Counseling Psychology Student Handbook
For the Ph.D. Program and M.S. Program
Department
of Psychology & Research in Education
University
of Kansas
August
17, 2009
2009-2010
Counseling Psychology
Faculty
Patty Bartell, Ph.D., University of Kansas, 1997.
Practicum Coordinator. Interests: counselor and psychologist training.
Kristen Hensley, Ph.D., University of Kansas, 2008.
Lecturer & Director of the Center for Psychoeducational Services. Interests:
positive psychology, building & nurturing strengths, training of counselors
and psychologists, individual (adult, adolescent, & child) and family
therapy, and individuals with disabilities and their families.
Barbara Kerr, Ph.D., University of
Missouri-Columbia, 1978. Williamson Family Distinguished Professor of
Counseling Psychology. Interests: guiding and nurturing talent, spiritual
intelligence, alternative forms of therapy.
Tom Krieshok, Ph.D., University of Missouri-Columbia,
1982, Professor. Interests: career development theory, assessment, and
intervention, narrative approaches to counseling and psychotherapy, training of
counselors and psychologists.
Jim Lichtenberg, Ph.D., University of Minnesota,
1974. Professor, Director of Training for doctoral program, & Associate
Dean for Graduate Programs & Research. Interests: social influence
processes in counseling, social interaction processes, therapy processes &
outcomes, and professional training issues.
Tammy Mikinski, Ph.D., University of Kansas, 1993.
Instructor. Interests: counselor and psychologist training, school counseling,
counseling college students, test anxiety, and suicide prevention, couples and
families in therapy.
Karen D. Multon, Ph.D., Loyola University-Chicago,
1990. Professor & Department Chair. Interests: Counseling process and outcome (both
career and personal counseling), career development, personality assessment,
measurement, test construction, health psychology.
School
Psychology Faculty
Steve Lee, Ph.D., University of
Nebraska-Lincoln, 1988, Professor. Interests: classroom management, behavior
observation systems, anxiety in children and youth, student assistance teams.
Patricia Lowe, Ph.D., Texas A&M University,
2001. Assistant Professor. Interests: measurement, behavioral and personality
assessment, anxiety, pre-referral interventions, prevention, and
neuropsychology.
Julia Shaftel, Ph.D., University of Kansas, 1999.
Courtesy Faculty and Director of the Center for Psychoeducational Services
(CPS).
Matthew Reynolds, Ph.D., University of Texas at
Austin, 2008. Assistant Professor. Interests: psychometric structure and
measurement of human cognitive abilities; latent variable modeling; and
longitudinal modeling of developmental psychopathology.
Educational
Psychology Faculty
David Hansen, Ph.D., University of Illinois, 2001.
Assistant Professor. Interests: adolescent development in a variety of
out-of-school settings, including extracurricular and community-based voluntary
activities and part-time work; processes of psychological, social, and
emotional development; development of strategic thinking and initiative.
Bob Harrington, Ph.D., University of Iowa, 1980.
Professor. Interests: school psychological techniques with preschool children,
child behavior problems, personality assessment.
Meagan Patterson, Ph.D., University of Texas-Austin,
2007. Assistant Professor. Interests: formation and consequences of social
stereotypes, development of intergroup attitudes, social group membership and self-views.
Research,
Evaluation, Measurement, and Statistics Faculty
Bruce Frey, Ph.D., University of Kansas, 1994.
Associate Professor. Interests: classroom assessment, evaluation methodology,
and instrument development.
Neal Kingston, Ph.D., Teachers College, Columbia
University, 1983. Associate Department Chairperson. Associate Professor.
Interests: computer-based testing, diagnostic testing, reporting test scores in
ways that maximize learning, scoring of complex item responses.
Vicki Peyton, Ph.D., University of Kansas, 2000.
Associate Professor. Interests: Applied statistics and measurement.
John Poggio, Ph.D., Boston College, 1970.
Professor. Interests: educational measurement, measurement theory, program
evaluation.
Billy Skorupski, Ed.D., University of
Massachusetts-Amherst, 2004. Assistant Professor. Interests: Item response
theory and applications, psychometric methods, test score equating.
