An Introduction to the Michigan State University MA Counseling Program 2008 Who we are and what we do…..

Objectives of this presentation Identifying the key players in training Identifying curriculum and training standards: What do we do? Identifying what makes us comparable to other MA Counseling programs? Identifying this program’s points of uniqueness: What makes us different than most other MA Counseling programs?

Identifying key players in Training Students Administrative Support Staff Adjunct Faculty Training site supervisors Advisory Board members (new status) Program Faculty

Presenting curriculum: What do we teach? Developmental Issues in Counseling (CEP 801) Tests and Measurements in Counseling (CEP 821) Multicultural Counseling (CEP 860A) Counseling theory and Ethics (CEP 861) Individual and Group Counseling (CEP 862) Counseling strategies and consultation (CEP 863)

Presenting curriculum: What do we teach? (continued) Career Counseling and Development (CEP 864) Assessment & Research in Counseling (CEP 865) Counseling Practicum (CEP 894C) Counseling Internship (CEP 893C) Two Electives based on professional interest and career goals in Counseling.

What makes the program comparable to other Programs? Adherence to the 2001 standards of the CACREP (Council for Accreditation of Counseling and Related Educational Programs) Using the Michigan Comprehensive Guidance Model as a guide for addressing essential competencies as School Counselors

CACREP Standards (General Curriculum) Professional Identity (CEP 862, 863, 894C, 893C) Social and Cultural Diversity (CEP 860A + all required core coursework) Human Growth and Development (CEP 801, 861, all required core coursework) Career Development (CEP , 863, 864) Helping Relationships (CEP 860A and 862) Group Work (CEP 862) Assessment (CEP 865) Research and Program Evaluation (CEP 821, 865, Research Team, CEP 864, CEP 894C)

Michigan Comprehensive Guidance Model Understanding the school culture. Understanding career counseling in schools. Understanding the influence of diversity within the schools Opportunities to develop and evaluate programs. Opportunities to do formal presentations.

Michigan Comprehensive Guidance Model Understanding the Role of the School Counselors Knowing how to develop research questions and move through stages of research within the schools. (recently revised Model) Knowing how to consult with parents, teachers, and key contacts within the community.

Identifying points of distinction: What makes us different? Counseling laboratory Dev. across lifespan Diversity infused in all coursework Training in supervision Integrated curriculum Supervision training available for onsite practicum/internship supervisors Practitioner/researcher training philosophy Research Team experience Longitudinal programmatic research program for evaluation of training and faculty scholarship Jury evaluation of Counseling Competence

Identifying points of distinction: What makes us different? Consistently high graduation rates Highly academically competitive applicants Successful professional placement of graduates Longstanding, successful admission of graduates to accredited doctoral programs Extensive and ongoing supervision of trainees’ counseling competence development throughout the program Ongoing opportunities to develop competence in self evaluation of skills

Our Future Success Includes YOU, too! Maintaining CACREP Accreditation Attending to the quickly evolving and seemingly ever changing professional issues associated with School and Community Counseling Attending to the critical issues represented in the client populations that we serve. Identifying and attending to your professional needs as we work together to provide the best training for our students.

M.A. Counseling Internship and Practicum Fall 2008 Spring 2009

Pre-Practicum/Internship Students participate in a pre-practicum orientation (first semester of program) Students are required to visit/interview with potential sites/supervisors (second semester CEP 865 & CEP 863)  Visits may include current intern site(s)  Visits may occur independent of current sites  Students are encouraged to identify a practicum site before the end of Spring Semester (first year)

Clinical Training Standards MSU Program MSU training occurs in classrooms; sites commit to provide office space Sites agree to provide private space for students to practice Students are required to audio- tape (with consent) Students are required to use site form to secure consent before work Site supervisors are contacted annually through site visits and/or orientation meetings on the MSU campus CACREP Setting conducive to modeling and demonstration of skills Private space for individual and group counseling Observational ability: video and/or audio taping Procedures ensuring client confidentiality and legal rights Orientation and support provided by program faculty to site supervisors

