Graduate counseling programs 2015 16 student handbook

2 Table of Contents 4 Mission Statement & Objectives 4 CACREP Standards 14 Academic Requirements 15 Plan of Study 15 Student Group Experience 16 Registration for Classes 19 Applica

Graduate Counseling

Programs

2015-16 Student Handbook

Department of Psychology

2

Table of Contents

4 Mission Statement & Objectives

4 CACREP Standards

14 Academic Requirements

15 Plan of Study

15 Student Group Experience

16 Registration for Classes

19 Application for the Master’s Degree

19 Funding for the Enhancement of Graduate Research

20 Thesis Requirements - Option I

22 Comprehensive Examinations - Option II

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Table of Contents - continued

29 Academic Grievance Policy and Procedures

33 Diversity Recruitment Policy

34 WWU policies on equal opportunity/nondiscrimination, affirmative action,

sexual harassment, and reasonable accommodation

34 Washington State Residency

37 Student Services and Resources

37 Campus Recreation Services

37 Career Services

37 Computer Labs

38 Counseling, Health and Wellness Services

40 Day-Care Facilities

40 DisAbility Resources for Students (DRS)

40 Funding and Support

43 The Writing Center

44 Graduate Counseling Faculty

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Program Mission and Objectives

The mission of the Mental Health and School Counseling Programs at Western Washington

University is to prepare knowledgeable, skilled, culturally sensitive, and ethical professional

counselors who meet the relevant licensing or credentialing standards for practice in mental

health and public and private educational settings in the State of Washington

We believe this is best accomplished in small rigorous programs in which students have

substantive opportunities to practice their developing counseling skills and knowledge under the

supervision of faculty who are active contributors to the profession through research and service

Program Objectives

To prepare professional counselors who demonstrate the knowledge and skills described in the

CACREP standards

To prepare professional counselors who utilize current research to evaluate professional services

and make professional judgments

To prepare professional counselors who think critically about professional issues and who engage

in ethical and reflective practice

To prepare professional counselors who communicate effectively, both orally and in writing, with

clients, peers and the community and demonstrate competence in the use of technology

To prepare professional counselors who value diversity, educational equity and social justice

CACREP Standards

The Counseling Programs at WWU have been accredited by the Council for the Accreditation of

Counseling and Related Educational Programs (CACREP) since 1993 and are accredited through

2017 Created in 1981, CACREP is the accrediting body of the American Counseling Association

CACREP works with institutions of higher education to ensure that graduate programs in

counseling meet established preparation standards (www.cacrep.org)

Consistent with the 2009 CACREP standards, common core curricular experiences and

demonstrated knowledge in each of the eight common core curricular areas are required of all

students in the Mental Health Counseling and School Counseling programs

Common Core Curricular Areas

1 PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE—studies that provide an understanding of all of

the following aspects of professional functioning:

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a history and philosophy of the counseling profession;

b professional roles, functions, and relationships with other human service providers, including strategies

for interagency/interorganization collaboration and communications;

c counselors’ roles and responsibilities as members of an interdisciplinary emergency management

response team during a local, regional, or national crisis, disaster or other trauma-causing event;

d self-care strategies appropriate to the counselor role;

e counseling supervision models, practices, and processes;

f professional organizations, including membership benefits, activities, services to members, and current

issues;

g professional credentialing, including certification, licensure, and accreditation practices and standards,

and the effects of public policy on these issues;

h the role and process of the professional counselor advocating on behalf of the profession;

i advocacy processes needed to address institutional and social barriers that impede access, equity, and

success for clients; and

j ethical standards of professional organizations and credentialing bodies, and applications of ethical and

legal considerations in professional counseling

SOCIAL AND CULTURAL DIVERSITY—studies that provide an understanding of the cultural context of

relationships, issues, and trends in a multicultural society, including all of the following:

a multicultural and pluralistic trends, including characteristics and concerns within and among diverse

groups nationally and internationally;

b attitudes, beliefs, understandings, an d acculturative experiences, including specific experiential

learning activities designed to foster students’ understanding of self and culturally diverse clients;

c theories of multicultural counseling, identity development, and social justice;

d individual, couple, family, group, and community strategies for working with and advocating for diverse

populations, including multicultural competencies;

e counselors’ roles in developing cultural self-awareness, promoting cultural social justice, advocacy and

conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth

of the human spirit, mind, or body; and

f counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional

oppression and discrimination

3 HUMAN GROWTH AND DEVELOPMENT—studies that provide an understanding of the nature and needs

of persons at all developmental levels and in multicultural contexts, including all of the following:

a theories of individual and family development and transitions across the lifespan;

b theories of learning and personality development, including current understandings about

neurobiological behavior;

c effects of crises, disasters, and other trauma-causing events on persons of all ages;

d theories and models of individual, cultural, couple, family, and community resilience;

e a general framework for understanding exceptional abilities and strategies for differentiated

interventions;

f human behavior, including an understanding of developmental crises, disability, psychopathology, and

situational and environmental factors that affect both normal and abnormal behavior;

g theories and etiology of addictions and addictive behaviors, including strategies for prevention,

intervention, and treatment; and

h theories for facilitating optimal development and wellness over the life span

4 CAREER DEVELOPMENT—studies that provide an understanding of career development and related life

factors, including all of the following:

a career development theories and decision-making models;