TABLE OF CONTENTS
FACULTY
IN THE PRE DEPARTMENT.................................................................................. 2
PREFACE................................................................................................................................... 11
VALUES STATEMENT
ADDRESSING DIVERSITY........................................................... 11
INTRODUCTION........................................................................................................................ 12
MASTER OF SCIENCE IN
COUNSELING PSYCHOLOGY.............................................. 13
M.S. PROGRAM
REQUIREMENTS: Mental Health Track................................... 14
Options for Completing
the Master's Degree:.............................................. 15
Research/Exam Component
Options..................................................................... 15
Sample MS Programs...................................................................................................... 17
Comprehensive Exam Option......................................................................... Error! Bookmark not defined.
Thesis Option............................................................................................... Error! Bookmark not defined.
Project Option.............................................................................................. Error! Bookmark not defined.
KUÕS GRADUATE DIVISION.................................................................................................. 18
ADVISING................................................................................................................................... 18
TRANSFERRING IN AND
WAIVING COURSES................................................................ 18
CONTINUING EDUCATION
COURSES............................................................................... 19
ARTS FORMS............................................................................................................................ 19
MULTI-YEAR ROTATION OF
COURSES............................................................................. 19
ENROLLMENT........................................................................................................................... 19
FULL-TIME STUDENT
CLASSIFICATION AND RESIDENCE REQUIREMENT.......... 20
REQUIRED FUNCTIONS
OUTSIDE OF CLASS TIME....................................................... 20
ADD/DROP AND COURSE
WITHDRAWAL....................................................................... 21
MINIMUM ENGLISH
PROFICIENCY REQUIREMENTS & TEST SCORES FOR INTERNATIONAL ADMISSION................................................................................................................................ 21
FORMS AND PETITIONS........................................................................................................ 21
Course Waivers................................................................................................................................. 21
Do-All Forms and
Progress to Degree Forms*....................................................................................... 22
Keeping Track of
Important Information............................................................................................ 23
GRADING................................................................................................................................... 24
Grades of ÒIncompleteÓ...................................................................................................................... 24
PRACTICUM GUIDELINES
AND INFORMATION.............................................................. 25
Practicum Application
Orientation...................................................................................................... 25
Practicum Sequencing........................................................................................................................ 25
Minimum Contact Hours................................................................................................................... 25
Documentation.................................................................................................................................. 25
Liability Insurance............................................................................................................................ 26
Evaluation........................................................................................................................................ 26
Practicum Sites and
Application Procedures........................................................................................ 26
Establishment of
External Sites.......................................................................................................... 27
Field Experience................................................................................................................................ 28
Practicum Tape Security
Procedures.................................................................................................... 29
Practicum Site
Requirements.............................................................................................................. 30
Supervision And
Consultation Of Practicum Students.......................................................................... 30
FINANCIAL ASSISTANCE...................................................................................................... 31
University of Kansas
Scholarships...................................................................................................... 31
School of Education
Scholarships....................................................................................................... 31
Travel Funding for
Students.............................................................................................................. 31
Establishing Kansas
Residency.......................................................................................................... 32
Office of Student
Financial Aid.......................................................................................................... 32
Fee Waiver........................................................................................................................................ 32
Graduate Assistantships.................................................................................................................... 32
Student Employment......................................................................................................................... 33
Placement Assistance.......................................................................................................................... 33
RESOURCES FOR STUDENTS............................................................................................. 33
Counseling Psychology
Student Organization (CPSO).......................................................................... 33
Graduate and
Professional Association................................................................................................ 34
School of Education
Student Organization.......................................................................................... 34
Health Services.................................................................................................................................. 34