Internship Standards MSU Program CACREP 600 hr internship 240 direct hours 1 hr/wk on-site supervision 3 hrs/wk group supervision (faculty student ratio 1:7) Students are required to become familiar with site policies regarding records (supplementation as req.) Students are required to audio tape and present client cases Students receive pre-practicum training in the use of assessments and students are invited to participate in research activities w/faculty. Students are free to choose the population(s) that they will serve Formalized mid- and final- evaluations are submitted by all supervisors 600 hr internship 240 direct hours 1 hr/wk on-site supervision 1.5 hr/wk group supervision (campus) Opportunities for students to become familiar with record keeping, supervision, etc. Development of recordings of student’s work for supervision Supervised experience in the use of assessment instruments, technologies, professional literature, and research Experience w/diverse client populations Formal evaluation process

Additional MSU Training Standards Students are required to select one case with which to develop a case conceptualization over the course of the semester (Assessment, Treatment, Summary) Students submit self-critiques of their counseling work Students develop a professional portfolio highlighting their professional development experience Students receive training and practice in the process of providing counseling supervision to a junior student (1 st year training dyads) Students working in schools design, deliver, and evaluate a career counseling program, intervention, or module in accordance with the Michigan Comprehensive Guidance Model Students working in community based settings design, deliver, and evaluate a program, intervention, or module consistent with their service population

Supervision Program policies & practices Desired outcomes CACREP standards

Supervision Overview Students receive group and individual supervision from program faculty and affiliates Training objectives: Toward increasing autonomy, professional identity, and theoretical clarity and consistency Training undergirded by models of counselor development, such as Stoltenberg & Delworth’s IDP model  Core training issues of autonomy, motivation, and self/other awareness  Students tend to have common set of developmental issues, and then contribute their own nuances and struggles to supervision

Training Activities  Students transcribe every counseling session  Students complete case conceptualization of client from three perspectives  Faculty provide group supervision  Faculty review every transcript and provide feedback  Faculty consult and collaborate with on-site and individual supervisors  One faculty member individually supervises several students as well  Faculty consult regarding potential problems and training challenges

Supervision Activities Didactic activities related to theory, skill development, and conceptualization Role playing clinical interactions and interventions Support with regard to emotions that arise during clinical training “Dealing with difficult clients” Facilitating cultural competence (counselor and client) and identity development Attendance to countertransference and transference as well

Desired Outcomes of Supervision Autonomy: Students “know what they don’t know”  Learn boundaries of competence and when/how to consult and seek supervision Students have articulated theoretical orientation Students develop self-care strategies and learn limits (their own & of counseling) Students develop cultural competence and attend to diversity in an integrated manner with traditional clinical goals Students begin to recognize their contributions to counseling process and how to harness this

CACREP Supervision Standards CACREP requirement Practicum: 40 direct service hours Cap of 10 students in group supervision 1.5 hours/week group supervision 1 hour/week of individual or triadic supervision No standards regarding transcription of sessions Program standard Practicum: 50 direct service hours Cap of 7 students in group supervision 3 hours/week group sup. provided 1 hour/week of individual supervision provided All sessions transcribed and reviewed by faculty

CACREP Data: Students’ Perceptions NMinimumMaximumMeanStd. Deviation Program Policies, Practices, and Curriculum (24 possible points) Student-Faculty Relations/ Perceptions of Faculty (55 possible points) Student-Faculty Relations/ Self- Perceptions (out of 50 points) Student-Student Relations (25 possible points) Faculty-Faculty Relationships (30 possible points) Future Professional Goal (10 possible points) Current Work Environment (15 possible points) Current Doctoral Training Environment (15 possible points)

Graduates’ Racial/Ethnic Origin

Graduates’ Gender Demographics

School Counseling Licensure

School Counseling Graduates

# Guidance Endorsements