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b career, avocational, educational, occupational and labor market information resources, and career

information systems;

c career development program planning, organization, implementation, administration, and evaluation;

d interrelationships among and between work, family, and other life roles and factors, including the role

of multicultural issues in career development;

e career and educational planning, placement, follow-up, and evaluation;

f assessment instruments and techniques relevant to career planning and decision making; and

g career counseling processes, techniques, and resources, including those applicable to specific

populations in a global economy

5 HELPING RELATIONSHIPS—studies that provide an understanding of the counseling process in a

multicultural society, including all of the following:

a an orientation to wellness and prevention as desired counseling goals;

b counselor characteristics and behaviors that influence helping processes;

c essential interviewing and counseling skills;

d counseling theories that provide the student with models to conceptualize client presentation and that

help the student select appropriate counseling interventions Students will be exposed to models of

counseling that are consistent with current professional research and practice in the field so they begin

to develop a personal model of counseling;

e a systems perspective that provides an understanding of family and other systems theories and major

models of family and related interventions;

f a general framework for understanding and practicing consultation; and

g crisis intervention and suicide prevention models, including the use of psychological first aid strategies

6 GROUP WORK—studies that provide both theoretical and experiential understandings of group purpose,

development, dynamics, theories, methods, skills, and other group approaches in a

multicultural society, including all of the following:

a principles of group dynamics, including group process components, developmental stage theories,

group members’ roles and behaviors, and therapeutic factors of group work;

b group leadership or facilitation styles and approaches, including characteristics of various types of

group leaders and leadership styles;

c theories of group counseling, including commonalities, distinguishing characteristics, and pertinent

research and literature;

d group counseling methods, including group counselor orientations and behaviors, appropriate selection

criteria and methods, and methods of evaluation of effectiveness; and

e direct experiences in which students participate as group members in a smallgroup activity, approved

by the program, for a minimum of 10 clock hours over the course of one academic term

7 ASSESSMENT—studies that provide an understanding of individual and group approaches to assessment

and evaluation in a multicultural society, including all of the following:

a historical perspectives concerning the nature and meaning of assessment;

b basic concepts of standardized and nonstandardized testing and other assessment techniques,

including norm-referenced and criterion-referenced assessment, environmental assessment,

performance assessment, individual and group test and inventory methods, psychological testing, and

behavioral observations;

c statistical concepts, including scales of measurement, measures of central tendency, indices of

variability, shapes and types of distributions, and correlations;

d reliability (i.e., theory of measurement error, models of reliability, and the use of reliability

information);

g ethical strategies for selecting, administering, and interpreting assessment and evaluation instruments

and techniques in counseling

8 RESEARCH AND PROGRAM EVALUATION—studies that provide an understanding of research methods,

statistical analysis, needs assessment, and program evaluation, including all of the following:

a the importance of research in advancing the counseling profession;

b research methods such as qualitative, quantitative, single-case designs, action research, and

outcome-based research;

c statistical methods used in conducting research and program evaluation;

d principles, models, and applications of needs assessment, program evaluation, and the use of findings

to effect program modifications;

e the use of research to inform evidence-based practice; and

f ethical and culturally relevant strategies for interpreting and reporting the results of research and/or

program evaluation studies

Clinical Mental Health Counseling

Students who are preparing to work as clinical mental health counselors will demonstrate

the professional knowledge, skills, and practices necessary to address a wide variety of

circumstances within the clinical mental health counseling context In addition to the common

core curricular experiences outlined above, programs must provide evidence that student learning

has occurred in the following domains:

FOUNDATIONS

A Knowledge

1 Understands the history, philosophy, and trends in clinical mental health counseling

2 Understands ethical and legal considerations specifically related to the practice of clinical mental health

counseling

3 Understands the roles and functions of clinical mental health counselors in various practice settings and

the importance of relationships between counselors and other professionals, including interdisciplinary

treatment teams

4 Knows the professional organizations, preparation standards, and credentials relevant to the practice of

clinical mental health counseling

5 Understands a variety of models and theories related to clinical mental health counseling, including the

methods, models, and principles of clinical supervision

6 Recognizes the potential for substance use disorders to mimic and coexist with a variety of medical and

psychological disorders

7 Is aware of professional issues that affect clinical mental health counselors (e.g., core provider status,

expert witness status, access to and practice privileges within managed care systems)

8 Understands the management of mental health services and programs, including areas such as

administration, finance, and accountability

9 Understands the impact of crises, disasters, and other trauma-causing events on people

10 Understands the operation of an emergency management system within clinical mental health agencies

and in the community

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B Skills and Practices

1 Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health

counseling

2 Applies knowledge of public mental health policy, financing, and regulatory processes to improve

service delivery opportunities in clinical mental health counseling

COUNSELING, PREVENTION, AND INTERVENTION

C Knowledge

1 Describes the principles of mental health, including prevention, intervention, consultation, education,

and advocacy, as well as the operation of programs and networks that promote mental health in a

multicultural society

2 Knows the etiology, the diagnostic process and nomenclature, treatment, referral, and prevention of

mental and emotional disorders

3 Knows the models, methods, and principles of program development and service delivery (e.g., support

groups, peer facilitation training, parent education, self-help)

4 Knows the disease concept and etiology of addiction and co-occurring disorders

5 Understands the range of mental health service delivery—such as inpatient, outpatient, partial

treatment and aftercare—and the clinical mental health counseling services network