Graduate Student
Services................................................................................................................. 35
Bookstores........................................................................................................................................ 35
Career Planning and
Placement.......................................................................................................... 35
Computer Resources.......................................................................................................................... 35
Concerts and Recitals......................................................................................................................... 35
Continuing Education....................................................................................................................... 36
Counseling....................................................................................................................................... 36
English Proficiency............................................................................................................................ 36
Equal Opportunity........................................................................................................................... 37
Fellowships....................................................................................................................................... 37
Graduate Admission
Tests................................................................................................................. 37
Information and
Referrals.................................................................................................................. 37
International Students....................................................................................................................... 37
Language Laboratory........................................................................................................................ 38
Legal Services................................................................................................................................... 38
Libraries.......................................................................................................................................... 38
Loans............................................................................................................................................... 38
Multicultural Students....................................................................................................................... 38
Nontraditional Students..................................................................................................................... 39
Recycling.......................................................................................................................................... 39
Safety and Crime on
Campus............................................................................................................. 39
Sexual Assault
Prevention.................................................................................................................. 39
Schiefelbusch Speech-Language-Hearing
Clinic................................................................................... 39
Student Academic
Records................................................................................................................. 39
Student Activities,
Organizations, Recreation....................................................................................... 40
Students with
Disabilities................................................................................................................... 40
Study Abroad................................................................................................................................... 40
WomenÕs Resources........................................................................................................................... 40
Teaching Improvement...................................................................................................................... 40
Writing Center.................................................................................................................................. 40
The University of
Kansas Edwards Campus........................................................................................ 40
STATEMENT REGARDING
STUDENTSÕ EMPLOYMENT AS PROVIDERS OF PSYCHOLOGICAL SERVICES.................................................................................................................................. 41
CPSY TRAINING VALUES
STATEMENT ADDRESSING DIVERSITY*......................... 42
Policy Regarding the
Comprehensive Evaluation of Training Competence in the Counseling Psychology
Program......................................................................... 44
Policy Regarding
communication between faculty in the Counseling Psychology Program and
supervisors at external practicum and internship sites........................................................................................................................................... 45
GRIEVANCE PROCEDURES................................................................................................. 45
KU RULES AND
REGULATIONS ON ACADEMIC MISCONDUCT............................... 46
CPSY POLICY ON STUDENT
CONDUCT........................................................................... 46
DISMISSAL POLICY................................................................................................................. 47
Reasons for dismissal
from the program.............................................................................................. 47
Dismissal procedures......................................................................................................................... 51
School of Education Grievance
Procedures............................................... 52
STATEMENT ON THE
PURPOSES AND GOALS OF ACADEMIC INQUIRY............... 56
HANDBOOK SECTIONS THAT
APPLY ONLY TO THE CPSY PH.D. PROGRAM...... 57
Appendices Following
Counseling Psychology
DOCTORAL Program Overview........................... 58
Training Model and
Philosophy......................................................................................................... 59
Implementation of the
Model Through the Curriculum Plan................................................................. 68
DOCTORAL PROGRAM DEGREE
REQUIREMENTS...................................................... 73
I. Psychological
Foundations.............................................................................................................. 73
II. Professional Core.......................................................................................................................... 73
III. Human Development................................................................................................................... 74
IV. Research Core.............................................................................................................................. 74
V. Education Core (All doctoral students
in the School of Education)................................................... 74
