistant/graduate assistant positions (TA) to full‐time counseling doctoral students who are in the first three years of their program. TA duties and responsibilities are varied and include instruction and/or supervision of master’s level graduate students, clinic assistantships, and research. Because the TA assignment carries the expectation of 10‐20 hours of work per week, students should carefully consider their ability to commit to the requirement before applying. Interested doctoral students should contact the Program Coordinator to inquire about the current salary for a TA or to apply for a position. A 20‐hour TA position is considered half‐time employment by the university, which makes TAs eligible to purchase health insurance through the university. The university handbook for TA/TFs can be found at http://www.tsgs.unt.edu/graduatelife/teaching‐assistants. Graduate Assistants in the Counseling Program are required to attend an annual program orientation, typically held on the first Monday morning of the fall semester. The following are procedures related to doctoral students’ rights and responsibilities in teaching assistantships specific to the Counseling Program:

1. Doctoral students assigned as teaching assistants to instructors in a paid position will assist instructors as contributors

only, not as full‐time instructors. At no time are TAs allowed to take responsibility for more than 1/3 of all teaching

responsibilities in total. Responsibilities may include lecturing, leading discussion, grading, supervising, or other

teaching duties. If an instructor requests that the doctoral student engage in multiple teaching responsibilities, those

responsibilities can add up to no more than 1/3 of the instructor’s total duties. Teaching responsibilities are considered

commensurate to the student’s 5‐ or 10‐hour position.

2. Doctoral students assigned as teaching assistants in a volunteer (portfolio) position shall typically have advanced

knowledge of the course subject area. In a volunteer position, the doctoral student may lead over 1/3 of teaching

responsibilities but only under close supervision of the assigned instructor. Teaching responsibilities of the doctoral

student should be clearly defined upon agreement of co‐teaching between the instructor and doctoral student.

Teaching responsibilities that extend over 1/3 of course responsibilities are designed as capstone teaching experiences

in which the doctoral student has demonstrated expertise in the subject area or previous teaching assignments.

3. Part of all doctoral student teaching assistant positions should typically include at least 2 teaching presentations of any

length over the entire semester. For paid positions, the doctoral student should not lead more than 5 classes over the

semester.

4. For each teaching presentation, the instructor of record will complete a Teaching Observation Form (TOF; pp. 34‐38) for

the student’s performance.

5. The instructor of record will review the TOF with the doctoral student within one week of the student’s presentation

and will present the student with a signed copy of the TOF.

6. It is the student’s responsibility to maintain records of TOF ratings with instructor signature.

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Teaching Observation Form Instructor: Date: Time: Course No. & Title: No. of Students: Course Description: Score for this instructor: If Doctoral Student: Guest TA Teaching Intern Other Initial Mid Final

DIRECTIONS The observation instrument consists of seven categories of teaching performance and three external categories related to the teaching function. Under each category is a list of specific indicators of quality in that category. Additional space is provided for additional indicators of performance in each category. Follow these procedures to complete Part A of this form:

1. Observe the class using the specific indicators as a guide. It is recommended that the observer check appropriate indicators as they are seen and/or write down other indicators that are observed. These indicators provide the evidence to be used in making a rating in each category.

2. After the observation, rate the instructor on each of the categories of teaching performance by circling the appropriate number on

the following scale

5 Superior performance, not usually observed in individual with level of training and experience 4 Excellent performance, considering level of training and experience 3 Good, average performance, considering level of training and experience 2 Below average performance considering level of training and experience 1 Very low performance, remediation efforts recommended n/a not required and/or not evaluated

Follow these procedures to complete Part B of this form:

1. Solicit evidence concerning the three external categories using the specific indicators as a guide.

2. Confer with the instructor to clarify specific ratings and give an opportunity for the instructor to explain practices.

3. After the conference, both the evaluator and the instructor are to sign the completed instrument. For student instructors, only: Students should be given a copy of the instrument to keep for their portfolio. At the end‐of‐semester observation, the faculty supervisor should also gather anonymous student evaluations on the TA/doctoral intern. The results and comments from the student evaluations should be shared with the TA/doctoral intern at the post‐observation conference and forwarded, along with the Assessment of Teaching Effectiveness form, to either the Major Professor or TA/TF Coordinator. NOTE: To ensure that you have the current form, always check the appropriate website or with the appropriate office (i.e. Graduate School, College of Education, or Counseling Program Office).

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PART A: TEACHING PERFORMANCE Note: circle an overall rating of 1‐5 for each of the seven categories after you have observed the instructor teaching an entire class. The overall rating for each category should reflect the ratings on indicators and specific comments made under "Notes."

5 Superior performance, not usually observed in individual with level of training and experience 4 Excellent performance, considering level of training and experience 3 Good, average performance, considering level of training and experience 2 Below average performance considering level of training and experience 1 Very low performance, remediation efforts recommended n/a not required and/or not evaluated

1. Organization [The mean for the indicators below]

1 2 3 4 5

Indicators – rate each item below on the scale of 1 to 5 Notes

1. Objectives are clear, even if not explicitly stated

2. Provides overviews/introductions

3. Uses time well

4. Uses notes as necessary

5. Provides closure

6. Other (specify)

2. Communication [The mean for the indicators below]

1 2 3 4 5


7. Explanations are precise and clearly distinguished

8. Examples are given to clarify concepts

9. Unfamiliar words are defined

10. Facts and opinions are clearly distinguished

11. Lectures are easy to follow [if lecture]

12. The purpose of instructor questions is clear

13. Speech is audible and distinct

14. There are few false starts, redundantly spoken words, or tangles or words (phrases which have no meaning)

15. Important points are emphasized

16. Written communication, if used, is legible and relevant

17. Discussion, if used, is connected to course objectives

18. Discussion, if used, leads to questions or understanding

19. Other (specify)

3. Knowledge of the Subject [The mean for the indicators below]

1 2 3 4 5


20. Presents accurate information

21. Provides examples

22. Answers questions from a factual foundation

23. Provides reference to origins of ideas and to appropriate publications

24. Addresses diversity or ethics when related

25. Other (specify)

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4. Appropriateness of Method [The mean for the indicators below]

1 2 3 4 5


26. Designs activities/assignments that are creative, consistent with course objectives, and clearly explained

27. Makes appropriate use of texts and readings

28. Devises appropriate applied activities

29. Adjusts the pace and difficulty of the activities to the students’ backgrounds and abilities

30. Arouses curiosity and stimulates creativity

31. Uses a variety of teaching methods including media and technology as appropriate

32. Follows the syllabus and course objectives

33. Other (specify)

5. Instructor Responsiveness to Students [The mean for the indicators below]

1 2 3 4 5


34. Encourages student participation in class

35. Answers questions in a clear and helpful manner

36. Reacts supportively to student contributions

37. Respects legitimate differences in points of view

38. Displays an open attitude without prejudice or bias

39. Other (specify)

6. Student Attention & Engagement [The mean for the indicators below]

1 2 3 4 5


40. Students are attentive to class activities

41. Students comment, share ideas, and/or ask questions

42. Students respond to questions

43. Other (specify)

7. Instructor Enthusiasm & Energy [The mean for the indicators below]

1 2 3 4 5


44. Demonstrates enthusiasm and/or passion for the subject and for teaching

45. Demonstrates appropriate sense of humor

46. Energizes and motivates students

47. Other (specify)

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PART B: EXTERNAL CATEGORIES Note: Many of the following may not apply (NA) if TA/doctoral intern was not responsible for developing course content, activities, methods of evaluation, etc

8. Evaluation Techniques [The mean for the indicators below]

1 2 3 4 5


48. Quality of overall plan for evaluation of students

49. Quality of examinations (to include written and verbal tests)

50. Quality of non‐test procedures or informal assessments

51. Quality of course papers or any written tasks

52. Other (specify)

9. Articulation of Course Content with Curriculum of the Program [The mean for the indicators below]

1 2 3 4 5


53. Syllabus is consistent with course description in the university catalog

54. Syllabus is consistent with the program area’s goals

55. Syllabus is integrated with respect to scope and sequence of the program area’s curriculum

56. Other (specify)

10. Availability to Students [The mean for the indicators below]

1 2 3 4 5


57. Posts and maintains regular office hours

58. Encourages and facilitates appointments with students

59. Other (specify)

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SCORE SUMMARY SCORE [List the mean for each item]

1. Organization

2. Communication

3. Knowledge of subject matter

4. Appropriateness of method

5. Instructor responsiveness to students

6. Student attention and engagement

7. Instructor enthusiasm and energy

8. Evaluation techniques

9. Articulation of course content with curriculum of the program

10. Availability to learners

TOTAL [Total of the means for each item]

Notes on Post‐Observation Conference

Signatures: Instructor Faculty Guest TA Portfolio Observer Date NOTE: To ensure that you have the current form, always check the appropriate website or with the appropriate office (i.e. Graduate School, College of Education, or Counseling Program Office).

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BLENDED INTERNSHIP, PORTFOLIO AND QUALIFYING EXAM (BIPQ)

BIPQ:

o The Blended Internship, Portfolio, and Qualifying Exam (BIPQ) requirements are organized into five primary areas corresponding to each cluster of Doctoral CACREP core areas: Counseling, Supervision, Teaching, Research & Scholarship, and Leadership & Advocacy.

o Major Professors will collaborate with each doctoral student to develop a timeline for completion of the BIPQ.

Timelines should be established by the end of the first year, and tracking of the BIPQ will be completed using

the BIPQ Tracking Form (p. 44). Upon completion of all activities and prior to submitting the dissertation

defense form, students will upload the completed BIPQ tracking form to Tk20, along with the four rubrics

related to the pre‐qualifying exam, the written qualifying exam, and the oral qualifying exam.

Doctoral Qualifying Examination:

o Completion of the doctoral qualifying examination requires successful completion of both a written and oral examination.

o Formal Advising

The student and the student’s doctoral committee chair may begin initial discussion regarding the doctoral qualifying examination process, and the student is advised by the chair of the student’s committee to begin compiling a comprehensive reading list to address the three areas of the doctoral written qualifying examination. The three areas of the written examination are: (a) counseling theory, (b) supervision of counseling, and (c) teaching of counseling. The student should also be prepared to address the following sensitivity areas in relation to the three written examination categories: (a) ethical, legal and professional issues in counseling; and (b) multicultural and diversity issues. The students and the student’s doctoral advisory committee may also begin discussion regarding the content and format of the oral qualifying examination, which includes demonstration of competency in all five core areas: counseling, teaching, supervision, research/scholarship, and leadership/advocacy.

o Pre‐Qualifying Examination

The pre‐qualifying examination relates to two of the five core areas: counseling and supervision. The pre‐qualifying examination includes: (a) a counseling case presentation to the student’s committee involving theoretical rationale and clips from counseling sessions, and (b) a supervision case presentation to the student’s committee involving presentation of supervision theory with demonstration of application. The pre‐qualifying examination must be completed prior to applying for the Qualifying Examination. Clips for the counseling and supervision case must total 20 minutes. The clip can be one 20‐minute consecutive clip or clips of a minimum of 5 minutes that total 20 minutes. Students will work with their major professor to determine what type of clips to use for the presentation.

o Qualifying Examination Registration and Preparation

No earlier than the end of the second year, and at least six weeks prior to the first scheduled day of the written exam, the student is required to submit the qualifying examination application. The qualifying exam application consists of: a. Doctoral Written and Oral Qualifying Examination Application form (signed by major professor) b. Reading list consisting of resources that will be used for the written qualifying exam. The list must be

approved by the student’s committee. The full qualifying exam application is submitted to the major professor for review. The major professor approves the application, and the student submits it to the program office. Applications submitted to the program less than six weeks prior to scheduled first day of written exam will not be accepted. Students will receive a confirmation of receipt from the program within two weeks of application.

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o Written Qualifying Examination Administration Doctoral students will complete the written qualifying examination only after completing all required coursework. The student may be in the final semester of elective or tool courses with major professor’s approval. Timeline for completing the written exam is determined by the student and major professor. However, students must submit the exam to their major professor no earlier than 6 weeks, and no later than 10 weeks, from the date of application. The chair of the student’s committee, or another member of the committee as delegated by the chair, is responsible for providing the student with instructions for completing and returning the written exam. The student will complete the exam using at a minimum the bibliographic resources from the reading list pre‐approved by the student’s committee. The exam will be open book, but the student must not seek consultation or assistance from anyone during the examination. The student may seek limited clarification during the examination from the chair of his or her committee.

o Written Exam Product

The written component of the qualifying examination includes a 25‐page paper integrating theoretical orientation to counseling, teaching, and supervision. The student will demonstrate integration of all learning, growth, and development and will include intentional incorporation of empirical support. Suggested prompt: Provide a thorough discussion and rationale with evidentiary support for how your theoretical orientation to counseling, teaching philosophy, and supervision model are internally consistent including any struggles in your process of integration. The 25‐page paper will be written in compliance with APA style, including double‐spaced, 12‐pt Times New Roman font, with 1‐inch margins. The paper will include a title page, an abstract, and references, all of which do not count as part of the 25‐page requirement.

o Written Exam Grading

The chair of the student’s committee, or another member of the committee as delegated by the chair, is responsible for collecting and disseminating the exam for grading. The exam committee will consist of five raters: three from the student’s advisory committee and two from outside of the advisory committee. Exam committee members will grade the written exam via rubric (p. 48). A student must pass the written exam prior to scheduling the oral qualifying exam. The graders must evaluate the written exam responses based on the Counseling Program approved learning outcomes (evaluation rubrics); these must satisfy CACREP accreditation requirements. The examination graders must rate responses as either “proceed to oral exam” (PO) or “do not proceed to oral exam” (NoPO). A student will receive an “overall proceed to oral exam” (OvPO) rating if at least three of five graders rate the exam as such. Ordinarily, if the student does not receive an OvPO rating from at least three graders, the student must re‐take the exam at a future date agreed upon by the student and committee. The student’s committee may require specific remediation and/or preparatory work before the student re‐takes the exam.

o Oral Exam Administration and Grading

Upon receiving an OvPO rating on the written doctoral qualifying exam, the student may proceed to the oral examination phase on a date agreed upon by the student and the student’s committee. The oral examination includes demonstration of competency in all five core areas presented to a representative group of faculty in presentation format. The oral exam is a student‐designed project demonstrating balanced integration of the five core doctoral areas into the student’s professional identity. The project should be designed in coordination with the student’s committee and should include attention to multiculturalism and ethical/legal issues. The student’s committee and a minimum of three non‐committee members must attend the oral exam and

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contribute to rubric ratings (p. 49). A student must receive a “Pass” rating for the oral examination by at least four graders for the oral exam.

o Reporting of Results

Once a student has successfully completed the written and oral doctoral qualifying examinations, the chair of the student’s committee must submit the results to all required parties using the required reporting format for each: the student, graders of the student’s exam, Counseling Program Coordinator, Chair of the Doctoral Qualifying Exam Committee, College of Education, and Toulouse Graduate School. The student will attach copies of qualifying examination answers to the Doctoral Portfolio.