6 Understands the principles of crisis intervention for people during crises, disasters, and other

trauma-causing events

7 Knows the principles, models, and documentation formats of biopsychosocial case conceptualization

and treatment planning

8 Recognizes the importance of family, social networks, and community systems in the treatment of

mental and emotional disorders

9 Understands professional issues relevant to the practice of clinical mental health counseling

D Skills and Practices

1 Uses the principles and practices of diagnosis, treatment, referral, and prevention of mental and

emotional disorders to initiate, maintain, and terminate counseling

2 Applies multicultural competencies to clinical mental health counseling involving case

conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional disorders

3 Promotes optimal human development, wellness, and mental health through prevention, education,

and advocacy activities

4 Applies effective strategies to promote client understanding of and access to a variety of community

resources

5 Demonstrates appropriate use of culturally responsive individual, couple, family, group, and systems

modalities for initiating, maintaining, and terminating counseling

6 Demonstrates the ability to use procedures for assessing and managing suicide risk

7 Applies current record-keeping standards related to clinical mental health counseling

8 Provides appropriate counseling strategies when working with clients with addiction and co-occurring

disorders

9 Demonstrates the ability to recognize his or her own limitations as a clinical mental health counselor

and to seek supervision or refer clients when appropriate

DIVERSITY AND ADVOCACY

E Knowledge

1 Understands how living in a multicultural society affects clients who are seeking clinical mental health

counseling services

2 Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on one’s

own life and career and those of the client

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3 Understands current literature that outlines theories, approaches, strategies, and techniques shown

to be effective when working with specific populations of clients with mental and emotional disorders

4 Understands effective strategies to support client advocacy and influence public policy and government

relations on local, state, and national levels to enhance equity, increase funding, and promote

programs that affect the practice of clinical mental health counseling

5 Understands the implications of concepts such as internalized oppression and institutional racism, as

well as the historical and current political climate regarding immigration, poverty, and welfare

6 Knows public policies on the local, state, and national levels that affect the quality and accessibility of

mental health services

F Skills and Practices

1 Maintains information regarding community resources to make appropriate referrals

2 Advocates for policies, programs, and services that are equitable and responsive to the unique needs of

clients

3 Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make

them culturally appropriate for diverse populations

ASSESSMENT

G Knowledge

1 Knows the principles and models of assessment, case conceptualization, theories of human

development, and concepts of normalcy and psychopathology leading to diagnoses and appropriate

counseling treatment plans

2 Understands various models and approaches to clinical evaluation and their appropriate uses, including

diagnostic interviews, mental status examinations, symptom inventories, and psychoeducational and

personality assessments

3 Understands basic classifications, indications, and contraindications of commonly prescribed

psychopharmacological medications so that appropriate referrals can be made for medication

evaluations and so that the side effects of such medications can be identified

4 Identifies standard screening and assessment instruments for substance use disorders and process

addictions

H Skills and Practices

1 Selects appropriate comprehensive assessment interventions to assist in diagnosis and treatment

planning, with an awareness of cultural bias in the implementation and interpretation of assessment

protocols

2 Demonstrates skill in conducting an intake interview, a mental status evaluation, a biopsychosocial

history, a mental health history, and a psychological assessment for treatment planning and caseload

management

3 Screens for addiction, aggression, and danger to self and/or others, as well as co-occurring mental

disorders

4 Applies the assessment of a client’s stage of dependence, change, or recovery to determine the

appropriate treatment modality and placement criteria within the continuum of care

RESEARCH AND EVALUATION

I Knowledge

1 Understands how to critically evaluate research relevant to the practice of clinical mental health

counseling

2 Knows models of program evaluation for clinical mental health programs

3 Knows evidence-based treatments and basic strategies for evaluating counseling outcomes in clinical

mental health counseling

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J Skills and Practices

1 Applies relevant research findings to inform the practice of clinical mental health counseling

2 Develops measurable outcomes for clinical mental health counseling programs, interventions, and

1 Knows the principles of the diagnostic process, including differential diagnosis, and the use of current

diagnostic tools, such as the current edition of the Diagnostic and Statistical Manual of Mental

Disorders (DSM)

2 Understands the established diagnostic criteria for mental and emotional disorders, and describes

treatment modalities and placement criteria within the continuum of care

3 Knows the impact of co-occurring substance use disorders on medical and psychological disorders

4 Understands the relevance and potential biases of commonly used diagnostic tools with multicultural

populations

5 Understands appropriate use of diagnosis during a crisis, disaster, or other trauma-causing event

L Skills and Practices

1 Demonstrates appropriate use of diagnostic tools, including the current edition of the DSM, to describe

the symptoms and clinical presentation of clients with mental and emotional impairments

2 Is able to conceptualize an accurate multi-axial diagnosis of disorders presented by a client and discuss

the differential diagnosis with collaborating professionals

3 Differentiates between diagnosis and developmentally appropriate reactions during crises, disasters,

and other trauma-causing events

School Counseling

Students who are preparing to work as school counselors will demonstrate the professional

knowledge, skills, and practices necessary to promote the academic, career, and personal/social

development of all K–12 students In addition to the common core curricular experiences outlined

above, programs must provide evidence that student learning has occurred in the following

domains

FOUNDATIONS

A Knowledge

1 Knows history, philosophy, and trends in school counseling and educational systems

2 Understands ethical and legal considerations specifically related to the practice of school counseling

3 Knows roles, functions, settings, and professional identity of the school counselor in relation to the

roles of other professional and support personnel in the school

4 Knows professional organizations, preparation standards, and credentials that are relevant to the

practice of school counseling

5 Understands current models of school counseling programs (e.g., American School Counselor

Association [ASCA] National Model) and their integral relationship to the total educational program