VI. Elective Area............................................................................................................................... 75
VII. College Teaching
Experience....................................................................................................... 75
VIII. Internship in
Counseling Psychology.......................................................................................... 75
IX. Dissertation................................................................................................................................. 75
X. Minor......................................................................................................................................... 75
CLIENT CONTACT HOURS
& SUPERVISION REQUIREMENTS.................................. 76
AAPI Hours Reported by
CPSY Applicants 2005-2008......................................................................... 77
Licensure of Doctoral
Students at the Masters Level.............................................................................. 78
On Using M.S. after
Your Name......................................................................................................... 78
PRE 996: COLLEGE
TEACHING EXPERIENCE................................................................ 79
GUIDELINES FOR ANNUAL
REVIEW OF DOCTORAL STUDENTS............................. 80
DOCTORAL COMPREHENSIVE
EXAMINATION PROCEDURES................................. 82
When To Take
Comprehensive Exams Relative to Internship Application.............................................. 86
Suggestions For Review
In Preparation For Comprehensive Exams........................................................ 86
DOCTORAL RESEARCH
REQUIREMENTS...................................................................... 88
Completion of MasterÕs
Thesis from the University of Kansas or Another University................................ 88
Doctoral Research
Practicum............................................................................................................... 89
Doctoral Dissertation.......................................................................................................................... 90
PRE-DOCTORAL INTERNSHIP............................................................................................. 92
APPENDICES............................................................................................................................ 93
Possible Practicum
Sites............................................................................................. 94
For all Practicum
forms, please refer to the CPSY Practicum Handbook 97
CPCE Pre Enrollment
Form........................................................................................ 98
SUGGESTIONS FOR THE
MASTER'S THESIS.................................................................. 99
SCHOOL OF EDUCATION
UNIVERSAL STUDENT PETITION FORM........................ 101
Two-Year Rotation of
CPSY Courses................................................................. 104
KPA List of Therapists
Who Work With KU CPSY Students.................... 105
LIST OF PROGRAM AND
GRADUATE SCHOOL FORMS............................................ 110
Kansas LPC Licensure................................................................................................. 111
DOCTORAL STUDENT ANNUAL
REVIEW FORM.......................................................... 114
Annual Doctoral Review
Rating Form (Faculty)....................................... 120
Doctoral Comprehensive
Examination Registration Form................ 123
Scoring Guide for
Written Comprehensive Exams.................................... 124
GUIDELINES FOR A
DISSERTATION PROPOSAL........................................................ 126
Doctorate of Philosophy
(Ph.D.) Residency Agreement........................ 128
The purpose of this handbook is to serve as a general reference
for students and faculty in the Counseling Psychology Programs with regard to
program, departmental, and school policies and requirements. It is hoped that this
document, in conjunction with the University of Kansas Graduate Catalog, will
aid in the student's orientation and progress through their program.
Students agree to accept responsibility for both being informed
about and for following the procedures outlined herein, and acknowledge that
they will be required to qualify for the degree under established policies.
Updates and changes in program requirements will be dated and included in
revisions of this handbook. A student's program is governed by the policies and
procedures operative in the current handbook. If programmatic changes are made
(subsequent to the studentÕs first enrollment) that place a significant burden
on an individual student, that student may petition to the CPSY faculty for
consideration of their case.
Respect
for diversity and for values different from oneÕs own is a central value of
counseling psychology training programs. The valuing of diversity is also
consistent with the profession of psychology as reflected by the American
Psychological AssociationÕs Ethical Principles and Code of Conduct (2002) and
as discussed in the Guidelines and Principles of Programs in Professional
Psychology (APA, 2005).
While
in the program, students are expected to engage in self-reflection and
introspection on their attitudes, beliefs, opinions, feelings and personal
history. Further, they are
expected to examine and attempt to resolve any of the above to eliminate
potential negative impact on their ability to perform the functions of a
psychologist or counselor, including but not limited to providing effective
services to individuals from cultures and with beliefs different from their own
and in accordance with APA and ACA guidelines and principles.
Evidence
of bias, stereotyped thinking, and prejudicial beliefs and attitudes will not
go unchallenged, even when such behavior is rationalized as being a function of
ignorance, joking, cultural differences, or substance abuse. When these actions result in physical
or psychological abuse, harassment, intimidation, substandard psychological
services or research, or violence against persons or property, members of the
program will intervene appropriately and in a manner consistent with its
policies on student conduct, as outlined in this handbook.
The Department of Psychology and Research in Education at the
University of Kansas is one of five departments located within the School of
Education. The master's and doctoral programs in counseling psychology are
located within this department, and like the department, had their origin in a
number of sources. In the 1940's, a professor of educational psychology was
instrumental in establishing a Guidance Bureau for the University, and out of
that counseling center arose a program area designed to train counselors. This
program area existed within the universityÕs School of Education until 1972,
when the school became departmentalized. The newly formed department was known
as the Department of Counseling (COUN) until 1984 when its name was changed to
the Department of Counseling Psychology (CPSY). In 1997, the Department of
Counseling Psychology merged with the Department of Educational Psychology and
Research (EPR) to become the Department of Psychology and Research in Education
(PRE).