Professional Development: After the student has passed both the written and oral qualifying examination, the student should be encouraged to develop the written exam product for submission for publication in collaboration with the student’s chair and/or other committee members or program faculty members.

Procedural Review At the end of qualifying exam process, the chair of the student’s committee will enter the final rubric ratings on Tk20.

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Doctoral Program – Blended Internship, Portfolio, and Qualifying Exam Plan

Note: In the five competency areas, students will demonstrate competence in multiculturalism, ethical practice, and legal considerations, when appropriate.

Counseling-360 hrs Includes direct and indirect hours; not class time

Teaching-300 hrs Includes prep time

Supervision-300 hrs Includes time outside class spent supervising

Research/Scholarship-150 hrs Leadership/Advocacy-40 hrs *one activity must advocate for a marginalized group or address multiculturalism

Activity Completion CPP3 (40 dh) – typically carry 4 clients to ensure hours

Guest lecture in a full-time faculty member’s course

Supervise in 5660 Advanced Skills (as part of Supervision course)

Presentation at peer-reviewed state/national/international level

Maintain active membership in at least one professional counseling association

Completion CPP4 (20 dh)- typically carry 2-3 clients over the summer

Assist in one master’s level course

Supervise in 5660 Advanced Skills

Writing Project – select an assigned paper from one course within 1st year and continue to work on writing of paper until major professor determines high quality (student’s responsibility)

Participate actively in at least two state, regional, and/or national conferences through attendance of workshops and sessions

Completion CPP5 (60 dh) typically carry 5-6 clients to ensure hours

Co-teach one master’s level course; provide teaching evaluation for semester

Supervise in 5690 Practicum Participate in one research project through a defined role in collaboration with designated lead researcher/principal investigator.

Co-facilitate at least one master’s admissions group interview

Completion CPP6 (60 dh) typically carry 5-6 clients to ensure hours

Independently teach one undergraduate course

Activities listed above must take place between spring of 1st doc year and spring of 2nd doc year

Manuscript 1: 2nd author or following with specification of contribution on a submitted manuscript

Professional service: serve as an active volunteer, committee member, or chair, at the university, local, state, or national level

After completion of COUN 6080 facilitate one process group for COUN5740 or COUN3640.

Supervise in 5690 practicum Manuscript 2: 1st author with a faculty member on submitted manuscript (If not submitting with a faculty member, must be reviewed by committee or major professor)

Advocacy letter to a governing representative, agency, or entity advocating for a professional issue of student’s choice. Letter must be sent to the intended organization and cannot be a form letter.

Pre-Qualifying Exam Component

Case Presentation to Dissertation Committee – involving theoretical rationale and clips from counseling sessions; prepared to support theory choice. Complete prior to applying for Qualifying Exam; committee rated rubric required.

Complete 3 of the 4 teaching requirements prior to applying for Qualifying Exam

Case Presentation to Dissertation Committee – involving presentation of supervision theory with demonstration of application. Complete prior to applying for Qualifying Exam; committee rated rubric required.

Complete the first three activities and submit one of the two required manuscripts prior to applying for the Qualifying Exam

Complete 4 of the 6 requirements prior to applying for Qualifying Exam

Written Qual Exam Component

25 page paper integrating theoretical orientation to counseling, teaching, and supervision; proposed prompt included under item 8 on the back of this chart; committee rated rubric required. Apply for Quals no earlier than end of 2nd year and after completion of pre-qualifying exam components.

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Oral Qualifying Exam

Demonstration of competency in all five core areas presented to representative group of faculty in presentation (1-2 hours). Exam is a student-designed project demonstrating balanced integration of the five core doctoral areas into student’s professional identity. Project should be designed in coordination with student’s dissertation committee. Include attention to multiculturalism and ethics/legal issues in the oral qualifying exam; committee rated rubric required

1. Required Internship total is 1300 hours. Current plan sums to 1150. Student is required to complete the additional 150 hours of internship by choosing individualized activities designated by student and committee. The additional 150 hours is designed to students more flexibility in determining internship experiences. Note: the BIPQ hour requirements intends to account for all the many hours doctoral students were already accruing in the five CACREP areas including indirect hours and time spent outside of class prepping for teaching, providing extra supervision to supervisees, critiquing videos, etc.

Individualized 150 hours– Ideas for activities and number of hours accrued: Counseling Teaching Supervision Research Leadership Increased counseling

hours (1 indirect for every direct)

Assessment team (per hour direct and indirect)

Co-teaching (100) Independent

Teaching (150)

Practicum (150) Advanced Skills (100) Basic Skills (60) Working with student to remediate (i.e.,

competency plan) (per hour)

Scholarship product, e.g. manuscript, presentation (per hour)

Leadership role in organization (per hour)

Co-facilitate masters/ doctoral admissions group (per hour)

2. Under counseling requirement, one indirect hour is counted for each direct hour. CPP Instructor will verify hours by signature on tracking form and by entering hours in Tk20

on the PCPE-D.

3. Process group requirement: Student must complete COUN 6080 prior to meeting this requirement.

4. Pre-Qualifying Exam Component for Counseling can only take place after COUN 6651. Case Presentation for Counseling and Supervision Components may be presented in a joint meeting for scheduling efficiency with committee approval. See rubric for content and structure.

5. Pre-Qualifying Exam Component for Teaching can only take place after completion of COUN 6653 and fulfilling specified BIPQ requirements.

6. Pre-Qualifying Exam Component for Supervision can only take place after completion of COUN 6080 and fulfilling specified BIPQ requirements AND no earlier than spring semester of 2nd year. Case Presentation for Counseling and Supervision Components may be presented in a joint meeting for scheduling efficiency with committee approval. See rubric for content and structure.

7. The written qualifying exam application requires submission of a copy of the BIPQ Tracking Form with signature verifying completion of the Pre-Qualifying Exam Component activities indicated for each of the five areas.

8. Description of Written Qualifying Exam component: demonstrate integration of all learning, growth & development theoretically and include intentional incorporation of empirical support. Suggested prompt: Provide a thorough discussion and rationale with evidentiary support for how your theoretical orientation to counseling, teaching philosophy, and supervision model are internally consistent including any struggles in your process of integration. Written exam will be graded by committee via rubric; committee will consist of 5 raters including 2 outside students’ committee; exam must be passed prior to scheduling oral qualifying exam. Timeline for completing written exam determined by student and major professor within the following parameters: From the date of application, students may submit paper to major professor no earlier than 6 weeks, and no later than 10 weeks. See rubric for content and structure.

9. All pre-qualifying and written exam components must be completed and passed as determined by student’s dissertation committee before scheduling oral qualifying exam.

10. Oral Qualifying Exam will be graded by committee via rubric. Students’ committee and a minimum of three non-committee members must attend and contribute to rubric ratings. Oral exam typically held on Monday mornings; date and time announced to full faculty; all faculty are highly encouraged to attend Oral Qualifying Exams. See rubric for content and structure.

11. It is recommended that student complete Oral Qualifying Exam at least one week prior to scheduling of dissertation proposal defense. 12. Tracking of portfolio will be completed on one form and will require faculty signature/date for completion of activities. Student is responsible for obtaining signatures and

completion of the BIPQ Tracking Form. Major Professor is encouraged to monitor completion of activities throughout the process. Upon completion of all activities and prior to submitting dissertation defense form, student will upload completed BIPQ tracking form to Tk20, along with the four rubrics for counseling case presentation, supervision case presentation, written qualifying exam and oral qualifying exam, and major professor will verify in Tk20.

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Doctoral Program – Blended Internship, Portfolio, and Qualifying Exam Tracking Form

Note: In each box, obtain faculty, supervisor or major professor signature and the date activity completed or passed; refer to BIPQ Plan for specific requirements.

Counseling-360 hrs Includes direct and indirect hours; not class

Teaching-300 hrs Includes prep time

Supervision-300 hrs includes time outside class spent supervising

Research/Scholarship- 150 hrs

Leadership/Advocacy- 40 hrs (* indicates met multicultural requirement)

Activity Completion CPP3 (40 dh) – __________________/_____

Guest lecturer ___________________/_____

1.Supervise in 5680 Basic Skills ____________________/_____

1 .Peer-reviewed conf. presentation ____________________/_____

Membership in prof. assoc. ____________________/_____

Completion CPP4 (20 dh) __________________/_____

Assist-master’s level course ___________________/_____

2.Supervise in 5660 Adv Skills ____________________/_____

2. Writing Project - Major Prof ____________________/_____

Conference participation 1. ___________________/_____

2. ___________________/_____


Co-teach one master’s level course ___________________/_____

3.Supervise in 5690 Practicum ____________________/_____

3. Participation in research project _____________________/_____

Co-lead Master’s admissions group _______________________/_____


Teach undergraduate course ___________________/_____

Note: 1-3 are intended to take place between spring of 1st doc year and spring of 2nd doc year

4. 2nd author or following on a submitted manuscript _____________________/_____

Professional service ______________________/_____

Facilitate one process group outside of 6080 requirements __________________/_____

Supervise in 5690 practicum _____________________/_____

5. 1st author on submitted manuscript ______________________/_____

Advocacy letter _____________________/_____

Pre-Qual Exam Components

Case Presentation to Dissertation Committee __________________/_____

Complete 3 of the 4 requirements prior to Qualifying Exam

Case Presentation to Dissertation Committee _____________________/_____

Complete 1-3 AND either 4 or 5 prior to Qualifying Exam

Complete 4 of the 6 requirements prior to Qualifying Exam

Written Qual Exam

_____________________/_____

Oral Qual Exam

_____________________/_____

Individualized 150 hours (include hours completed in each box along with signature of faculty supervisor or major professor and date completed) Counseling Teaching Supervision Research Leadership

Upon completion of all activities and prior to submitting dissertation defense form, student will upload this form, along with the four rubrics for counseling case presentation, supervision case presentation, written qualifying exam and oral qualifying exam to Tk20 and major professor will verify in Tk20.

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Pre‐qualifying Exam: Counseling Case Presentation Rubric

Student: _________________________________ Rater: ________________________________ Date: _________________ In consultation with major professor and dissertation committee members, the student counselor will schedule 1 hour and 15 minutes for the presentation. Recommended structure of presentation: allot approximately 45 minutes for the case presentation followed by approximately 30 minutes dedicated to questions from the reviewing panel. The 45 minute case presentation will include a 20 consecutive minute excerpt from a counseling session and discussion of the counselor’s conceptualization of the client, the counselor’s clinical approach, intended outcomes, critiques and assessment of counselor’s skills, cultural considerations, and ethical considerations. The student counselor will be assessed using the rubric below and must achieve an overall rating of Meets Expectation to proceed to quals.

Criteria Exceeds expectations (EE) Meets expectations (ME) Does not meet expectations (NME)

Use of evidence‐based counseling skills and interventions II.1.D

Extremely consistent, effective, and appropriate use of counseling skills and interventions (i.e., counseling presence, quality reflections, use of silence, use of questions, conveying empathy, theoretically‐consistent interventions)

Fairly consistent, effective, and appropriate use of counseling skills and interventions (i.e., counseling presence, quality reflections, use of silence, use of questions, conveying empathy, theoretically‐consistent interventions)

Inconsistent, ineffective, and inappropriate use of counseling skills and interventions (i.e., counseling presence, quality reflections, use of silence, use of questions, conveying empathy, theoretically‐consistent interventions)

Conceptualization of client and counseling process II. 1. A. II. 1. B II. 1. C

Extremely thorough and accurate conceptualization of client; strong integration of theory.

Fairly thorough and accurate conceptualization of client; some integration of theory.