6 Understands the effects of (a) atypical growth and development, (b) health and wellness, (c) language,

(d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and

development

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7 Understands the operation of the school emergency management plan and the roles and

responsibilities of the school counselor during crises, disasters, and other trauma-causing events

B Skills and Practices

1 Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling

2 Demonstrates the ability to articulate, model, and advocate for an appropriate school counselor

identity and program

COUNSELING, PREVENTION, AND INTERVENTION

C Knowledge

1 Knows the theories and processes of effective counseling and wellness programs for individual students

and groups of students

2 Knows how to design, implement, manage, and evaluate programs to enhance the academic, career,

and personal/social development of students

3 Knows strategies for helping students identify strengths and cope with environmental and

developmental problems

4 Knows how to design, implement, manage, and evaluate transition programs, including school-to-work,

postsecondary planning, and college admissions counseling

5 Understands group dynamics—including counseling, psycho-educational, task, and peer helping

groups—and the facilitation of teams to enable students to overcome barriers and impediments to

learning

6 Understands the potential impact of crises, emergencies, and disasters on students, educators, and

schools, and knows the skills needed for crisis intervention

D Skills and Practices

1 Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse

individuals, groups, and classrooms

2 Provides individual and group counseling and classroom guidance to promote the academic, career,

and personal/social development of students

3 Designs and implements prevention and intervention plans related to the effects of (a) typical growth

and development, (b) health and wellness, (c) language, (d)ability level, (e) multicultural issues, and (f)

factors of resiliency on student learning and development

4 Demonstrates the ability to use procedures for assessing and managing suicide risk

5 Demonstrates the ability to recognize his or her limitations as a school counselor and to seek

supervision or refer clients when appropriate

DIVERSITY AND ADVOCACY

E Knowledge

1 Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and

excellence in terms of student learning

2 Identifies community, environmental, and institutional opportunities that enhance—as well as barriers

that impede—the academic, career, and personal/social development of students

3 Understands the ways in which educational policies, programs, and practices can be developed,

adapted, and modified to be culturally congruent with the needs of students and their families

4 Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family,

socioeconomic status, gender, and sexual identity, and their effects on student achievement

F Skills and Practices

1 Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student

learning and development

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2 Advocates for the learning and academic experiences necessary to promote the academic, career,

and personal/social development of students

3 Advocates for school policies, programs, and services that enhance a positive school climate and are

equitable and responsive to multicultural student populations

4 Engages parents, guardians, and families to promote the academic, career, and personal/social

development of students

ASSESSMENT

G Knowledge

1 Understands the influence of multiple factors (e.g., abuse, violence, eating disorders, attention deficit

hyperactivity disorder, childhood depression) that may affect the personal, social, and academic

functioning of students

2 Knows the signs and symptoms of substance abuse in children and adolescents, as well as the signs and

symptoms of living in a home where substance abuse occurs

3 Identifies various forms of needs assessments for academic, career, and personal/social development

H Skills and Practices

1 Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages,

values, backgrounds, and abilities

2 Selects appropriate assessment strategies that can be used to evaluate a student’s academic, career,

and personal/social development

3 Analyzes assessment information in a manner that produces valid inferences when evaluating the

needs of individual students and assessing the effectiveness of educational programs

4 Makes appropriate referrals to school and/or community resources

5 Assesses barriers that impede students’ academic, career, and personal/social development

RESEARCH AND EVALUATION

I Knowledge

1 Understands how to critically evaluate research relevant to the practice of school counseling

2 Knows models of program evaluation for school counseling programs

3 Knows basic strategies for evaluating counseling outcomes in school counseling (e.g., behavioral

observation, program evaluation)

4 Knows current methods of using data to inform decision making and accountability (e.g., school

improvement plan, school report card)

5 Understands the outcome research data and best practices identified in the school counseling research

literature

J Skills and Practices

1 Applies relevant research findings to inform the practice of school counseling

2 Develops measurable outcomes for school counseling programs, activities, interventions, and

experiences

3 Analyzes and uses data to enhance school counseling programs

ACADEMIC DEVELOPMENT

K Knowledge

1 Understands the relationship of the school counseling program to the academic mission of the school

2 Understands the concepts, principles, strategies, programs, and practices designed to close the

achievement gap, promote student academic success, and prevent students from dropping out of

school

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3 Understands curriculum design, lesson plan development, classroom management strategies, and

differentiated instructional strategies for teaching counseling- and guidance-related material

L Skills and Practices

1 Conducts programs designed to enhance student academic development

2 Implements strategies and activities to prepare students for a full range of postsecondary options and

opportunities

3 Implements differentiated instructional strategies that draw on subject matter and pedagogical content

knowledge and skills to promote student achievement

COLLABORATION AND CONSULTATION

3 Knows how to build effective working teams of school staff, parents, and community members to

promote the academic, career, and personal/social development of students

4 Understands systems theories, models, and processes of consultation in school system settings

5 Knows strategies and methods for working with parents, guardians, families, and communities to

empower them to act on behalf of their children

6 Understands the various peer programming interventions (e.g., peer meditation, peer mentoring, peer

tutoring) and how to coordinate them

7 Knows school and community collaboration models for crisis/disaster preparedness and response

N Skills and Practices

1 Works with parents, guardians, and families to act on behalf of their children to address problems that

affect student success in school

2 Locates resources in the community that can be used in the school to improve student achievement

and success

3 Consults with teachers, staff, and community-based organizations to promote student academic,

career, and personal/social development

4 Uses peer helping strategies in the school counseling program

5 Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses,

service groups) to secure assistance for students and their families

LEADERSHIP

O Knowledge

1 Knows the qualities, principles, skills, and styles of effective leadership

2 Knows strategies of leadership designed to enhance the learning environment of schools

3 Knows how to design, implement, manage, and evaluate a comprehensive school counseling program

4 Understands the important role of the school counselor as a system change agent

5 Understands the school counselor’s role in student assistance programs, school leadership, curriculum,

and advisory meetings

P Skills and Practices

1 Participates in the design, implementation, management, and evaluation of a comprehensive

developmental school counseling program

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2 Plans and presents school-counseling-related educational programs for use with parents and

teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee

programs for teachers)