In 1954, an unsuccessful attempt was made to develop an APA
accredited doctoral program in counseling psychology within the School of
Education. That initiative, along with the subsequent successful attempt in
1957, was prepared by an administrative committee of faculty from both the
Department of Psychology and the program area in counseling. From its inception
as an APA accredited program in 1957 until 1984, the doctoral program in
counseling psychology existed as an interdepartmental program administered by
an interdepartmental committee of faculty from the counseling area and the
Department of Psychology. This administrative structure was changed in 1984
when the program became housed exclusively within the Department of Counseling
Psychology. In a curricular sense, however, the program remains committed to an
interdepartmental model.
In 1969, the doctoral program lost its APA accreditation due to
administrative oversight that resulted in a failure to submit required annual
reports to the APA Committee on Accreditation. The program was reaccredited in
1971; however, as a result of this loss of accreditation, the program is now
listed by APA as being initially accredited in 1971. In reality, and except for
the three-year period during which accreditation had been revoked for failure
to submit the necessary annual reports, the Counseling Psychology program at
the University of Kansas is one of the oldest accredited programs. Since 1971
it has been a fully accredited program.
Three years stand out in the history of the program: (a) 1975 when
four new faculty members were added to the department, (b) 1984 when the
interdepartmental administrative structure was abandoned along with the
elimination of three degree programs (Ed.D., Ph.D., and Ed.S. in counseling),
and (c) 1990 when the program separated from the University Counseling Center
in which the faculty held half-time appointments.
The
Counseling Psychology program area has as its primary purpose the preparation
of professional personnel in the field of Counseling Psychology. The master's
degree is the first professional degree in Counseling Psychology. Graduates
holding this degree should have achieved the basic understandings and skills
necessary for professional practice as a counselor.
The
philosophy and conceptual model guiding the program always has been that of the
scientist-practitioner and that of counseling psychology having a basic
educational, developmental, and preventive orientation. In this regard, Gelso
and Fretz (2001, pp. 52-55), in their text on Counseling Psychology, reference
two distinct and relevant uses of the term "science": 1) Citing the
proceedings of Counseling PsychologyÕs 1951 Northwestern Conference (APA,
1952), they suggest that, Òbeing scientificÓ means having the Òability to
review and make use of the results of research (APA, 1952, p. 179); i.e., the
ability to review research and apply research findings to practice. 2) Citing
Pepinsky and Pepinsky (1954), they suggest that the ÒscientistÓ portion of the
model is reflected in the way counseling psychology practitioners go about
thinking about practice and the manner in which they conduct their practice.
ÒScientist- practitionersÓ follow what is perhaps the most fundamental tenet of
the scientific attitude: they think critically and are duly skeptical about
theories, research findings, and clinical practices (whether their own or those
of others).
Our
training model then seeks to prepare generalists in counseling psychology with
the ability to be scientist-practitioners as defined by each of these three
meanings of the term. This view is reflected in the distribution of both
required and elective coursework. There is a strong commitment to a balance of
coursework in theory, research, and practice. It is the belief of the program
faculty that students must be well grounded in each of these basic areas in
order to adequately prepare to function as counselors. Opportunities for
specialization exist through elective work, but overall we intend the program
to provide broad and general training and do not consider this program designed
to train students in specialized areas beyond that of counseling psychology.
Accordingly, the faculty seeks broadly educated students to admit to and
graduate from the program.
The
faculty aspire to train counselors who are able to identify and integrate their
own strengths and passions into an area consistent with the specialty of
counseling psychology. We aspire to do this within an atmosphere of teaching
and learning that respects individual and cultural diversity, is characterized
more by cooperation and collaboration than by competition, and that allows
students, faculty, and staff to maintain a sense of healthy balance in their
lives.
The
following represents degree requirements as approved at the present time. As
program review is a continuing process, it is possible that degree requirements
may be altered. The student is responsible for the requirements as they stand
at the time of their first enrollment as a degree-seeking student.
Licensing
is a function of the State, not the Department or the University of
Kansas. Persons interested in the
educational requirements for licensure as a Licensed Professional Counselor may
obtain that information from the Kansas Behavioral Sciences Regulatory Board.