Incomplete and inaccurate conceptualization of client; minimal integration of theory

Evidence of cultural sensitivity and awareness

Extremely skillful and appropriate attention to client cultural identity (i.e., broaching, considered systemic factors, privilege and oppression, multiple facets of client culture)

Fairly skillful and appropriate attention to client cultural identity (i.e., broaching, considered systemic factors, privilege and oppression, multiple facets of client culture)

Very minimal or no attention to client cultural identity (i.e., broaching, considered systemic factors, privilege and oppression, multiple facets of client culture)

Evidence of ethical considerations and professionalism II. 1. F

Extremely ethical and professional throughout session (i.e., completely upheld ACA code of ethics, counseling ethical principles, and Texas Administrative Code)

Fairly ethical and professional throughout session (i.e., mostly upheld ACA code of ethics, counseling ethical principles, and Texas Administrative Code)

Unethical and/or unprofessional during session (i.e., violated ACA code of ethics, counseling ethical principles, and/or Texas Administrative Code)

Knowledge of the literature

Presentation includes significant knowledge of literature including evidence‐based practices that supports counseling skills utilized and conceptualization of client; student demonstrates excellent use of scholarly citations including use of original sources to support application of guiding theory

Presentation includes knowledge of literature including evidence‐based practices that supports counseling skills utilized and conceptualization of client; student uses scholarly citations including original sources to support application of guiding theory

Presentation inadequate in knowledge of literature including evidence‐based practices that supports counseling skills utilized and conceptualization of client; inadequate use of scholarly citations to support application of guiding theory

Quality of presentation Extremely prepared and thorough presentation, strong oral communication skills

Fairly prepared and thorough presentation, fairly strong oral communication skills

Unprepared and incomplete presentation, weak oral communication skills

Comments:

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Pre‐qualifying Exam: Supervision Case Presentation Rubric

Student: _________________________________ Rater: ________________________________ Date: _________________ In consultation with major professor and dissertation committee members, the student supervisor will schedule 1 hour and 15 minutes for the presentation. Recommended structure of presentation: allot approximately 45 minutes for the case presentation followed by approximately 30 minutes dedicated to questions from the reviewing panel. The 45 minute case presentation will include a 20 consecutive minute excerpt from a supervision session and discussion of the supervisor’s conceptualization of the supervisee, the supervisory model/approach used, intended outcomes, critiques and assessment of counselor’s skills, cultural considerations, and ethical considerations. The student supervisor will be assessed using the rubric below and must achieve an overall rating of Meets Expectation to proceed to quals.


Use of evidence‐based supervisory skills and interventions II. 2. C II. 2. D II. 2. F II. 2. I

Extremely consistent, effective, and appropriate use of supervisory skills and interventions (i.e., supervisor’s presence, balance of challenge and support, conveying empathy, addressing parallel process, development of supervisee awareness, growth of supervisee’s skills, concern for the welfare of the supervisee’s client)

Fairly consistent, effective, and appropriate use of supervisory skills and interventions (i.e., supervisor’s presence, balance of challenge and support, conveying empathy, addressing parallel process, development of supervisee awareness, growth of supervisee’s skills, concern for the welfare of the supervisee’s client)

Inconsistent, ineffective, and inappropriate use of supervisory skills and interventions (i.e., supervisor’s presence, balance of challenge and support, conveying empathy, addressing parallel process, development of supervisee awareness, growth of supervisee’s skills, concern for the welfare of the supervisee’s client)

Conceptualization of supervisee, supervisee’s development level and supervision process II. 2. B II. 2. E

Extremely thorough and accurate conceptualization of supervisee and consideration of supervisee developmental level; strong evidence of reliance on supervision model

Fairly thorough and accurate conceptualization of supervisee and consideration of supervisee developmental level; some evidence of reliance on supervision model

Incomplete and inaccurate conceptualization of supervisee and consideration of supervisee developmental level; minimal evidence of reliance on supervision model

Evidence of cultural sensitivity and awareness II. 2. K

Extremely skillful and appropriate attention to cultural factors (between supervisor and supervisee and between supervisee and client)

Fairly skillful and appropriate attention to cultural factors (between supervisor and supervisee and between supervisee and client)

Very minimal or no attention to cultural factors (between supervisor and supervisee and between supervisee and client)

Evidence of ethical considerations and professionalism II. 2. J

Extremely ethical and professional throughout session (i.e., completely upheld ACA code of ethics, counseling ethical principles, and Texas Administrative Code); engaged in evaluation, remediation, and gatekeeping appropriately

Fairly ethical and professional throughout session (i.e., mostly upheld ACA code of ethics, counseling ethical principles, and Texas Administrative Code), engaged in evaluation, remediation, and gatekeeping appropriately

Unethical and/or unprofessional during session (i.e., violated ACA code of ethics, counseling ethical principles, and/or Texas Administrative Code), engaged in evaluation, remediation, and gatekeeping inappropriately

Knowledge of the literature II. 2. A

Presentation includes significant knowledge of literature including scholarly citations that supports supervision skills utilized and conceptualization of supervisee

Presentation includes knowledge of literature including scholarly citations that supports supervision skills utilized and conceptualization of supervisee

Presentation includes inadequate knowledge of literature that supports supervision skills utilized and conceptualization of supervisee

Quality of presentation Extremely prepared and thorough presentation; strong oral communication skills

Fairly prepared and thorough presentation; fairly strong oral communication skills

Unprepared and incomplete presentation; weak oral communication skills

Comments:

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Counseling Program Written Qualifying Examination Rubric

Student: ___________________________ Rater: _________ Date: _____________________________

Instructions for assessors:

1. Initial/individual reviews will be used for providing formative feedback to the student to determine whether the student is prepared to advance to oral examination. 2. The default score for passing work is “Meets Expectations”. Please reserve ratings of “Exceeds Expectations” for those responses you experience as truly exemplary.

Criteria Exceeds Expectations (EE) Meets Expectations(ME) Does Not Meet Expectations (NME)

1. Knowledge of the literature

Significant knowledge of the literature including evidence based practices with ideas, claims and methods supported with citations to peer‐reviewed journals and other respected scholarly sources; very insightful in identifying gaps in the literature

With only few exceptions, significant knowledge of the literature including evidence based practices with ideas, claims, and methods that are supported with citations to peer reviewed journals and other respected scholarly sources; adequate in identifying gaps in the literature

Either unsupported or support provided comes from less reliable sources; inadequate in reviewing relevant literature

a) Counseling Theory II. 1

See above for criteria See above for criteria See above for criteria

b) Supervision Model II. 2


c) Teaching Philosophy II. 3


Quality of response focused on integration of three content areas in manner that is internally consistent

Thoughtful and well stated in all sections; Integration of all three areas is internally consistent and demonstrates congruence and depth; clear, persuasive, engaging; credible with verifiable ideas, convincing with clear thesis and argument; answered very thoroughly; representative of experts in the topical area; relevant and accurate in content; concepts are internally consistent; very insightful and inclusive of new ideas; very competent in demonstrating understanding of practical applications where appropriate

Thorough and relevant; Integration of all three areas is adequate in internal consistency and demonstrates adequate congruence and depth; competent in the development of argument and information; thoughtful and reflective; adequate in evidence; adequately original; concepts are internally consistent with only minor exceptions; generally insightful and inclusive of new ideas; adequate in demonstrating understanding of practical applications where appropriate

Over simplified in thesis; Integration of all three areas is inadequate in internal consistency and demonstrates inadequate congruence and depth insufficient in development of ideas; weak in textual evidence; concepts are not internally consistent; inadequate in demonstrating understanding of practical application where appropriate

Organization and presentation Very clearly focused with identifiable thesis, exceptionally organized with very apparent structures and transitions (e.g., introduction, middle, conclusion, other organization headings); on topic, written

Generally focused and logical with identifiable thesis; generally well organized with apparent structures and transitions; accurate with clearly stated ideas; appropriate style/tone

Somewhat unfocused or unclear; weak; not related to thesis; abrupt in transition; disconnected with random thoughts with no discernable point; sketchy with

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with intact paragraphs; coherent; highly appropriate style/tone

important details missing; inaccurate with erroneous information provided

Quality of writing Precise, engaging, specific, and accurate; excellent in standard writing conventions (e.g., spelling, punctuation, capitalization, grammar usage, paragraphing); writing style highly consistent with published material; excellent compliance with APA style

Readable and the writer’s meaning on a general level is clear; adequate in standard writing conventions (e.g., spelling, punctuation, capitalization, grammar usage, paragraphing); writing style consistent with published material; good compliance with APA style

Limited in vocabulary; unclear with misused parts of speech that impair understanding; inadequate in standard writing conventions (e.g., spelling, punctuation, capitalization, grammar usage, paragraphing); writing style not consistent with published material; inadequate compliance with APA style

Comments:

Disposition: Proceed to Orals Not Proceed to Orals

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Oral Qualifying Examination Rubric

Student: _________________________________ Rater: ________________________________ Date: _________________ Circle One: Committee Member Non‐Committee Member Doctoral students present a demonstration of competency in all five areas of the CACREP Core: counseling, supervision, research, teaching, and leadership/advocacy. The student‐designed project emphasizes how the student integrates the five core areas into her or his professional identity with attention to multiculturalism, ethics, and legal issues. The project is designed in coordination with the dissertation committee and presented to the committee members and three non‐committee members. Total presentation time should not exceed 2 hours and the last 45‐60 minutes is dedicated to questions from the reviewing panel. Doctoral students will be assessed using the rubric below and must achieve an overall rating of Meets Expectation to pass the qualifying exam.


Conceptualization of counselor professional identity II. 3 II. 5

Extremely integrated professional identity, consistent with five core areas: counseling, teaching, research, supervision, and leadership/advocacy. Demonstrates depth and intentionality of growth in identity overtime.

Fairly integrated professional identity, mostly consistent with five core areas: counseling, teaching, research, supervision, and leadership/advocacy. Demonstrates understanding of growth overtime, limited depth or intentionality.

Professional identity does not reflect an integration of the five core areas: counseling, teaching, research, supervision, and leadership/advocacy. Does not effectively demonstrate growth overtime, or understanding of his or her professional identity.

Evidence of multiculturalism, diversity awareness, or social justice advocacy perspective II. 3. H II. 5. K II. 5. L

Extremely competent and appropriate attention to how multiculturalism, diversity awareness, or social justice advocacy play a role in his or her professional identity.

Fairly competent and appropriate attention to how multiculturalism, diversity awareness, or social justice advocacy play a role in his or her professional identity.

Very minimal or no attention to how multiculturalism, diversity awareness, or social justice advocacy play a role in his or her professional identity.

Evidence of adherence to ethical and legal guidelines II. 3. H II. 5. L

Extremely attentive to ethical, legal, and/or accreditation guidelines in the representation of counselor professional identity.

Fairly attentive to ethical, legal, and/or accreditation guidelines in the representation of counselor professional identity.

Very minimal or no attention to ethical, legal, and/or accreditation guidelines in the representation of counselor professional identity.

Quality of presentation Extremely prepared and thorough presentation, articulates conceptualization with depth, uses time well.

Fairly prepared and thorough presentation, fairly strong oral communication skills, some limitations with use of time

Unprepared and incomplete presentation, weak oral communication skills, unable to use time appropriately

Comments:

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ADMISSION TO CANDIDACY Dissertation (also see current Graduate Catalog)

Upon completing all coursework, including removal of all incomplete grades, and passing the written and oraqualifying exam, a student has advanced from the designation of “PhD Student” to that of “PhD Candidate.”

Ordinarily, students will have completed all coursework, removed all incompletes, and passed the written andof the qualifying exam prior to enrolling in dissertation hours. In rare circumstances, students may appeal to dissertation early (p. 60). Certain risks are assumed by students who choose this route. Consult with the majo

Upon successful completion of the qualifying exam and dissertation proposal, students must enroll in dissertanext semester and maintain continuous enrollment until completion; see current Graduate catalog for greatedefinition of continuous enrollment. Note on Exceptions: (a) If the qualifying exam is taken in Summer I, enroldissertation hours is not required until the fall semester; however, if the student is using university facilities anwith faculty during Summer II, then dissertation hours are required; and (b) If not using facilities or faculty timsummer and with approval from major professor, student may choose not to enroll in the summer session. Orstudent fails to maintain continuous enrollment from dissertation proposal until graduation, the student will begin continuous enrollment of a minimum of 9 hours of dissertation again; therefore, knowledge of most cucritical.

See below regarding Leave of Absence during dissertation phase of the degree program.

Maximum enrollment in dissertation (COUN 6950) is 6 hours in a long semester or 6 hours total over the two sessions. Minimum enrollment is 3 hours in fall, spring, or either summer session.

Prepare a dissertation design with the chair of the student’s committee (major professor) and in consultationdoctoral committee members. Dissertation information and template is available at www.tsgs.unt.edu/acadeand‐dissertations.

Studies involving human subjects must have approval from UNT Institutional Review Board (IRB). Allow at leafor approval from IRB.

Dissertation Proposal Seminar Process (See COE and Graduate School Deadlines)

Schedule Dissertation Proposal Seminar with Doctoral Committee; work with major professor to schedule rooprogram /clinic staff.

With prior permission of the committee, submit proposal to committee and Department Chair at least 5 businbefore defense (Note: Committee members have the right to insist on a 10‐business day review per COE polic

Submit Proposal Defense Form to Counseling Program Coordinator for signature.

Submit signed form to COE Student Advising Office, Matthews 105, 5 business days before proposal date.

Defend Proposal and make corrections, if needed.

Carry out dissertation study as agreed.

Dissertation Defense Process (COE and Graduate School Deadlines are EARLY in the graduation semester)

Schedule Dissertation Defense Seminar with Committee; work with major professor to schedule room with destaff.

With prior permission of the committee, submit full dissertation to committee and Department Chair 5 busindefense (Note: Committee members have the right to insist on a 10‐business day review per COE policy).

Submit proof of completion of Doctoral Portfolio to program office, unless date otherwise specified by major

Submit signed Dissertation Defense form to COE Student Advising Office 5 business days before dissertation d

Defend dissertation and make corrections, if needed.

Upon passing the dissertation defense, obtain signatures of committee members, COE dean, etc.

Complete dissertation changes as agreed upon by major professor.

Submit completed changes and signed verification of major professor approval (The university provides this fmajor professor.) to the Graduate School.