Academic Requirements

Master of Science in Mental Health Counseling

Program Director and Student Advisor: Dr Christina Byrne

The Mental Health Counseling program is accredited by the Council for the Accreditation of

Counseling and Related Educational Programs (CACREP) This program requires a minimum of 97

credits for the thesis option, and a minimum of 91 for the non-thesis option The requirements

are outlined below (all courses are in the Department of Psychology):

General curriculum courses: ALL students (thesis and non-thesis) must take 502 (Adult

Psychopathology, 5 cr.) and 504 (Lifespan and Psychological Development, 5 cr.)

Counseling curriculum courses: All students must take Psychology 532 (Seminar in Cross-Cultural

Counseling, 3 cr.), 542 (Seminar in Developmental Psychopathology, 5 cr.), 550 (Research Methods

in Counseling, 3 cr.), 553 (Theories of Counseling and Psychotherapy, 5 cr.), 554 (Standardized

Tests, 4 cr.), 555 (Occupations & Career Development, 3 cr.), 557 (Testing and Appraisal in

Counseling, 3 cr.), 558 (Family and Couple Counseling, 3 cr.), 561 (Professional, Legal, and Cultural

Issues, 3 cr.), 564 (Individual Counseling Techniques, 5 cr.), 565 (Group Processes in Counseling, 4

cr.), 567 (Professional Practice of Counseling, 2 cr.), 568 (Crisis Interventions, 5 cr.), 570

(Practicum, 11cr.), and 670 (Internship, 22 cr.)

In addition to the above requirements, thesis students must register for a minimum of 6 thesis

credits (690); non-thesis students must take an area comprehensive examination For more

information on the comprehensive exam, please see the section headed “Comprehensive

Examinations” on page 22 of this handbook

Master of Education in School Counseling

Program Director and Student Advisor: Dr Diana Gruman

The M.Ed School Counseling program prepares professional counselors for employment in

educational settings and is designed for those students intending to apply for the state certificate

in guidance and counseling at the elementary and secondary levels Certification as a public

school teacher is not required for admission to the program Our School Counseling program is

accredited by the Council for the Accreditation of Counseling and Related Educational Programs

(CACREP)

The School Counseling Program requires a minimum of 83 credits for non-thesis students The

program contains a thesis option for those students interested in pursuing a research project

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related to the degree program Students who choose the thesis option must register for 6

credits of 690 (Thesis) in addition to the courses below The requirements are as follows:

General curriculum courses: Psychology 502 (Adult Psychopathology, 5 cr.), 504 (Lifespan and

Psychological Development, 5 cr.)

Counseling curriculum courses: Psychology 532 (Seminar in Cross-Cultural Counseling, 3 cr.), 542

(Seminar in Developmental Psychopathology, 5 cr.), Psychology 550 (Research Methods in

Counseling, 3 cr), 551 (Developmental School Counseling, 4 cr.), 553 (Theories of Counseling and

Psychotherapy, 5 cr.), 554 (Standardized Tests, 4 cr.), 555 (Occupations and Career Development,

3 cr.), 557 (Testing and Appraisal in Counseling, 3 cr.), 558 (Family and Couple Counseling, 3 cr.),

561 (Professional, Legal, and Cultural Issues, 3 cr.), 564 (Individual Counseling Techniques, 5 cr.),

565 (Group Processes in Counseling, 4 cr.), 568 (Crisis Interventions, 5 cr.), 570 (Practicum, 11 cr.),

and 670 (Internship, 20 cr.)

Student Group Experience

One of the central values of our program is group cohesion and collaboration Further, we strive to

help students develop experiential understandings of group purpose, development, dynamics,

theories, methods, skills, and group approaches in a multicultural society To support the

development of both group cohesion and important knowledge/skills related to group counseling,

we hire an experienced facilitator to lead group activities over the course of the fall quarter

Plan of Study

During the first quarter of graduate study at WWU, all students develop a Graduate Plan of Study

under guidance from their advisor and in accordance with the requirements described in the

WWU catalog Counseling graduate students and their advisors usually review this plan during the

New Student Orientation prior to the beginning of the Fall Quarter The Graduate Plan of Study

e-sign form can be accessed from the Graduate School website The student completes Section I of

the form, then forwards it to their Graduate Program Advisor for approval and submission to the

Graduate School The student and advisor will be notified when the plan is approved The Plan of

Study may be amended as necessary, upon the request of the student and approval of the

program advisor, with final approval by the Graduate Dean

Mental Health Counseling students must indicate on the Plan of Study whether they are

completing a thesis option or non-thesis option School Counseling students must indicate on the

Plan of Study whether they are completing a thesis option or non-thesis option (all School

Counseling students must take the comprehensive examination) Changes to this option are

generally approved, but are subject to the approval of the program director and the Graduate