Also refer to the Appendix ÒKansas LPC and LCPC LicensureÓ.
For
the Mental Health Counseling track, the student can expect to accumulate 40 to
44 credit hours of coursework in order to meet all of their requirements. A full-time student who first enrolls
in the fall term may expect to complete the degree at the end two academic
years. A part-time student should anticipate taking a minimum of two and a half
to three calendar years to complete the degree.
While
much of the coursework required for this track is also available at the Edwards
Campus, you should anticipate taking courses at the Lawrence Campus and meeting
with faculty at the Lawrence Campus during the day. Complete descriptions of
courses and prerequisites are available in the KU Graduate Catalog.
COURSE COURSE
TITLE CREDIT
PRE 705 Human
Development Through the Lifespan 3
hrs
PRE 715 Understanding
Research in Education
Should
be taken early in the program. 3 hrs
PRE 725 Educational
Measurement 3 hrs
PRE 740 Counseling
and Interviewing Skills
Should
be taken early in the program. 3 hrs
PRE 742 Counseling
Theory and Techniques
Normally
concurrent enrollment with PRE 740. 3 hrs
PRE 830 Individual
and Group Assessment
Prior
or concurrent enrollment in PRE 725 required. 3 hrs
PRE 844 Group
Theory and Process 3
hrs
PRE 846 Career
Development 3
hrs
PRE 875 Cross-Cultural
Counseling 3
hrs
PRE 880 Legal,
Ethical and Professional Issues 3
hrs
PRE 890 Diagnosis
and Psychopathology 3
hrs
PRE 842 Counseling
Practicum 6
hrs
Pre-enrollment
with Practicum Coordinator required during preceding semester.
Proof
of professional liability insurance is required on the first day of PRE 842.
PRE
740, 742, and 880 must be completed prior to the start of PRE 842.
The
following must be completed before practicum (up to two can be taken
concurrently
with practicum (PRE 705, 715, 725, 830, 844, 846, 875, and 890).
OPTION COURSE
TITLE CREDIT
Option 1 PRE
898: MasterÕs Project 4
hrs
Prior
or concurrent enrollment in PRE 715 is a prerequisite
for
PRE 898.
Option 2 PRE
710: Intro to Statistical Analysis 3
hrs
PRE
711: Intro to Statistical Analysis Lab 1
hr
PRE
899: MasterÕs Thesis 4
hrs
Prior
or concurrent enrollment in PRE 710/711 AND
PRE
715 are required for PRE899.
Option 3 Counselor
Preparation Comprehensive Examination (CPCE)
All
coursework except electives must be complete prior
to
or during the semester in which the exam in taken.
You
must be enrolled during the semester you take the exam.
Additional
Elective: Chosen in consultation with advisor 3
hrs
If
you choose the CPCE option, you are required
to
take at least one elective as part of your program plan.
As
one goal of the program is to provide students with an opportunity to demonstrate
skill in the integration of scientific and practice-related knowledge, students
elect to complete one of the research options outlined below. To gain the
requisite skills to complete the research options, students are required to
complete additional coursework. These classes satisfy the Research Component
requirements and are divided between students who choose the MasterÕs Thesis
option, students who choose one of the four MasterÕs Project options, and
students who choose the written comprehensive examination option. The best
option for your research component is decided on collaboratively between you
and your advisor.
If a student has been taking credits toward the thesis or project,
and then decides to take the CPCE instead, they either forfeit the hours of
thesis/project (if they do not finish it), or they can switch to Independent
Study hours (through Drop Add) and still receive credit for completing the
work.
A.
MasterÕs Thesis
This
should be a theory-driven empirical test of a specific hypothesis. The design
may be quantitative or qualitative and should include the actual collection of
data. The thesis culminates in a high quality manuscript written in APA style.
The format generally consists of five chapters: Introduction, Review of the
Literature, Methods, Results, and Discussion. For those who plan to carry on research as a major component of
their career or who plan to pursue a more advanced degree, the thesis option is
often recommended. Once defended, students file their thesis on-line. The website with instructions for
formatting and submitting these documents is on the Graduate Studies website at
http://www.graduate.ku.edu. There is a link to ÒElectronic Thesis
and DissertationsÓ Also, see the Appendix, ÒSuggestions for the MasterÕs
ThesisÓ.