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DISSERTATION FORMAT The Counseling Program uses the journal format for all dissertations. Details regarding dissertation structure can be found at http://tsgs.unt.edu/academics/thesis‐and‐dissertations/manual. Students may find Appendix D (p. 111) of the Thesis Manual particularly helpful in structuring the dissertation manuscript. For Dissertation Proposal manuscripts, the COUN program requires the following format:

I. Introduction: Includes brief overview, statement of problem, and purpose of study

II. Extended Literature Review Appendix

III. Extended Methodology Appendix

For Dissertation Defense manuscripts, the COUN program requires the UNT expanded journal format. In addition to the UNT expanded journal format, the COUN program further requires an extended discussion appendix unless otherwise approved by the major professor. The final dissertation should include the following:

I. Acknowledgements (optional)

II. List of Tables

III. List of Figures

IV. Article/s (one is required, but more than one may be included)

a. Introduction

b. Methods

c. Results

d. Discussion

e. References

IV. Appendices

a. Extended Literature Review

b. Detailed Methodology

c. Complete/Unabridged Results

d. Extended Discussion

e. Comprehensive Reference List

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Counseling Program Dissertation Rubric

Student: Rater: Date:

Topic:


1. Introduction (DocB4d)

Asks new questions or addresses and important question or problem; clearly states the problem and why it is important; makes clear the research questions to be addressed; describes the motivation for the study and inspires others toward solving the problem; provides a roadmap for readers

Presents a good question or problem that tends to be small and traditional; makes clear the research questions to be addressed; describes motivation for study; provides appropriate overview of dissertation.

Presents a question or problem that is trivial, weak, unoriginal, or already solved; statement of the problem may be inaccurate or illogical; research questions are unclear or poorly formulated

2. Literature review

Displays a deep understanding of a massive amount of classical and current literature; exhibits command and authority over the material; contextualizes the problem; includes a discussion of the literature that is selective, synthetic, analytical, and thematic argument is focused, logical, rigorous, and sustained; has rich data from multiples sources

Author shows understanding and mastery of the subject matter; provides a comprehensive review of current and contemporary literature; although analysis is not as comprehensive as in EE category, writer still presents literature in a selective, organized manner

Author displays a narrow understanding of the field; author may not understand or may miss relevant literature; if literature is reviewed in comprehensive manner, the author does not provide a critical or selective review of the literature; argument is not imaginative, complex, or convincing; argument may be weak, inconsistent, self‐contradictory, unconvincing, or invalid

3. Theory

Is theoretically sophisticated and shows a deep understanding of theory; theory that is applied or developed is appropriate, logically interpreted, well understood, aligns with the problem at hand; author shows comprehension of the theory’s strengths and limitations

Demonstrates understanding of theory, and theory is competently applied to the problem

Author does not handle theory well, or theory is missing or wrong

4. Methods (DocB4a; DocB4b; DocB4c)

Has a brilliant research design; uses or develops new tools, methods, approaches, or types of analyses; method is thoroughly researched, described in detail, and in alignment with the question addressed and the theory used; the author demonstrates an understanding of the method’s advantages and disadvantages

Includes well‐executed research with appropriate use of research theory, methods, and techniques; methods are explained in a clear, concrete manner

Author relies on inappropriate or incorrect methods or does not include sufficient detail or support regarding methods utilized

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5. Results

Analysis is comprehensive, complete, sophisticated and convincing; results are meaningful; analysis is appropriate, aligns with the question and hypotheses raised, shows sophistication, is iterative; the amount and quality of data is sufficient, well presented, and interpreted intelligently

Results section includes solid, expected results or answers; although analyses are appropriate, analyses may be unsophisticated; amount and quality of data is sufficient and well presented, but author may miss some possibilities and connections

Data that are flawed, wrong, false, fudged, or misinterpreted; analysis may be wrong, inappropriate, incoherent, or confused; results included may be inadequate or are obvious, already known, unexplained, or misinterpreted

6. Discussion

The conclusion summarizes the findings; author cogently provides perspective on findings, refers back to the introduction, ties everything together, discusses the study’s strengths and weaknesses, discusses implications and applications for the discipline; discusses future directions for research

Author summarizes findings, discusses study’s strengths and limitations appropriately, and provides discussion regarding implications and applications. The author may miss opportunities to completely explore interesting issues and connections

Author does not accurately summarize findings, address strengths and limitations, or provide implications of study; interpretation of findings may be unsupported or exaggerated

7. Overall impressions (DocB4g)

Is original and significant, ambitious, brilliant, clear, clever, coherent, compelling, concise, creative, elegant, engaging, exciting, interesting, insightful, persuasive, sophisticated, surprising, and thoughtful; is very well written and organized; connects components in a seamless way; exhibits mature, independent thinking; has a point of view and a strong, confident, independent, and authoritative voice; makes significant contribution to the profession; excellent potential for publication in top‐tier journal

Has some original ideas, insights, and observations, but is less original, significant, ambitious, interesting, and exciting than the outstanding category; is solid; is well written and organized; makes a modest contribution to the field but does not open it up; good potential for publication in top‐tier journal

Demonstrates technical competence and shows ability to do research but is not very original, significant, interesting, exciting or surprising; displays little creativity, imagination, or insight; writing is pedestrian and plodding with weak structure and organization; does not make a contribution to the field; limited potential for publication in top‐tier journal

8. Quality of writing (DocB4h)

Precise, engaging, specific, and accurate; excellent in standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing); writing style highly consistent with published material

Readable and the writer’s meaning on a general level is clear; adequate in standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing); writing style consistent with published material

Limited in vocabulary; unclear with misused parts of speech that impair understanding; inadequate in standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing); writing style not consistent with published material

9. APA Style In excellent compliance In good compliance In inadequate compliance

Comments:

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PROGRAM CHECKLIST AND GUIDELIN ___ Accept offer to pursue Doctoral degree in Counseling at UNT (Spring).

Note: Admission to the counseling doctoral program is provisional until the student’s progress is evaluated by the counseling facultycompletion of COUN 6090 Supervision and COUN 6230 Counseling Principles and Process III. Students are required to maintain a B g(3.0) or higher in all coursework. Students must earn a grade of B or higher in all courses on the degree plan.

___ Familiarize yourself with available scholarships, financial aid, and TA positions and deadlines (dates changeTo receive financial aid for summer or fall you must contact the financial aid office immediately after acceptance into the program. Many scholarships are due early in the Spring semester. Information about scholarships can be found on the COE web page here. Cocoordinator for information about TA positions.

___ Contact your assigned interim faculty adviser no later than April 15th to discuss registration of first semestcoursework, as well as any deficiencies.

___ Complete any deficiencies as determined by admissions committee. ___ Enroll in summer classes as determined by interim adviser and student.

Students are required to enroll in COUN 6210 and COUN 6680 for the summer semester. Note: Students cannot enroll in any Counseling core courses prior to enrolling in COUN 6210 & 6680

___ Obtain liability insurance (malpractice). Insurance may be obtained through ACA, TCA and other professional organizations. Bring a photocopy of your professional insurancname, policy number and dates of coverage to the first day of any clinical class, including COUN6210.

___ Apply for LPC‐Intern status, if applicable. All unlicensed doctoral students are required to be pursuing licensure. ___ Establish EagleConnect account. ___ Enroll in first fall semester counseling core classes: COUN 6220 and COUN 6651. Students are encouraged to reg

as soon as possible. Check the UNT calendar (http://calendar.unt.edu) for registration dates.

___ Attend the Counseling Program New Doctoral Student Orientation/Social. (usually scheduled the Saturday before of fall courses)

___ Begin required experiences for the Doctoral Program Blended Internship, Portfolio and Qualifying Exam (Bduring first semester. The BIPQ forms contain lists of experiences required of all doctoral students as part of their degree requirements. The student is ressubmitting a completed BIPQ prior to submitting the dissertation defense form or at the time designated by the major professor. Stuan electronic copy of the BIPQ from program website resources page.

___ Select Major Professor. (no later than May 1 of the first spring semester of coursework). Generally, it is recommended that you

major professor and advisory committee based upon your area of specialization

___ Select Doctoral Advisory Committee in consultation with Major Professor. (by May 1). Your Doctoral Committee w

major professor and two members who will guide you through your coursework leading to the Qualifying Exam and through the dissStudents specializing in Rehabilitation Counseling will choose a major professor from the Rehabilitation Counseling Program Faculty.students will choose a major professor from the Counseling Program faculty. If you have a minor, one member of the committee mumember from the minor department. If there is no minor, both additional members may be from the Counseling Program faculty or be from outside of the program.

___ Formulate degree plan with the guidance of the doctoral committee. Degree plan consists of core counseling and research courses, specialty area courses, and minor or elective courses. Student must alto be taken (or already taken) to meet the University tool subject on the front of the degree plan). An example of the degree plan ca19‐23. COE policy expects full‐time students to complete the PhD within 5 years (7 years for part‐time) from the time they take the fthe degree plan that counts towards the PhD degree. Students with more than 99 doctoral hours will pay non‐resident tuition regardstatus, unless exempted by the Coordinating Board (for complete policy contact Counseling Program office).

___ Submit a draft of degree plan, listing committee members and initialed by the major professor to program(as assigned by the course instructor) Note: The degree plan form is available electronically through the Counseling Program website

___ No later than May 1, meet with major professor and committee to: (a) assess student’s strengths and areas for growth, (b) determine needs of student regarding future coursework and clinical experiences, and (c) finalize degree plan and obtain

___ No later than May 1, submit one signed copy of the degree plan to the program administrative assistant wthe appropriate copies and forward it to the College of Education. (Make a copy for your records and save the file).

___ Meet university residency requirement. We expect that students complete the residency requirement in the Fall and Sprin

Residency requirement must be met before sitting for the qualifying exam.

___ Complete counseling core courses, counseling specialty courses, and research core in preparation for the qexam. Ordinarily, students will have completed all coursework on the degree plan (including the removal of Incompletes), with the

dissertation, prior to taking the qualifying exam. In rare cases, students can appeal to take the qualifying exam early. ___ File application to take the qualifying exam two semesters prior to sitting for examination.

Formal application for the Qualifying Exam must be made with the Counseling Program office.

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Application deadlines and test dates vary. Fill out the Checklist to Accompany Application to Take Qualifying Exam and submit w/application to program coordinator and if applicable, the Request to take Qualifying Exam Early and submit to coordinator well in advance of deadline for application

___ Complete written qualifying exam. Exam is completed over a six to ten‐week period determined in collaboration with doctoral committee. Teams of faculty members grade the exam, and results are announced normally within two weeks. The exam may be taken only twice.

___ Complete oral qualifying exam. Upon successful completion of the written exam, the oral exam is scheduled. Students must schedule the oral exam within a specified time frame. Collaborate with Major Professor to Schedule a room for the oral exam. Passing scores on both the oral and written exams are required to be admitted to candidacy for the PhD degree and proceed with the dissertation proposal.

___ Select a 4th member for your doctoral committee. In coordination with your major professor, add a faculty member from outside the

department to your doctoral committee

___ Beginning the semester following qualifying exams, enroll in dissertation hours and maintain continuous enrollment until completion of doctoral degree. Graduate school requires enrollment in 9 continuous hours of dissertation. (Students do not have to

enroll in both Summer I and Summer II). Refer to current Graduate Catalog for details about continuous enrollment. Maximum enrollment in dissertation (COUN 6950) is 6 hours in a long semester or 6 hours total over the two‐summer session.

___ Attend University–sponsored programs that address dissertation procedures, electronic submission, etc. ___ Prepare a dissertation design with the chair of doctoral committee (major professor) and in consultation with the

doctoral committee members. (Dissertation information and template is available at https://tsgs.unt.edu/new‐current‐students/theses‐and‐

dissertations. Studies involving information obtained from human subjects must have approval from UNT Institutional Review Board. Allow one month for approval from Board.

___ Dissertation Proposal Seminar Process. (Be aware of COE and Graduate School Deadlines.) Schedule Dissertation Proposal Defense Seminar with the Committee (Work with major professor to schedule room) Dissertation Proposal Seminar Procedures

1. Turn in Proposal to committee and department chair 5‐10 business days before defense. 2. Signed Dissertation Proposal form to COE Student Advising Office 5 business days before scheduled proposal date 3. Defend Proposal and make corrections, if needed. In rare circumstances, students may appeal to propose the dissertation prior to being

admitted to candidacy, with approval of Major Professor/Advisory Committee, Program Chair, and COE Graduate Affairs committee. 4. Defend Proposal and make corrections as directed by dissertation advisory committee.

___ Research and write dissertation. Submit document early to Major Professor for revisions until dissertation is ready to go to the other members of the committee.

___ Complete and submit supporting evidence for BIPQ. Student must submit evidence of all BIPQ requirements by dissertation defense or date otherwise specified by the student’s major professor.

___ Dissertation Defense Seminar Process (COE and Graduate School Deadlines are EARLY in the graduation semester.)

1. Schedule Defense Presentation with Committee (Work with major professor to schedule room with department secretary) Dissertation Defense Seminar Procedures

2. Proof of completion of BIPQ to program coordinator unless date is otherwise specified by major professor. 3. Full dissertation to committee and department chair 5‐10 business days before defense 4. Signed Dissertation Defense form submitted to COE Student Advising Office 5 business days before dissertation defense 5. Defend dissertation and make corrections, if needed 6. Obtain signatures of committee members, COE dean, etc.

___ Apply for graduation in the Graduate school. (Always apply well before defense or exam.) Order doctoral robe, hood, cap (8 weeks for special orders) and invitations (1‐2 weeks) at UNT bookstore. Order bound copy of dissertation (list of binderies from Graduate School Office).

___ Follow all guidelines related to dissertation (www.tsgs.unt.edu/academics/thesis‐and‐dissertations). See www.tsgs.unt.edu/academics/graduation for all deadline information.

___ Make corrections and file final dissertation, reader approved version of the dissertation to the graduate school for graduation. (See UNT website for deadlines.)

Every attempt has been made to make the information in this handbook as accurate as possible. However, it is the student’s responsibility to verify current policies, procedures and deadlines with the counseling program, the COE graduate advising office, and the UNT graduate school. Major Professor has the responsibility for aiding student in clarifying contradictory information.