Dean

In addition, the student may request an exemption from a required graduate course or request

transfer of credit for a graduate course taken at another university The student must complete

the Transfer Credit/Exempt Course form in this situation In addition, if the graduate program

changes its degree requirements after the student has matriculated, the student has the option to

either complete their program under their original Graduate Plan of Study or to switch to the new

requirements

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Forms to complete the Plan of Study, amend the Plan of Study, and to Transfer Credit/Exempt

Course may be obtained from the Graduate School at their forms website:

http://www.wwu.edu/gradschool/forms.shtml

Registration for Classes

Students register for classes at Western Washington University on the internet:

http://www.wwu.edu/registrar/registration/web_registration.shtml

Information regarding how to use this system is included at the website indicated above Students

who are accepted into the master’s programs within the Department of Psychology are

guaranteed a position in each required class The Web registration system must be used to

register for all classes, with one exception: Independent study classes (Psychology 500) See this

Graduate School link for the required online independent study forms, which are to be submitted

and routed electronically for all approvals/signatures:

https://west.wwu.edu/admcs/forms/Grad_School/dirindstudy.asp

Prior to registering for thesis credits (690), the Graduate School must approve your thesis topic

and committee via the Thesis Topic Approval form, submitted online at their website (see Thesis

Requirements)

After you receive Graduate School approval of your Thesis form, contact both the psychology

graduate programs coordinator in AI 453 and the Graduate School office in Old Main 530 to

request an override code for 690 (thesis) credits The override code is required in the university’s

computer system so that the Web registration system will allow you to register You must request

an override code from both offices for each quarter that you register for thesis credits (690)

Academic Load

The maximum credit load for a graduate student is determined in consultation with the student's

graduate program advisor, within the policies set by the Registrar The Graduate School defines

full-time enrollment as 8 or more credits per quarter If you have submitted a FAFSA and been

awarded Financial Aid, your award amount will be determined by your level of enrollment

Contact the Financial Aid office for specific requirements For purposes of loan deferment, the

definition of full-time status may vary Students should contact their lending agency for

information

Teaching assistants are governed by other regulations and will receive information from the

Graduate Office All teaching assistants must enroll for a minimum of 8 credits (with some

exceptions at the end of a student’s second year; consult the Graduate School for exceptions)

Scholarship Standards

A maximum of 10 credits of C is allowed toward the completion of your basic program as defined

on the Plan of Study More than 10 credits of C+ or lower and U grades, combined, disqualifies a

student from the master's program (please note: no graduate credit is allowed for D+ or lower, or

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for U grades) A grade of C+ or lower or a U grade count toward the 10-credit limit even if the

course is retaken and a grade of B or better, or S, is earned

Master's students are not allowed to repeat courses to improve their GPA, but may be required by

the Department of Psychology to retake a course to document attainment of a certain level of

competence or knowledge Pass/No Pass grades are not applicable toward a graduate degree S

grades are applicable, but not computed in the GPA

An incomplete grade (K) may be assigned in accordance with the regulations outlined in the

Academic Policies section of the University catalog If, after a calendar year, the course

requirements have not been met, the K grade lapses to a Z Such Z grades are computed as failing

grades in a student's grade point average and may affect retention in the master's program

Exceptions to the K grade rule are K grades that are received for thesis credits In this case, the K

grades are allowed to stand until the thesis is completed, whereupon the K is changed to the

earned grade

To remain a candidate for the master's degree, a student must maintain at least a 3.0 GPA in

courses listed on the plan of study The GPA is calculated on letter grades earned (on record) at

the time grades are posted Students must also be making satisfactory progress in the graduate

program to which they have been admitted, including continuous demonstration of counseling

skills and competencies appropriate to the profession

Counseling Graduate Student Evaluation, Retention, Remediation, and

Dismissal

Success in a graduate program in counseling is not simply a matter of completion of required

courses It is also a matter of developing the maturity and professional skills that are fundamental

to one’s performance as a counselor In order to provide prompt and developmental feedback to

students, the faculty of the counseling programs will participate in a student evaluation at the end

of each quarter in the program

The purpose of the evaluation is:

• To determine whether each student in the counseling graduate programs is doing acceptable

work and is in good academic standing (GPA 3.0 or better)

• To monitor each student’s progress through the curricular sequence to ensure that all program

requirements are being satisfied

• To provide feedback to students about their performance that acknowledges good work and

that clearly identifies areas of weakness

• To develop a plan for remediation when a student’s performance has been judged to be

unsatisfactory

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 (CACREP standard I.P.) The entire

counseling faculty (Mental Health and School Counseling) meets at the end of each quarter to

evaluate students’ progress as evidenced by grades, written faculty evaluations (if available),

evaluations by field supervisors, other feedback such as teaching assistant performance, and

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verbal reports from the counseling faculty Consideration will be given to professional suitability

as well as academic performance and will include skill in working with clients, relationships with

other personnel, and attendance to appropriate ethical behavior Students will receive a letter

from their program director providing feedback about their progress in the program

If a student’s performance is determined to be unsatisfactory, he or she will be invited to meet

with a group of faculty to discuss his or her status within the program If allowed to continue in

the program, a written plan will be prepared and placed in the student’s file that clearly identifies

the areas of weakness and stipulates the conditions that must be met by the student

If evaluations indicate that a student is not appropriate for the program, faculty members will help

facilitate the student’s transition out of the program and, if possible, into a more appropriate area

of study Written notification will be sent by the program director to the graduate program

coordinator in the department and to the Dean of the Graduate School, who then officially

withdraws the student from the program and from the university If the student is enrolled in

courses, the student is responsible for withdrawing from the courses at the Registrar’s office