B.
MasterÕs Project Option I
Integrative Review of the Literature. To demonstrate the studentÕs
integration of science and practice, the student choosing this option should
synthesize the available literature on a topic relevant to counseling
psychology. In addition, the review must make a contribution by providing new
knowledge by articulating connections between ideas or findings where none
existed before. The final product should follow APA style and be a minimum of
50 pages and include about 40-50 citations.
C.
MasterÕs Project Option II
Integrative Case Study. For this option, the student
chooses a case they have personally worked with in practicum. The student
reviews the literature relevant to the primary concern (diagnosis,
developmental concern, etc.). The case is discussed relative to the literature
findings, conclusions are drawn, similarities and differences are examined, and
important research results that can be generalized to other clients with
similar problems are discussed. The final product is a 50-page manuscript
written in APA style with about 40-50 citations.
D.
MasterÕs Project Option III
Program/Curriculum Development. For this option, the student
identifies a specific issue, student profile, type of agency, or type of
intervention related to counseling. The student then reviews the relevant
literature focusing on developing an intervention which will address the topic.
Finally, an intervention or curriculum is proposed in sufficient detail to
allow future practitioners to replicate it. The project should be a stand-alone
product, such that anyone with similar masterÕs degree training should be able
to pick up the manual and provide the intervention.
E.
Comprehensive Examination CPCE.
An
alternative to the thesis or the four project options is the Counselor
Preparation Comprehensive Examination (CPCE). As a general rule, the test administration will take place
once in the Fall Semester and once in the Spring Semester. This is a nationally administered exam,
which is utilized by over 130 universities. The examination takes approximately
2-3 hours and is administered on the Lawrence Campus. It is a 160-item multiple
choice examination that covers eight areas. Study materials are on reserve both at the Lawrence and the
Edwards campuses. You should also
review your PRE class notes and texts.
Areas
Covered in the CPCE:
1. Human Growth and
Development
2. Social and Cultural
Foundations
3. Helping Relationships
4. Group Work
5. Career and Lifestyle
Development
6. Appraisal
7. Research and Program
Evaluation
8. Professional Orientation
and Ethics
¥ The cutoff score for
passing is the national mean of the tests administered over the past year.
¥ Students may have no more
than 6 credit hours of uncompleted coursework (including Incompletes) in
regularly scheduled courses required in their graduate program at the time of
the comprehensive exam. Practicum is not counted as part of the 6 hours.
¥ Students will have two
chances to pass the examination. If a student fails twice, he or she will be
required to complete one of the other research options.
¥ Students who pass the CPCE
and complete one of the other research options can use the research as
an elective course. If a student
is currently enrolled in thesis or project hours and wishes to continue with
the research after passing the CPCE, the student should change the
research hours to Independent Study in order to have the credits count toward
graduation.
The
cost of the examination is $40.00 (subject to change).
For
more information about the exam, see these sites:
http://www.cce-global.org
Center
for Credentialing and Education, Inc.
http://www.cce-global.org/cpce.htm
Counselor
Preparation Comprehensive Exam
http://www.nbcc.org/
National
Board for Certified Counselors and Affiliates
The
pre-enrollment form for the CPCE is an Appendix of this handbook.
On Using M.S. after Your Name
Once
you have finished all of the course requirements and passed the CPCE or
defended your thesis or project and submitted it electronically, it is
appropriate to list M.S. after your name, even though you may not yet have gone
through graduation ceremonies or been officially awarded the degree.
Sample
programs are available at http://www.people.ku.edu/~tkrieshok/handbook/sample_ms_programs.htm
And
they are downloadable at http://www.people.ku.edu/~tkrieshok/handbook/sample_ms_programs.xls
Note:
A full-time student who first enrolls in the fall term may expect to complete
the degree at the end two academic years.