To ensure that you have the current form, always check the appropriate website or with the appropriate office (i.e., Toulouse Graduate School, College of Education, or Counseling Program Office).

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Doctoral Program in Counseling Counseling, Development, and Higher Education

College of Education

Request to Appeal Doctoral Program Policy/Procedure

Upon approval from the student’s doctoral committee, the student submits the appeal form including required supporting documentation to the program administrative assistant who will forward to the program coordinator and the department chair for signatures. Upon approval, a copy is placed in the student’s file and a copy is returned to the major professor. Note: To appeal the procedure for dissertation proposal, student must use the COE Request to Propose Dissertation Early form and fulfill all requirements. All other appeals are initiated through the counseling program. In no case will students be allowed to defend their dissertation until after having successfully completed both the written and oral qualifying exam. Name _________________________________UNT ID____________________________________ Email_________________________________ Policy/Procedure Appealing: ___ Enrolling in doctoral core course out of sequence ___ Writing qualifying exam early In an attached letter, indicate the specific circumstances and reasons for this request. If appealing to write the qualifying exam early, please also include a detailed plan and timeline for completing required coursework.

__________________________________________________ _______________________ Doctoral Student Signature Date

_____ Student’s letter of explanation

_____ Letter of support from major professor

_____ Degree plan (Indicating courses completed and currently enrolled in)

_____ Transcript (Unofficial is sufficient)

We, the doctoral student’s advisory committee, support this student’s request. _______________________________________ _____________________________________ Major Professor/Date Minor Professor or Committee Member

_______________________________________ _____________________________________ Committee Member Committee Member We, the program coordinator and department chair, support this student’s appeal. ________________________________________ ______________________________________ Program Coordinator/Date Department Chair/Date

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Policies appear below in alphabetical order by policy title.

Academic Integrity and Academic Misconduct

As discussed in the UNT Graduate Catalog (www.unt.edu/catalog/grad):

“Cheating and plagiarism are types of academic misconduct for which penalties are described and assessed under the UNT “Code of Student Conduct,” which is published in the Undergraduate Catalog and also is available on the UNT web site at www.unt.edu/csrr as part of the Student Handbook. The following statement on academic misconduct, adopted by the Graduate Council, is based on the Code of Student Conduct.

The term “cheating” includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, tests or examinations; (2) dependence upon the aid of sources specifically prohibited by the instructor in writing papers, preparing reports, solving problems or carrying out other assignments; (3) the acquisition, without permission, of tests or other academic material belonging to a faculty or staff member of the university; (4) dual submission of a paper or project, or resubmission of a paper or project to a different class without express permission from the instructor(s); (5) any other act designed to give a student an unfair advantage.

The term “plagiarism” includes, but is not limited to, the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgment. Plagiarism also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials.

Specific penalties can be assigned by a faculty member for certain cases of academic misconduct (including cheating and plagiarism). These penalties include: giving a failing grade for the test or assignment; reducing or changing the grade for the test, assignment or course; requiring additional academic work not required of other students; assigning a failing grade in the course. Other specific penalties can be recommended by a faculty member to the appropriate administrative/academic authority, including denying of the degree, expulsion from the university or revocation of a degree already granted.

All graduate students are responsible for making themselves aware of the definitions and implications of academic misconduct. For further information on academic misconduct, penalties and appeal procedures, the student should refer to the Code of Student Conduct.”

Given the high levels of personal and professional integrity required of professional counselors, academic integrity is an ethical concern of utmost important to the UNT Counseling Program. UNT Counseling Program students are required to be familiar and comply with UNT’s most recent Academic Integrity Policy (http://vpaa.unt.edu/academic‐integrity.htm). UNT Counseling Program students may be required to submit research papers and other written work electronically so that the instructor can use anti‐plagiarism software (e.g., turnitin.com) to validate the originality of the student’s work. Students who engage in academic misconduct are subject to Counseling Program Competency Concern action in addition to UNT Academic Integrity procedures.

POLICIES AND PROCEDURES

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American Psychological Association Publication Style

The Counseling Program faculty requires that all papers written for counseling courses conform to American Psychological Association (APA) publication style. The current edition of the Publication Manual of the American Psychological Association is a required text for the introductory courses in the Counseling Program. During these courses, instructors assist students in becoming fluent in the use of APA style. Students are encouraged to retain a copy of the Publication Manual as a reference throughout their coursework in the program. Instructors may allot a portion of grades on assigned papers to conformity to APA format.

Appeal Process for Grade or Grievance

1. Grade appeal: Any graduate student who believes that a grade has been inequitably awarded should first contact

the instructor who awarded the grade in order to discuss the issue and attempt to resolve the differences. If the instructor is no longer affiliated with UNT, the student should contact the Program Coordinator who will serve as representative of the instructor. The student who is unable to resolve the differences with the instructor or representative has 30 days following the first class day of the succeeding semester to file a written appeal with the Coordinator of the instructor’s Program; if the instructor or representative is the Program Coordinator, the student should file the written appeal with the Assistant Department Chair.

2. Grievance appeal: Grievances appeals are those involving academic progress other than grade appeals; according to

the UNT Graduate Catalog, these include “appeals concerning extension of time to complete a degree . . . admission to a particular degree program . . . [and] specific requirement to complete a degree” (2010‐11, pp. 94‐95). Any graduate student with a grievance should first contact the relevant faculty member to discuss the issue and attempt to resolve the differences. If no relevant faculty member is designated or the faculty member is no longer affiliated with UNT, the student should contact the Program Coordinator who will serve as representative of the faculty member. The student who is unable to resolve the differences with the faculty member or representative has 30 days following the first contact with the faculty member or representative to file a written appeal with the Coordinator of the faculty member’s Program; if the faculty member or representative is the Program Coordinator, the student should file the written appeal with the Assistant Department Chair. (For appeal procedures involving Counseling Program competency concerns or Higher Education qualifying exams, see documents that specifically address those matters.)

3. Upon receipt of a filed appeal, the Program Coordinator or Assistant Department Chair may follow any of the four

procedures below, or a combination of them: a. Require the student to submit in writing a complete explanation of the complaint. b. Confer with the instructor or faculty member. c. Request that the instructor or faculty member submit a written reply to the student’s complaint. d. Conduct a meeting of the student and the instructor or faculty member.

In following one or more of procedures a. – d. above, the Program Coordinator or Assistant Department Chair should make a judgment on the merits of the case and recommend a specific action in regard to the dispute. Either the student or the instructor, faculty member, or representative may appeal the recommendations of the Program Coordinator or Assistant Department Chair. The appealing party must file an appeal with the Department Chair within 30 days the Program Coordinator’s or Assistant Department Chair’s notification of

63

recommendation. If the instructor or faculty member is the Department Chair, the student should file the appeal with the Assistant Department Chair.

4. The Department Chair or Assistant Department Chair will acquire all records in the case and may follow any of the four procedures below, or a combination of them.

a. Confer with the instructor or faculty member. b. Request that the instructor or faculty member submit a written reply to the student’s complaint. c. Conduct a meeting of the student and the instructor or faculty member. d. Refer the case directly to an ad hoc committee, as outlined below.

In following one or more of procedures a. – d. above, the Department Chair or Assistant Department Chair should make a judgment on the merits of the case and recommend a specific action in regard to the dispute. Either the student or the instructor, faculty member, or representative may appeal the recommendations of the Department Chair or Assistant Department Chair.

5. Regarding procedure 4.d. above, the ad hoc committee to hear cases sent directly to it shall be constituted as

follows and shall perform the following duties. a. It shall be an ad hoc committee consisting of three faculty members. Two of the members will be chosen

from the department in which the grade is being questioned or the grievance is filed, one by the student and the other by the instructor, faculty member, or representative. If either party to the dispute declines to choose a member of the committee, the Department Chair will select that member. The third faculty member of the committee, who shall serve as chair, will be chosen either from within the department or from another UNT department by agreement of the student and the instructor, faculty member, or representative. If they cannot agree upon a third member, the member shall be chosen by the Department Chair, with the provision that the student and the instructor, faculty member, or representative may agree to stipulate that the third member of the committee be chosen from a related department or academic administrative unit rather than from the department in question.

b. This ad hoc committee should require written statements from each participant in the dispute. Judgments may be rendered upon the basis of these statements, upon other evidence submitted in support of the statements, and upon the basis of oral hearing, if such a hearing seems necessary.

c. The committee must make a recommendation for disposition of the case within 30 days of its appointment. d. All records in the case will be filed with the Chair of the department in which the grade was originally

awarded or the grievance was filed. 6. Either party to the dispute has 15 days following the rendering of the Department Chair, Assistant Department

Chair, or ad hoc committee recommendation to appeal that recommendation to the Dean of the Graduate School, if the appeal is based solely upon alleged violations of established procedures. Substantive matters, up to and including the refusal of the instructor to act in accordance with the ad hoc committee’s recommendation or the student’s refusal to accept the verdict, may not be appealed to the Graduate School Dean.

7. The Dean of the Graduate School shall, after a review of the submitted written materials (and oral hearings if desired), make within 15 days a ruling about procedural questions. The ruling may be appealed by either the student or the instructor, faculty member, or representative to the Appeals Committee of the Graduate School.

a. The Appeals Committee will have 30 days from the date of its appointment to complete its work. b. The Appeals Committee shall operate within the guidelines set out for the departmental ad hoc committee

in 5b above. c. All rulings made by the Appeals Committee regarding procedural questions shall be final. d. All documents related to the case shall be returned to the Chair of the originating department for

departmental files.

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Appropriate Dress and Conduct Per UNT policy, student behavior that interferes with an instructor’s ability to conduct a class or other students’ opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Center for Student Rights and Responsibilities to consider whether the student’s conduct violated the Code of Student Conduct. The university’s expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, and field trips. The Code of Student Conduct can be found at: www.unt.edu/csrr. Perhaps more importantly, enrollment in the Counseling Program is limited to graduate students who are preparing for careers as mental health professionals. Appropriate class attendance and participation is expected as just one component of professional responsibility. At all times, students are expected to demonstrate personal and professional characteristics consistent with the characteristics of professional counselors. This includes maintaining professional and courteous interactions in the classroom (being prompt, prepared, and remaining on‐task throughout class) and during other interactions with faculty, staff, and peers. Part of this expectation includes ensuring appropriate dress when entering a program clinic or center. The CHDC and CFRC are professional counseling centers for campus and community clients alike. In addition to serving faculty and fellow students, these clinics serve adult, youth, and child clients from many cultural and socioeconomic groups. Stakeholders may not differentiate between a student entering the clinic for role‐plays, a student entering the clinic for class, and a student coming to class to provide direct services. It is imperative that all faculty, staff, and students present a neat and professional image while in the clinic. Because “professional judgment” may vary significantly from one person to the next, the CHDC provides the following dress code requirements

1. Jeans are acceptable – see # 2 below.

2. Do not wear clothing that is torn, ripped, worn enough to “see through,” badly frayed, stained, or patched.

3. Ensure that clothing is not wrinkled or rumpled beyond what would be expected after normal wear.

4. Skirts and dresses should be no shorter than ½ inch above the knee when seated.

5. Shorts are acceptable – provided they are no shorter than ½ inch above the knee when seated and would be appropriate for a casual business environment. This description eliminates athletic shorts of all kinds and shorts that advertise (anything) across the buttocks.

6. Clothing must cover the mid‐section at all times.

7. Underwear worn as outerwear is unacceptable at all times. Shirts with shoulder spaghetti straps (including camisoles, lacy or otherwise) are unacceptable, except when worn as an undergarment with a jacket or other covering that is not removed while in the clinic.

8. Blouses/tops must not show cleavage.

9. Do not wear t‐shirts or other tops that reflect personal opinions/biases, or phrasing that is not appropriate for a casual business environment. UNT t‐shirts that conform to item numbers 2 & 3 above are acceptable.

Although this dress code is not required in didactic courses that do not meet in program clinics or centers for class or practice activities, the Counseling Program faculty strongly encourages students to begin practicing professional dress and behavior by adhering to these guidelines whenever engaged in COUN activities. Faculty members, supervisors, and teaching assistants who find themselves distracted by students’ choices of clothing may share their concerns regarding students’ professionalism and awareness of impact on others as part of our professional competency procedures.

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Campus Carry Notification

Some classes meet in UNT facilities in which the legal carrying of a concealed firearm by an LTC permit holder is prohibited. Please refer to campuscarry.unt.edu for more information.

Criminal History Background Checks (CHBCs) Background The University of North Texas (UNT) Counseling Program is committed to protecting the welfare of the publics it serves and providing for the security of vulnerable populations served through program‐affiliated clinics and centers. Criminal history background checks (CHBCs) are required for applicants to the Counseling Program’s MEd, MS, and PhD programs and to any non‐degree seeking students who are enrolled in coursework that involves a fieldwork component. Rationale Professional counselors are entrusted with the health, safety, and welfare of the most vulnerable of clients; have access to confidential information; and operate in settings that require the exercise of good judgment and ethical behavior. Thus, an assessment of a student or applicant's suitability to function in such settings is imperative to promote the highest level of integrity in mental health care services. The American Counseling Association (CACREP) Code of Ethics (2005) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards (2009) require that counselor educators continuously monitor candidates’ professional dispositions and impairment and that they endorse only those candidates who show promise for delivering ethical and effective counseling services. This assessment is founded on the professional’s ability to act in accordance with ethical principles including autonomy, nonmaleficence, beneficence, justice, and fidelity (Kitchener, 1984). Completion of the Counseling Program requires a minimum of 700 hours of field experience in clinics, agencies, or schools consistent with the student’s area of study; many of these organizations require CHBCs and drug screens as a condition of placement or employment. Students who cannot participate in field experiences due to criminal convictions as revealed in a CHBC may be unable to fulfill the requirements of the program. Additionally, most licensing and certification organizations, including the Texas State Board of Examiners of Professional Counselors and Texas State Board for Educator Certification, require an individual to pass a CHBC as a condition of licensure or certification. For these reasons, the UNT Counseling Program seeks to resolve any concerns regarding CHBC prior to commitment of resources by the Counseling Program, the student, or the applicant. Applicability The following individuals must submit a satisfactory CHBC to the Counseling Program:

1. Applicants: Qualified applicants to the UNT Counseling Program will be offered provisional admission pending the Counseling Program’s receipt of a satisfactory CHBC. Matriculation into the UNT Counseling Program may be denied or withdrawn until a CHBC is submitted with results deemed satisfactory by the Counseling Faculty.