Under no conditions will a student be allowed to begin Internship (Psychology 670) until he or she

has successfully completed Psychology 558, 565, and both quarters of 570

In the event that a student is determined to be having difficulty in practicum, the faculty

supervisor may request an Early Review in which case the faculty will meet prior to the end of the

quarter to discuss the student’s progress The purpose of the Early Review is to provide the

student with feedback at the earliest possible time about faculty concerns and to develop a plan

for remediation with the student

Students may appeal any decision through the formal appeal process outlined in the WWU Catalog

(Appendix F)

Advancement to Candidacy

When students have completed their first year of classes, the graduate program advisors in each

program will review their academic record Students who have successfully completed their first

year of classes (see Scholarship Standards, page 16) will be advanced to candidacy

Time Limits

All requirements for the degree must be completed within five years of the initial quarter of

registration Students who have not completed their program after three years of study are

required to file a plan or timeline for completion of the degree within the five-year limit The

Graduate School places a hold on the student’s registration pending receipt of this timeline

Any student who has not completed the degree within five years of the initial quarter of

registration is withdrawn from the graduate program by the Graduate School An appeal to this

policy must be filed through the graduate program advisor If she or he determines that the

request is valid, the graduate program advisor will request an extension on behalf of the student

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petitioner Please note that the student who files this request may be asked to appear before

the Graduate Council to defend her/his request

Files of students who are admitted and register for course work but do not complete their

programs are kept for five years after the five-year program requirement Files of students who

complete the program are kept for 35 years

Continuous Enrollment

Students are expected to register for credits continuously during the Fall, Winter, and Spring

Quarters beginning from matriculation until completion of the master's degree or two years of

study Students who do not register continuously during each of these quarters will be required to

complete the Graduate School Returning Student Application and submit it to the Graduate School

before they can register for classes again See the Graduate School forms website:

http://www.wwu.edu/gradschool/forms.shtml

Application for the Master’s Degree

Students must apply for their master's degree by submitting the Application for Master’s Degree

form at the Graduate School’s website by the last day of classes (dead week) in the quarter

PRIOR to the quarter you intend to graduate: http://www.wwu.edu/gradschool/forms.shtml

The Graduate School will have the Student Accounts office bill you for the graduation fee (amount

subject to change) If you fail to meet the graduation requirements for the quarter you have filed

for graduation, the $35 graduation fee (subject to change) will not be refunded In addition, you

must repeat this process if you intend to graduate in a different quarter than the quarter for which

you applied At least two quarters prior to the quarter you plan to graduate, consult the Graduate

School’s complete list of deadlines for the appropriate quarter, available at the Graduate School

website

Fund for the Enhancement of Graduate Research

Funding for your thesis research or other research is available from the Vice Provost for Research

Funds are allocated on a competitive basis and the maximum single award per student is $1,000

Applications are due to the Department chair by mid- April (date subject to change) Awards will

be announced at the end of May (date subject to change) The applicant should prepare a 1-2

page rationale for the funding request and submit this with the completed cover sheet to their

advisors The advisors will provide comments regarding the suitability of the projects for funding

as well as the likelihood that the students will realize the goals For more information, contact the

office of Research and Sponsored Programs, or download the forms from RSP’s website:

http://www.wwu.edu/depts/rsp/ Generally speaking, this funding opportunity should be pursued

in the first year of study

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Thesis Requirements (Option I)

Applicants who have been accepted into the Mental Health Counseling Program have the option

of completing a thesis or taking the comprehensive exams and may complete both if they wish

School Counseling students are required to take comprehensive exams, and may also complete a

thesis if they wish

General Information about a Thesis Project, including a flowchart of the thesis submission

procedure is available at the Graduate School website:

http://www.wwu.edu/gradschool/thesis-project.shtml

The Graduate School approves thesis committees upon the request of the Chair of the Department

of Psychology and the graduate program advisor Minimally, the thesis committee must consist of

three members The chair of the thesis committee and a second member must be on the graduate

faculty of the Department of Psychology (see the Graduate Faculty list) The third member may be

on the graduate faculty of the Department of Psychology or may be from outside the graduate

faculty Both the chair of the thesis committee and the second committee member must approve

the third member of the thesis committee if she or he is not a member of the graduate faculty In

addition, this person must have a master's (or higher) degree

Prior to registration for thesis credits, the Graduate School requires that students be advanced to

candidacy (see the Advancement to Candidacy section) and have an approved Thesis Topic

Approval form on file in the Graduate Office The Thesis Topic Approval form may be submitted

online at the Graduate School website: http://www.wwu.edu/depts/gradschool/ Students must

secure the “e-signatures” of each member of their committee, the graduate program advisor, and

the Chair of the Department of Psychology A signature from each committee member implies

that she or he understands the research question(s) you will address in your thesis as well as the

basic methodological approach you will take in your thesis and agrees to serve on a committee in

which the student is researching this question You should consult with your thesis chair regarding

how he or she wants students to complete this process After the electronically submitted form

has been approved by the Graduate School, they will notify you with instructions concerning

general thesis guidelines and override codes for registration After approval, contact the

psychology graduate programs office (AI 453) and the Graduate School (OM 530) to request

override codes for your thesis credits registration After both override codes are entered, you

may register for thesis credits You will need to ask for override codes for each quarter you

register for thesis credits (690)