2. Admitted students: Enrolled Counseling Program students will not be permitted to participate in COUN 5690 before submitting a satisfactory CHBC. A student who fails to submit a satisfactory CHBC will be administratively dropped from the course and may be dismissed from the Counseling Program. Any cost associated with enrollment and/or cancellation of courses will be the responsibility of the student.

3. Non‐Degree students (LPC Deficiency, School Counselor Certification Deficiency, CACREP Deficiency, continuing education): Non‐degree students will not be permitted to enroll in any counseling course that requires a field experience component before submitting a satisfactory CHBC. A student, who fails to submit a satisfactory CHBC prior to enrollment in the specified course, will be administratively dropped from the course

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and his or her offer for non‐degree study will be withdrawn. Any cost associated with cancellation of courses will be the responsibility of the student.

Entire Policy This document includes a summary of the Counseling Program’s policy regarding CHBCs. If you have questions or would like to review the policy document in full, please contact the Counseling Program Coordinator.

Diversity Recruitment & Retention Policy

The Counseling Program at the University of North Texas values principles of cultural diversity, equal rights, and social justice (see UNT Policy 16.004). The program recognizes that embracing these principles serves as a good indicator of a program’s commitment to a diverse, inclusive learning environment. In this regard, the program views its role in the recruitment of students from underrepresented groups as an important professional responsibility. The program employs a variety of approaches to recruit and retain students from culturally and linguistically diverse backgrounds, including:

1. Using multiple admissions criteria. 2. Using multiple criteria in awarding assistantship. 3. Seeking to employ faculty members with diverse, culturally relevant experiences. 4. Continuing to support an inclusive, affirming university environment. 5. Establishing a task force to oversee diversity recruitment and retention.

Rev. 5/2017

EagleConnect EagleConnect is a suite of online communication and organization tools powered by Microsoft's Live@EDU service. It provides students with e‐mail as well as chat, calendar, file storage, and other online services. All UNT students automatically get an EagleConnect account, and all official program and university communications are delivered through EagleConnect. Students are responsible for activating accounts and checking accounts regularly. To learn more about EagleConnect, including how to activate accounts and how to forward to personal email accounts, go to http://eagleconnect.unt.edu.

Emergency Notifications and Procedures

UNT uses a system called Eagle Alert to quickly notify students with critical information in the event of an emergency (i.e., severe weather, campus closing, and health and public safety emergencies like chemical spills, fires, or violence). In the event of a university closure, please refer to Blackboard for contingency plans for covering course materials.

Endorsement Policy

At various times, students require an endorsement (verbal or written recommendation) from their program to gain employment or credentials. A graduate will be endorsed by counseling faculty only for a position or credential for which the graduate has been prepared. Internship site supervisors also are urged to follow this policy.

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Students should be aware of this policy and seek endorsement only for employment and credentials for which the relevant track has been completed. If the student chooses to complete the coursework and field experience requirements for additional tracks, she/he will be endorsed for those tracks as well.

Ethical / Legal Awareness

Any training relationship in which students take client/counselor roles is considered a client/counselor relationship and, therefore, subject to all the ethical and legal regulations governing such relationships. During the first semester of enrollment in the Counseling Program, the student must become familiar with the American Counseling Association Code of Ethics and the Ethical Standards of the Texas State Board of Examiners of Professional Counselors as well as with relevant aspects of the Texas penal code. Students receive a copy of the ACA Ethical Standards during COUN 6680. Students are required to sign statements of ethical and legal awareness prior to beginning all clinical experiences.

Grades of Incomplete

According to UNT Policy (http://registrar.unt.edu/grades/incompletes), an Incomplete Grade (“I”) is a non‐punitive grade given only during the last one‐fourth of a term/semester and only if a student (1) is passing the course and (2) has a justifiable and documented reason, beyond the control of the student (such as serious illness or military service), for not completing the work on schedule. The student must arrange with the instructor to finish the courser at a later date by completing specific requirements. A student who earns a grade of “incomplete” in a course has up to one year to complete the coursework and have the incomplete grade replaced by a regular grade. UNT policy does not allow for grade changes after one calendar year. The student must follow a specified procedure to have an “incomplete” grade removed, including seeing that his/her instructor files a “Change of Grade Form” with the Registrar. A student may not take any further courses for which the “incomplete” course is a prerequisite.

Observation of Religious Holy Days

If you plan to observe a religious holy day that coincides with a class day, please notify your instructor as soon as possible.

Persons with Disabilities (a): Non‐Discrimination Policy

The University of North Texas does not discriminate based on disability in the recruitment and admissions of students, the recruitment and employment of faculty and staff, or the operation of any of its programs and activities, as specified by federal laws and regulations. The designated liaison for the Counseling Program is Dr. Jan Holden, Welch Complex 2. Copies of the College of Education ADA Compliance Document are available in the Dean’s Office, Matthews Hall 214. The student has the responsibility of informing the course instructor of any disabling condition that will require modifications to avoid discrimination.

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The Department of Counseling and Higher Education disability accommodation information appears on the following pages.

Persons with Disabilities (b): Disability Accommodation Policy I. POSITION STATEMENT:

In accordance with university policies and state and federal regulations, the Department of Counseling and Higher Education is committed to full academic access for all qualified students, including those with disabilities. To this end, the Department of Counseling and Higher Education is willing to make reasonable and appropriate adjustments to the classroom environment and the teaching, testing or learning methodology in order to facilitate equality of educational access for persons with disabilities, while upholding the integrity of academic standards. The emphasis of the Counseling Program is on students’ attainment of essential competencies and maintenance of academic/professional standards in Counseling. The Council for Accreditation of Counseling and Related Educational Programs (CACREP) defines essential competencies that must be progressively developed and integrated throughout degree programs in Counseling. Assessment of these competencies is a regular and normal part of all accredited counseling degree programs throughout the United States. Although alternative competencies, alternatives means of attaining these competencies, or alternative means of assessing attainment of competencies may be proposed, the Counseling Program faculty is not prepared to waive the specific competency requirements themselves. To do so would endanger the accreditation for the Counseling Program, the resulting degrees issued to all program graduates, and the quality of services to the public served by our graduates.

II. PROCEDURES FOR REQUESTING SPECIAL ACCOMMODATION:

The Department of Counseling and Higher Education is committed to full academic access for all qualified students, including those with disabilities. In keeping with this commitment and in order to facilitate equality of educational access, faculty members in the Department will make reasonable accommodations for qualified students with a disability, such as appropriate adjustments to the classroom environment and the teaching, testing, or learning methodologies when doing so does not fundamentally alter the course.

If you have a disability, it is your responsibility to obtain verifying information from the Office of Disability Accommodation (ODA) and to inform me of your need for an accommodation. Requests for accommodation must be given to me no later than the first week of classes for students registered with the ODA as of the beginning of the current semester. If you register with the ODA after the first week of classes, your accommodation requests will be considered after this deadline.

Grades assigned before an accommodation is provided will not be changed. Information about how to obtain academic accommodations can be found in UNT Policy 18.1.14, at www.unt.edu/oda, and by visiting the ODA in Room 321 of the University Union. You also may call the ODA at 940.565.4323.

For the most current information re: policies and procedures for persons with disabilities visit the UNT Office of Disability Accommodation website at http://www.unt.edu/policy/UNT_Policy/volume3/18_1_14.html

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Professional Journal Access

UNT Libraries include extensive access to books and journals relevant to the practice of professional counseling. Some journals that the UNT library system carries will be shown as being unavailable if a “JOURNAL” search is done in the on‐line catalog. The availability of the journals can be confirmed by entering the title of the journal under a “TITLE” search. Examples of this are The Family Journal and The Journal of Mental Health Counseling. Please be sure to consult a librarian if you have questions regarding resources available to Counseling Program students.

Retention of Student Records Student records pertaining courses are maintained in a secure location by the instructor of record. All records such as exams, answer sheets (with keys), and written papers submitted during the duration of the course are kept for at least one calendar year after course completion. Course work completed via the Blackboard online system, including grading information and comments, is also stored in a safe electronic environment for one year. Students have the right to view their individual record; however, information about students’ records will not be divulged to other individuals without proper written consent. Students are encouraged to review the Public Information Policy and the Family Educational Rights and Privacy Act (FERPA) laws and the University’s policy.

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Satisfactory Progress Policy

Time limit. The Toulouse Graduate School expects PhD degrees to be completed within 8 years of the first course on the degree plan. However, College of Education expectations are more stringent: for full‐time students, 4 years for degree plans of 60‐71 hours and 5 years for degree plans of 72 or more hours. Failure to complete the degree in the designated time limit may result in dismissal from the program.

Continuous enrollment. A continuing doctoral student must be in continuous enrollment in the long semesters between the semester of the first course applicable to the degree and the completion of the degree. A continuing student who does not maintain continuous enrollment will be warned in writing of the need for continuous enrollment and, if circumstances warrant, recommended they apply for a leave of absence. If the same student continues with this pattern of non‐enrollment and has a second long semester in which one is neither on a leave of absence nor taking classes, the student will be dismissed from the program. Leave of absence. A continuing student who is experiencing exigent circumstances that temporarily prevent progress on the degree may request a leave of absence for up to one year. Students for whom exigent circumstances arise during their degree programs are expected not simply to discontinue enrollment but rather to apply formally for a leave of absence. A leave of absence form may be found at http://tsgs.unt.edu/new‐current‐students/forms. The student must make the request for a leave in writing to the major professor or advisor. If no major professor has been assigned, the student submits the request to the program coordinator. If a leave is granted, the major professor/advisor notifies the program coordinator who notifies the Graduate School. Doctoral candidates – those who have passed the qualifying exam and who are required to enroll continuously in dissertation during each subsequent semester in which university resources are being used – must also request directly from the Graduate School a waiver of continuous enrollment in dissertation. During an approved leave, the COE continuous enrollment requirements are suspended, and the duration of the leave is added to the COE time limit for degree completion. A student who needs more time may request one or more additional leaves from the College. Approved College leave does not extend the Graduate School’s limit for total time to degree completion unless the leave request includes an explicit request that the clock be stopped for the duration of the leave. Request for extension. Occasionally, students have legitimate reasons for needing more time to complete their degrees. Students who exceed the COE Expected Time‐to‐Completion may request an extension of up to one year. The student submits this request in writing to one’s major professor or program advisor. The recipient of the request, in consultation with the student’s advisory or dissertation committee or, if no committee is designated, with one other faculty member, decides whether or not to endorse the request. If the request is endorsed, the request is forwarded to the chair of the department for endorsement and on to the COE Dean for Academic Affairs for approval. To view the COE Graduate Student Progress policy in its entirety, please click here. Grade expectations. The UNT Counseling Program faculty is committed to the use of grades to characterize accurately each student’s level of mastery of course material. The faculty has affirmed that, in graduate school, “B” is the expected grade. Grades below “B” reflect inadequate performance in coursework. A grade of “A” is reserved to reflect outstanding performance. Many COUN courses are competency‐based. Thus, even if students average an “A” throughout the course, failure to meet competency criteria at end of semester (e.g., counseling skill, ethical awareness, professionalism) may result in a C or F for the course. At the beginning of each course, the instructor will provide the students with a syllabus that includes grading criteria for the course. Students are encouraged to familiarize themselves with the grading criteria for each course and to seek clarification from the course instructor as needed.

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Sexual Discrimination, Harassment, & Assault UNT is committed to providing an environment free of all forms of discrimination and sexual harassment, including sexual assault, domestic violence, dating violence, and stalking. If you (or someone you know) has experienced or experiences any of these acts of aggression, please know that you are not alone. The federal Title IX law makes it clear that violence and harassment based on sex and gender are Civil Rights offenses. UNT has staff members trained to support you in navigating campus life, accessing health and counseling services, providing academic and housing accommodations, helping with legal protective orders, and more. UNT’s Dean of Students’ website offers a range of on‐campus and off‐campus resources to help support survivors, depending on their unique needs: http://deanofstudents.unt.edu/resources_0. Renee LeClaire McNamara is UNT’s Student Advocate and she can be reached through e‐mail at [email protected] or by calling the Dean of Students’ office at 940‐565‐2648. You are not alone. We are here to help.

Student Evaluation of Courses and Instruction

Students have the right to provide comprehensive, anonymous feedback on all courses. They exercise that right through the department’s approved course evaluation process. Results of student evaluations are among the data used to determine faculty members’ salary increases each year and to determine whether faculty members will be tenured and/or promoted from one academic rank to another, such as from assistant to associate professor. Because response rate is a datum included in these decisions, each student is urged to complete an evaluation for each course. Equally important to the role student evaluations play in faculty salary and rank is the role they play in improvement of instruction: Student feedback provides instructors with information to improve instruction for future students.

SPOT. UNT requires that all courses be evaluated using Student Perceptions of Teaching (SPOT). Access to evaluations is through myunt.edu, and students typically have access to evaluation during the end of the semester. Information regarding the completion timeline and access site will be distributed via EagleConnect, and most instructors will announce the URL to students in the final weeks of class. An independent office computes responses to quantitative items; results are reported to the instructor and the instructor’s department chair as averages for each item, the class overall, and all of that instructor’s classes. To protect student anonymity, instructors and their department chair receive students’ responses in an aggregate, typed format.

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Student Review & Retention Policy

Potential counseling effectiveness cannot be assessed in the same manner as academic performance in typical college courses. In addition to mastering academic knowledge and clinical skills, students training to become effective counselors must recognize various behaviors and value systems and how these value systems affect behavior, and must communicate effectively, be open‐minded, tolerate ambiguity, exhibit a high degree of patience, and demonstrate emotional stability and self‐acceptance. The professional judgment of counselor educators is a necessary and vital part of the total assessment program. In recognition of this responsibility, CACREP (2009) Standard I.P. requires that the

Program faculty conducts a systematic developmental assessment of each student’s progress throughout the program, including consideration of the student’s academic performance, professional development, and personal development. Consistent with the established institutional due process policy and the American Counseling Association’s (ACA) Code of Ethics and other relevant codes of ethics and standards of practice, if evaluations indicate that a student is not appropriate for the program, faculty members help facilitate the student’s transition out of the program and, if possible, into a more appropriate area of study.

The following includes major considerations of each of the three primary areas of review: academic performance, professional development, and personal development. These characteristics are included in the Student Review Checklist.

1. Academic performance includes one’s ability to (1) successfully complete academic course work required in the program as evidenced by grades of B or higher; (2) abide by academic policies of the UNT Graduate School, College of Education, Department of Counseling & Higher Education, and Counseling Program; (3) demonstrate academic integrity; and (4) participate fully in learning experiences. Ordinarily, students who receive two unsatisfactory grades (grades other than A or B) in any combination of clinical courses will be withdrawn from the program. Students who receive grades other than A or B in didactic courses must repeat the courses until they earn grades of A or B.

2. Professional development is two‐fold and includes development of clinical skills and related professional

behaviors and dispositions. The sequence of clinical skills, including but not limited to COUN 5680, 5660, 5740, 5690, 5720, and 5721 and the doctoral CPP sequence, involves the demonstration of increasingly complex counseling competencies as operationalized by corresponding Professional Counseling Performance Evaluation (PCPE) forms. Fundamentally, clinical skills include the ability to (1) communicate empathy and understanding in a genuine manner, (2) provide unconditional acceptance of others and others’ values, (3) respect the uniqueness and inherent worth of individuals, and (4) demonstrate confidence in others’ potential for growth. Professional behaviors and dispositions influence one’s ability to provide ethical and effective services. These include the ability to (1) respect and adhere to all aspects of the American Counseling Association Code of Ethics (2005), the Ethical Standards of the Texas State Board of Examiners of Professional Counselors, Texas penal code, and standards relevant to one’s specialty area of practice (e.g., school, couple, or group counseling); (2) demonstrate multicultural competence; (3) communicate, cooperate, and relate with others in meaningful ways; (4) think concretely and reason abstractly; (5) accept and make use of feedback in supervisory and other experiences; (6) develop appropriate boundaries with clients, supervisors, and/or colleagues; (7) show initiative and motivation; and (8) be dependable in meeting professional expectations and obligations.

3. Personal development includes intrinsic dispositions, self‐reflective abilities, and skills in managing personal

wellness and life difficulties. Intrinsic dispositions include openness to new ideas, tolerance of ambiguity, future‐mindedness, patience, humor, creativity, self‐acceptance, maturity, flexibility, ability to express feelings appropriately, and integrity. Self‐reflective abilities include self‐ and other‐awareness, openness to self‐examination, awareness of emotional limitations, and acceptance of personal responsibility. Skills in managing wellness include demonstration of emotional stability, personal security, strength, and confidence; capacity to handle stress, frustration, and conflict; and ability to recognize and minimize impact of impairment.

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Methods for Student Review & Retention

It is the objective of the Counseling Program faculty to identify concerns about student competency as early as possible and to initiate necessary procedures for addressing the concerns. To implement this procedure in a systematic manner, the Counseling Program Faculty engages in a series of activities to review each student on the criteria of academic performance, professional development, and personal development. At each review, the faculty determines whether progress is adequate, if remedial work is needed, or if the student should be withdrawn from the program. The Counseling Program faculty uses the following methods to engage in systematic, developmental assessment of progress:

1. Prior to admission, the Master’s Admissions and Doctoral Admissions Committees conduct a holistic review of academic and professional credentials and interview interactions. If the committee believes the student has probability of success and space allows, the student is provisionally accepted to the program.

2. Admission to the counseling doctoral program is provisional until the student’s progress is evaluated by the counseling faculty upon completion of COUN 6210, COUN 6220, COUN 6230 (Counseling Principles and Process 1, 2, 3), COUN 6651 Advanced Theories, COUN 6680 Ethical, Legal, & Professional Issues in Counseling, and COUN 6090 Supervision. In May of each academic year, the faculty will review each provisional doctoral student’s record. The student’s progress is evaluated on the basis of the demonstration of academic performance, professional development, and personal development as discussed in the student review and retention policy later in this handbook. A grade of B or better is required in every doctoral core counseling course in order to receive credit towards the doctoral degree. Students must maintain an overall grade point average of B (3.0) or better throughout doctoral coursework. Upon faculty vote on admission, each doctoral student will receive a written letter of acknowledgement regarding his or her status as fully admitted, conditional, or withdrawn.

3. The full faculty, with input from adjunct faculty members, reviews all students on an annual basis. Students who

begin in Summer or Fall semesters are reviewed no less than each Spring for the duration of their programs. Students who begin in Spring semesters are reviewed no less than each Fall for the duration of their programs. All students must meet in person with their faculty advisors or major professors to receive written notice regarding the annual review, discuss progress in the program, and explore resulting recommendations. Any decision involving remediation or withdrawal follows the Procedures for Student Review & Retention on the following page.

4. Individual faculty members are responsible for reviewing student progress and, if necessary, initiating

remediation efforts in specific courses or experiences. This evaluation is particularly stringent in master’s level clinical courses (COUN 5680, 5660, 5740, 5690, 5720, 5721) and the doctoral level CPP sequence where progress is documented in Tk20 via completion of the final PCPE. In addition, the Counseling Program faculty has adopted a series of Tk20 key assessments that require students to demonstrate learning outcomes for courses. Students not meeting learning outcomes may be required to do additional work before moving on. Any decision involving remediation or withdrawal follows the Procedures for Student Review & Retention on the following page.

5. At any faculty meeting, a faculty member may bring up a student about whom the faculty member has

concerns. Concerns may be experienced by the faculty member directly or reported by staff members, doctoral student supervisors, site supervisors, and/or peers. Depending on the nature of the concern, the faculty may charge the reporting faculty member and/or a faculty review committee with initiating student review procedures. Any decision involving remediation or withdrawal follows the Procedures for Student Review & Retention on the following page.

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Procedures for Student Review & Retention 1. Faculty members who identify concerns via any of the review mechanisms outlined in the Methods for Student Review and

Retention are responsible for initiating remediation of concerns as soon as possible. Depending on the context and nature of the concerns, an initial meeting with the student may be conducted one‐on‐one with the faculty member or may include other relevant parties designated by the faculty member. Typically, these parties include site supervisors, doctoral student supervisors, teaching assistants, or other faculty members.

2. At the initial meeting or within one week of the initial meeting, the faculty member(s) will develop a Professional Competency Report and Requirements form in which the concern is summarized and a plan for addressing the concern is presented.

a. If the student decides to follow the counsel of the instructor regarding the remediation plan or withdrawal from the program, procedures outlined in 2b will not be implemented.

b. If the student believes the evaluation and/or remediation plan is inequitable and is unwilling to follow the specifications on the Professional Competency Report and Requirements form, the faculty member will inform the student to contact the Program Coordinator within three (3) UNT business days to discuss appeal procedures. If the student does not contact the Program Coordinator within three (3) UNT business days following the conference with the faculty member, the student forfeits the right to an appeal and the faculty member’s specifications stand. Students who refuse to sign receipt of plan and/or do not respond to faculty members’ attempts to remediate concerns are subject to the same time limits.

i. In cases of appeal, the Program Coordinator will seek a resolution with the faculty member(s) and student. If no resolution is reached, or if the Program Coordinator was involved in the development of the plan, the Program Coordinator will refer the matter to the Department Chair who will appoint an ad hoc committee of three (3) faculty members, normally within three (3) UNT business days of receipt of the student’s appeal. The committee will be composed of one faculty member designated by the faculty member, one faculty member designated by the student, and one faculty member designated by the Department Chair who will serve as chair of the ad hoc committee.

ii. The committee will require a written statement from the faculty member(s) and the student and will hold an oral hearing where the views of involved parties will be heard.

iii. The committee will determine whether the student will continue in the program without restriction, continue in the program with remedial work, or be withdrawn from the program. The committee will make specific recommendations related to their findings within ten (10) UNT business days of its appointment. The decision will be conveyed to the faculty member(s), the student, and the Department Chair in writing.

iv. All records in the case will be filed in the student’s departmental file. The faculty member(s) will provide the student and the Program Coordinator with a copy of the form. The concern will be presented at the next regular faculty meeting as an information item.

3. Once a Professional Competency Report and Requirements form has been completed for a student, the student will be required

to initiate and follow through with a meeting with his or her faculty advisor each Fall and Spring semester. In addition, future instructors will be asked to complete a Professional Competency Progress Report form at about midterm and final each semester.

4. Students must earn grades of A or B in all COUN degree plan courses. Ordinarily, students who receive two unsatisfactory

grades (grades other than A or B) in any combination of clinical courses (COUN 5660, 5680, 5740, 5690, 5720, 5721; CPP 1‐6) will be withdrawn from the program. When instructors indicate a clinical competency concern associated with grades of W or WF, grades of W or WF count as a failed attempts for clinical courses. A student who receives a second unsatisfactory grade in the clinical sequence and who would like to continue in the program may request a faculty review by contacting the Counseling Program Coordinator within three (3) UNT business days. The faculty review committee will be charged with reviewing the student’s holistic progress and recommending whether circumstances warrant an exception to the program policy of automatic withdrawal. Due to the holistic nature of review, students are not guaranteed second attempts at a clinical course.

5. Faculty members will initiate these procedures at any time for students who knowingly engage in illegal or unethical activities or

for students whose professional performance is deemed to present an immediate threat to the well‐being of others. In such cases and depending on the level of perceived threat, the Counseling Program Faculty may recommend dismissal from the Program without opportunity for student remediation.

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Professional Competency Report and Requirements

Student Name Faculty Member(s) Student ID # Course or Experience Date

1. The following concerns regarding the above student’s professional counseling competency have been noted. If appropriate, a Student Review & Retention Checklist and/or copy of PCPE is attached. Academic Performance Professional Development Personal Development

2. The following constitute: the requirements for the student to continue in this course and/or the Counseling Program. These

requirements may change as the student’s progress is assessed. or

___ the specification of student withdrawal from the program. Faculty member’s signature Date of conference with student Student initial all that apply: I understand and have received a copy of this Professional Competency Report and Requirements form. I have received a copy of the Procedures for Student Review & Retention. I agree to the requirements as specified above. I do not agree to the concern and/or requirements as specified above. I understand I have three (3) UNT business days to contact the Counseling Program Coordinator to initiate an appeal. Student’s signature Date of conference with faculty member

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Student Review & Retention Checklist

Student Name Faculty Member Student ID # Course or Experience Date ACADEMIC PERFORMANCE Does Not

Meet Meets Not

observed

Successfully complete academic course work required in the program

Abide by academic policies

Demonstrate academic integrity

Participate fully in learning experiences

Comments:

PROFESSIONAL DEVELOPMENT – CLINICAL Does Not

Meet Meets Not

observed

Meet clinical requirements for developmental level (attach PCPE)

Communicate empathy and understanding in a genuine manner

Provide unconditional acceptance of others and others’ values

Respect the uniqueness and inherent worth of individuals

Demonstrate confidence in others’ potential for growth

Comments:

PROFESSIONAL DEVELOPMENT – PROFESSIONAL BEHAVIOR AND DISPOSITIONS Does Not

Meet Meets Not

observed

Respect and adhere to all aspects of the American Counseling Association Code of Ethics (2005), the Ethical Standards of the Texas State Board of Examiners of Professional Counselors, Texas penal code, and standards relevant to one’s area of practice

Demonstrate multicultural competence

Communicate, cooperate, and relate with others in meaningful ways

Think concretely and reason abstractly

Accept and make use of feedback in supervisory and other experiences

Develop appropriate boundaries with clients, supervisors, and/or colleagues

Show initiative and motivation

Be dependable in meeting professional expectations and obligations

Accept personal responsibility

Comments:

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PERSONAL DEVELOPMENT Does Not

Meet Meets Not

observed

INTRINSIC DISPOSITIONS

Be open to new ideas

Tolerate ambiguity

Project a future‐mindedness

Exhibit a high degree of patience

Exhibit a sense of humor

Demonstrate creativity

Demonstrate self‐acceptance and self‐confidence

Show maturity

Be flexible

Express feelings appropriately

Demonstrate integrity

Maintain objectivity

Exhibit personal courage and strength

SELF‐REFLECTIVE ABILITIES

Exhibit self‐ and other‐ awareness

Be open to self‐examination

Recognize personal and emotional limitations

SKILLS IN MANAGING PERSONAL WELLNESS AND LIFE DIFFICULTIES

Demonstrate emotional stability and personal security

Handle stress

Handle frustration and conflict

Recognize and minimize impact of impairment

Comments:

Faculty member’s signature Date of conference with student Student’s signature Date of conference with faculty member Criteria Adapted From: Frame, M. W., & Stevens‐Smith, P. (1995). Out of harm’s way: Enhancing monitoring and dismissal processes in

counselor education programs. Counselor Education & Supervision, 35, 118–129. Henderson, K. L., & Dufrene, R. L. (2012). Student behaviors associated with remediation: A content analysis. Counseling

Outcome Research & Evaluation, 3, 48‐60. doi: 10.1177/2150137812437364

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Professional Competency Progress Report

Please indicate the level of progress toward professional counseling competency demonstrated in your class by the student named below. Student Name Faculty Member Student ID # Course or Experience Date Opportunity to Assess To what degree have you had an opportunity to assess progress toward the concern(s) noted in the Professional Competency Report & Requirements form? High Moderate Low/No Level of Progress How do you estimate student progress toward concern(s) noted in the Professional Competency Report & Requirements form? Satisfactory Moderate Unsatisfactory N/A Comments Faculty Member Signature Date & Method of Communication to Student

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Tk20 The Counseling Program uses the UNT Tk20 Assessment System to facilitate systematic assessment and documentation of student attainment of learning outcomes. Thus, students are required to purchase a Tk20 account for a one‐time only, non‐refundable fee of approximately $100. Students may purchase the program online (see payment link at

http://www.coe.unt.edu/tk20). As an alternative, students may purchase Tk20 as they would a book from the campus bookstore. Although the price may be higher at the bookstore, this option will allow for requisite compensation from your financial aid if you are eligible. The account activation fee is considered a professional expense incurred as part of the completion of a professional program. You will have access to your account for 7 years from the date of activation. Please see the Resources area of the Counseling Program webpage for cheatsheets and a link to the Tk20 manual.