You must develop a formal thesis proposal in consultation with your thesis chair The thesis

proposal shall consist of an introduction or review of literature; a methods section including

anticipated participants, materials or apparatus, and procedure; proposed analysis, and

references When the thesis chair has approved the thesis proposal, you will then deliver a copy

to each member of the thesis committee and schedule a thesis proposal date The thesis proposal

meeting should be at least one week after the thesis committee members have received a copy of

the thesis proposal You will be responsible for finding a time that all committee members can

meet and finding a room in which to conduct the thesis proposal meeting You should allocate a

minimum of one hour for this meeting (consult your thesis chair) Once the proposal has been

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approved, you must submit your thesis proposal for institutional review You must complete

either the Human Subject Review Committee form or the Animal Care and Use Committee form,

whichever is appropriate for your thesis You may obtain a copy of the forms from the

Office of Research and Sponsored Programs or the Graduate School, or you may download the

forms from RSP’s website:http://www.wwu.edu/depts/rsp/ You may not begin collecting data

until you have received approval from the Human Subject Review Committee or the Animal Care

and Use Committee Failure to receive the appropriate approval prior to collecting data may

result in dismissal from your graduate program

Once you have collected your data, you should analyze the data and write a draft of the results

and discussion in consultation with your thesis advisor Your final thesis must contain a signature

page, a thesis copyright authorization page, and a title page In addition to the components

mentioned in the previous sentence, your thesis must contain an abstract, a table of contents, a

listing of tables (if appropriate), and a listing of figures (if appropriate) Next, your thesis must

contain the following components: Introduction, Methods, Results, and Discussion Each of these

four sections should begin on a new page The first page of the introduction should be page 1

With the exception of page 1, which contains no page number, all page numbers should be in the

upper right hand corner Your thesis should not contain a header Tables and figures can either be

incorporated in the body of the text or placed after the References The References should begin

on a new page following the Discussion The final component of your thesis will be the

appendices The appendices may contain your instruments, your debriefing statement, or

anything else that you consider pertinent to your thesis For complete information on the

Graduate School’s thesis manuscript requirements, refer to the Graduate School website

When your thesis advisor has determined that you are ready to defend your thesis, you must

complete the Master's Oral Defense Schedule (available at the Graduate School website) This

form must be submitted to the Graduate School at least two weeks prior to your defense date

You must schedule a time that your entire committee can meet and schedule a room for the

defense You should allocate a minimum of one hour for your defense (consult your thesis chair)

One week prior to your thesis defense you must submit a copy of the thesis that you will defend to

your committee and to the Graduate School Upon the successful defense of your thesis, your

committee must sign the hard-copy Signature Page and the electronically-submitted

Recommendation for Master's Degree form

Once you have made the suggested changes to your thesis as a result of your thesis defense, you

must submit the complete, committee approved thesis as a PDF to the Graduate School along with

the original Signature Page Make sure the online Recommendation for Master's Degree form has

been completed at this time The Recommendation for Master’s Degree form must be signed by

your graduate program advisor as well as your thesis committee members At least two quarters

prior to the quarter you plan to graduate, consult the Graduate School’s complete list of thesis

completion deadlines for the appropriate quarter, available at the Graduate School’s website

When the Graduate Dean has reviewed your thesis, the Graduate School will advise you of its

status If additional revisions are necessary, you will be informed of the nature of these revisions

A minimum of two bound copies of the thesis is required: one hardbound copy for the Wilson

Library Special Collections (which must be printed single-sided and have original signatures) and

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one for the thesis chair Consult with your thesis chair regarding the binding (hard or soft) of

the chair's copy Ask your other committee members if they want a copy (usually softbound)

Comprehensive Examination (Option II)

Students enrolled in the graduate program in Mental Health Counseling may select the

comprehensive examination (non-thesis) Option II for completion of their degree

requirements All students in School Counseling must take the comprehensive

examination in counseling regardless of whether they choose Option I or Option II [See

Note near end of this section.] The comprehensive is an essay examination developed by

the counseling faculty that focuses upon the core curriculum areas of the programs It is

offered during spring quarter of each year to students who will complete all graduation

requirements in spring or fall of that year The exam may be deferred for an additional year

upon request of the student and with agreement by the graduate program advisor

The counseling faculty establishes grading standards Student names will be removed from

the exams and each question will then be reviewed by a minimum of two faculty members

If the two should disagree, a third faculty member will be asked to review the question

Standards for passing are determined when the examination is developed each year Any

student requiring special accommodations must contact the DisAbility Resources for

Students office at 650-3083, or drs@wwu.edu Their office is located in Old Main 120

Students may review their responses with a counseling faculty member after grading has

been completed, but at no time will the responses of other students be made available to

them

If a student should fail the examination, the faculty will then make a determination by

majority vote about whether or not the student can retake the comprehensive

examination, when the examination can be repeated, and whether the student should

repeat the entire examination or a portion thereof If the student is not approved for a

retake, the program faculty will recommend to the Graduate Dean that the student be

dropped from the program

NOTE: Students enrolled in the School Counseling program, whether Option I or Option II,

must take the comprehensive examination They will not be eligible for certification in the

state of Washington without completion of the comprehensive examination

When you have passed the comprehensive exam and the approved program of coursework, you

must ask your graduate program advisor to sign the Option II (Non-Thesis) Recommendation for

Master's Degree form This form must be submitted online at the Graduate School website:

http://www.wwu.edu/depts/gradschool/