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COLLEGE OF EDUCATION FORMS

Download most recent hyperlinked forms from http://www.coe.unt.edu/graduate‐forms and http://www.coe.unt.edu/counseling‐and‐higher‐education/resources/counseling‐resources

CACREP Equivalency Worksheet

Doctoral Degree Plan(Blank)

COUN Doctoral Degree Plan Template

Doctoral Degree Plan Change and/or Committee Composition Change

Doctoral Portfolio Worksheet

Graduate Student Travel Support Form

Doctoral Written and Oral Qualifying Examination Application

Dissertation Proposal Defense Scheduling Form

Dissertation Defense Scheduling Form

Appeal ‐ Request to Take Qualifying Exam Early

Appeal ‐ Request to Propose Dissertation Early

Appeal ‐ Doctoral Time Extension

COUNSELING PROGRAM RESOURCES

For updated information and forms specific to the Counseling Program, please use your EUID and password to login to https://learn.unt.edu. Once you login, navigate to “Organizations” and then to “UNT Counseling Program.”

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FINANCING YOUR DOCTORAL DEGREE

Financial Aid

https://financialaid.unt.edu/finaidapply

We strongly encourage you to apply for financial aid including the federal work‐study program as soon as possible. Be sure to apply for funding to begin in June. Priority is given to applications received early in the calendar year, so please apply now.

If you do not currently have an account with federal student financial aid visit here: www.fafsa.gov. Academic Achievement Scholarship

http://tsgs.unt.edu/graduatelife/AAS

In the past, all students who qualified received this scholarship. Typically, our incoming doctoral students qualify. We assume you will, too, but you must apply by the deadline. Note: this scholarship automatically qualifies you for in‐state tuition for a full academic year, beginning in the fall semester, but not your first summer semester.

UNT Counseling Scholarships

http://www.coe.unt.edu/counseling‐and‐higher‐education/scholarships

It is very important for you to apply for this scholarship if you are from out‐of‐state/country. You will need a $1000 scholarship effective in June to qualify for in‐state tuition during your first summer of enrollment.

UNT General Scholarships

https://financialaid.unt.edu/scholarships

This website links you to applications for all university scholarships, which you can review to see what you may qualify for based on your personal situation.

UNT College of Education Scholarships

www.coe.unt.edu/scholarships

For current UNT students only. These scholarship applications are typically due by early March. Therefore, you will need to apply as soon as possible. These scholarships are effective in the fall semester.

Graduate School Fellowships

https://tsgs.unt.edu/future‐students/awards

The Toulouse Graduate School offers competitive fellowship programs for students who qualify. Nominations for these fellowships come from the department. Therefore, the doctoral admissions committee chair will contact you if you have been selected for potential nomination. If you are a McNair Scholar from your previous college experience, please inform the doctoral admissions chair.

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Additional Support

Funding Your Dissertation

Toulouse Graduate School: Thesis and Dissertation Fellowship (https://tsgs.unt.edu/thesis‐and‐dissertation‐fellowship)

College of Education: Dissertation Grant Funding Conference Travel

Toulouse Graduate School: Travel Grants (https://tsgs.unt.edu/new‐current‐students/travel‐grants)

College of Education: Travel Grant

Raupe Travel Grant (http://sga.unt.edu/Raupe‐Travel‐Grants)

There may be other financial resources available to you. Please consult with your advisor.

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LICENSURE AND CERTIFICATION RESOURCES

Texas Counseling Association Licensed Professional Counselor Brochure http://www.txca.org/Images/tca/Documents/Brochures/TCALicensedProfessionalCounselor.pdf

Texas Counseling Association Professional School Counselor Brochure http://www.txca.org/Images/tca/Documents/Brochures/TCAProfessionalCollegeCounselor.pdf

Texas Counseling Association Professional College Counselor Brochure http://www.txca.org/Images/tca/Documents/Brochures/Revised.September%202007.pdf

Directory of State Licensure Boards http://www.nbcc.org/directory/Default.aspx

Directory of State School Counselor Certification Requirements & Contacts

http://www.schoolcounselor.org/content.asp?contentid=242

Requirements for Texas Licensed Marriage and Family Therapist (LMFT) http://www.dshs.state.tx.us/mft/

Requirements for Texas Licensed Chemical Dependency Counselor (LCDC)

http://www.dshs.state.tx.us/lcdc/ Requirements for National Certified Counselor (NCC) www.nbcc.org

Requirements for Registered Play Therapist (RPT)

Association for Play Therapy http://www.a4pt.org Information for UNT students about the RPT http://cpt.unt.edu/about‐us/faq/students‐faq/ Information for professionals about the RPT http://cpt.unt.edu/about‐us/faq/professionals‐faq/

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PROFESSIONAL ORGANIZATIONS

Counseling students are strongly encouraged to affiliate with professional counseling organizations including, but not limited to the American Counseling Association (ACA) and its divisions. Several of these organizations are listed on the following page.

National Level State Level American Counseling Association (ACA) www.counseling.org

Texas Counseling Association (TCA) www.txca.org

Association for Assessment and Research in Counseling (AARC) www.theaaceonline.com/

Texas Association for Assessment in Counseling (TAAC) www.txca.org/tca/TAAC_Home.asp

Association for Child and Adolescent Counseling (ACAC) www.acachild.com

Association for Adult Development & Aging (AADA) www.aadaweb.org/

Texas Association for Adult Development & Aging (TAADA) www.txca.org/tca/TAADA_Home.asp?SnID=1962583625

Association for Creativity in Counseling (ACC) www.aca‐acc.org/

American College Counseling Association (ACCA) www.collegecounseling.org/

Texas College Counseling Association (TCCA) www.txca.org/tca/TCCA_HOME.asp?SnID=1962583625

Military and Government Counseling Association (MGCA) http://acegonline.org/

Association for Counselor Education &Supervision (ACES) www.acesonline.net

Texas Association for Counselor Education & Supervision www.txca.org/tca/TACES_Home.asp?SnID=1962583625

Association for Lesbian, Gay, Bisexual, and Transgender Issues in Counseling (ALGTBIC) www.agblic.org/

Texas Association for Lesbian, Gay, Bisexual, and Transgender Issues in Counseling (TALGTBIC) www.txca.org/tca/TALGBTIC_Home.asp?SnID=1962583625

Association for Multicultural Counseling and Development (AMCD) www.amcdaca.org

Texas Association for Multicultural Counseling and Development (TexAMCD) www.txca.org/tca/TEXAMCD_Home.asp

American Mental Health Counselors Association (AMHCA) www.amhca.org

Texas Mental Health Counselors Association (TMHCA) www.txca.org/tca/TMHCA_Home.asp?SnID=1962583625

American Rehabilitation Counseling Association (ARCA) www.arcaweb.org

American School Counselor Association (ASCA) www.schoolcounselor.org

Texas School Counselor Association (TSCA) www.txca.org/tca/TSCA_Home.asp?SnID=1962583625

Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC) www.aservic.org

Association for Specialists in Group Work (ASGW) www.asgw.org

Association for Humanistic Counseling (AHC)

http://afhc.camp9.org/ Texas Counseling Association for Humanistic Education and Development (T‐AHEAD) www.txca.org/tca/TAHEAD.asp?SnID=1962583625

Counselors for Social Justice (CSJ) http://counselorsforsocialjustice.com/

Texas Counselors for Social Justice (TCSJ) www.txca.org/tca/TXCSJ_Home.asp

International Association of Addictions and Offender Counselors www.iaaoc.org

International Association of Marriage and Family Counselors www.iamfc.com

Texas Association of Marriage and Family Counselors (TAMFC) www.txca.org/tca/TAMFC_Home.asp?SnID=1962583625

National Career Development Association (NCDA) http://ncda.org

National Employment Counseling Association (NECA) www.employmentcounseling.org

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Affiliate and Other Professional Organizations

Chi Sigma Iota International (CSI) www.csi‐net.org

Rho Kappa Chapter of Chi Sigma Iota International http://rho‐kappa.csi‐chapters.org/

Council for Accreditation of Counseling & Related Educational Programs (CACREP) www.cacrep.org

National Board for Certified Counselors (NBCC) www.nbcc.org

American Association for Marriage & Family Therapy (AAMFT) www.amft.org

Texas Association for Marriage & Family Therapy (TAMFT) www.tamft.org

Association for Play Therapy (APT) www.a4pt.org

Texas Association for Play Therapy (TAPT) http://txapt.org/

American Association of Sexuality Educators, Counselors, and Therapists www.aasect.org

American College Personnel Association (ACPA) www.myacpa.org

Association for Addiction Professionals ( NAADAC) http://www.naadac.org/

Texas Association of Addiction Professionals (TAAP) http://www.taap.org/

Int. Association for Near‐Death Studies (IANDS) www.iands.org

Delta Society www.deltasociety.org

Association for Transpersonal Psychology www.atpweb.org/

American Association for Suicidology www.suicidology.org

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CSI is an international honor society that values academic and professional excellence in counseling. We promote a strong professional identity through members (professional counselors, counselor educators, and students) who contribute to the realization of a healthy society by fostering wellness and human dignity. Our mission is to promote scholarship, research, professionalism, leadership, advocacy, and excellence in counseling, and to recognize high attainment in the pursuit of academic and clinical excellence in the profession of counseling (www.csi‐net.org).

To be invited to membership, candidates must identify as professional counselors, have earned or be pursuing a degree in professional counseling, and have demonstrated academic excellence. To date, over 90,000 people have been initiated to membership in the society’s 286 chapters worldwide; over 15,000 members are still active today. The UNT Counseling Program is home to Rho Kappa Chapter of Chi Sigma Iota. As a recognized student organization, Rho Kappa brings together students, alumni, and faculty to meet the mission and vision of CSI International.

Counseling program students and faculty who meet eligibility requirements to join CSI will be invited to membership by the chapter in spring semesters. Although members are eligible for additional benefits (e.g., elected office, grants, publications, internships, awards), all members of the Counseling Program community are welcome to participate in certain professional development and service events. These events will be advertised via our website, in classes, and through emails to members and Counseling Program community members. Events vary by year and tend to include

Monthly professional development activities

Master’s and doctoral student‐to‐student orientation

Master’s and doctoral student mentoring

Annual initiation and awards ceremony

Annual nominations for awards and fellows programs

Annual participation in ACA Ethics Competition

Community engagement activities

Social / community building activities (e.g., barbeques, bowling, welcome parties) Please visit http://rho‐kappa.csi‐chapters.org/ for more information.

UNT International Counseling Student Club (ICSC) International Counseling Student Club welcomes the students coming to the UNT Counseling Program from all around the world. The main objectives of the club are to promote social support for international students by helping them to adjust to their new lives in the United States and assisting them with their studies in the Counseling Program. By arranging meetings and fun events, ICSC also aims to promote an environment where students make friends with the people from their own countries and from different cultures. The International Counseling Student Club is open to all international and non‐international counseling students, as well as the visiting scholars and international researchers. Website: http://unticsc.blogspot.com E‐mail address: [email protected]

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POST‐GRADUATION CONSIDERATIONS

COMPETENCY AND CREDENTIALING

All students in the Counseling Doctoral Program will receive a PhD in Counseling.

Graduates are expected to practice only in the areas of competency; the development of competency includes supervised experience in the use of a particular technique or approach. A graduate will be endorsed by the counseling faculty only for a position or credential for which the graduate has been prepared.

Post‐graduate supervision, such as that required for licensure as a Professional Counselor, is the responsibility of the student.

For graduates seeking licensure in states other than Texas, information on requirements can be found at the relevant state’s licensure website. Students are encouraged to keep course syllabi for supporting evidence in cases where courses are reviewed when pursuing licensure outside of Texas.

EMPLOYMENT OPPORTUNITIES Counselor Educators: Most counseling doctoral students are seeking the PhD because they want to become counselor

educators—that is, teach at the graduate level. Opportunities for counselor educators vary widely according to specialty, type of position preferred, and willingness to relocate. Students are encouraged to follow counselor educator position announcements posted via Chronicle of Higher Education, CESNET listserv, and NFIN listserv.

Clinicians: Some counseling doctoral students seek the PhD to improve their clinical skills to become more competent in the direct delivery of mental health services, including counseling, assessment and supervision. Students should, however, be aware that because the Texas LPC law is master’s level based, a PhD in counseling may not be beneficial in receiving third party payment in the managed care arena.

Student Services: Some counseling doctoral students seek the PhD to make themselves more competitive for positions in counseling/student services administration, ex: Director of Counseling/Student Services in a school district.