Each professional school on the Lawrence campus has a graduate
division: Architecture, Business, Education, Engineering, Fine Arts,
Journalism, Pharmacy, and Social Welfare. The Graduate School serves as the
graduate division for the College of Liberal Arts & Sciences. On the
Lawrence Campus, each graduate division has an Associate Dean or Director of
Graduate Studies who serves as the contact person for that graduate division.
Upon admission into the Counseling Psychology programs, students
are assigned a faculty member as an advisor. This faculty member will advise
the student on his or her curricular plans during the student's graduate
career. Initial advisor assignments are made by the program director based, as
much as possible, on the studentÕs research or applied interests—with due
consideration given to each faculty memberÕs current number of active advisees.
Changes in the student's advisor may be made by consulting the program
director. Requests for new advisors may involve, but are not limited to, the
student's pursuit of new interests that would be more adequately supervised by
a different member of the faculty. Such changes often occur at the time that a
student forms a thesis or dissertation committee. If the student's choice of a
thesis or dissertation chairperson is different from his or her present
advisor, there is, in effect, a change in advisor. When a new advisor has been
chosen and all parties have agreed to the change, the student should notify (in
writing) the program director, the former advisor, and the new advisor. The
letter should simply indicate the changes that have been made, and the updated
information will be entered into our program database. Keep in mind that many
faculty are not under contract with KU during the summer and may not be
available for advising and supervising research activities.
Up to six graduate credits can be transferred into the MasterÕs
program (eight if a KU undergraduate), with approval of the studentÕs advisor
(who should file a Progress-to-Degree form along with an original transcript).
Credits cannot be transferred into the doctoral program, but some
required coursework may be waived from either the masters or doctoral program
if you have taken previous graduate-level coursework that can be shown to be
the substantial equivalent of that required in the KU program. This should be
accomplished in your first semester in the program, by visiting with your
advisor and having your advisor fill out a Progress-to-Degree form detailing
any coursework to be waived. If the course names are not the same, you may need
to file a petition with the CPSY program, and the petition may require you to
submit the course description and the course syllabus.
For the MasterÕs program, a student normally must have a minimum
of 30 current graduate hours from KU to be eligible for degree conferral. This would mean that a student could
transfer and waive a maximum of 12 to 14 hours. Few students have accumulated more than this number of
relevant graduate credits so this policy should cover most situations. In an exceptional situation,
consideration can be given to waiving additional courses.
No assumptions about waivers should be made until formal approval
has been received.
Criteria for waivers
are as follows:
1. No lab or
practicum will be waived.
2. It is the
student's responsibility to document that the course(s) is (are) equivalent to
the course at KU.
3. Waivers
should be petitioned as soon as possible and must be requested during the first
program year.
4. The course
must have been taken for graduate credit.
5. The course
must have been taken from an accredited school in regularly scheduled courses.
6. A grade of A
or B must have been earned in any course to be waived.
Continuing Education courses cannot count toward either the
doctoral or MasterÕs degree program.
Academic Requirements Tracking System (ARTS) Form. An unofficial
transcript may be obtained by a student online through the Enroll and Pay website.
The PRE Department is working from a multi-year rotation of
courses. This allows students to better plan their course sequencing. CPSY
courses are on a 2-year rotation, while a few of the other PRE courses are on a
3-year rotation. See the Appendix for the 2-year rotation of CPSY courses.
The normal full-time enrollment for a graduate student is nine
credit hours per semester or six hours per summer session. Many CPSY students enroll for 12-15
hours, depending on other responsibilities and the particular courses involved.
Students are not normally permitted to enroll for more than sixteen hours or
more than eight hours in the summer session. If a student is a KU employee, the hours of enrollment
should be limited accordingly—usually to no more than ten hours for a
half-time or six hours for a full-time staff member.
Each semester, it is the student's responsibility to confer with
his or her advisor to plan the next semester's schedule. All active students
are notified by the University as the enrollment period approaches. The
University enrollment process is completed entirely on-line. For some classes,
the student must obtain a special permission number to enroll for the class.
These may be obtained through your advisor and with the assistance of
departmental office staff. Subsequent changes in enrollment are handled on-line
through add-drop procedures, or with the use of forms after the first few weeks
of the semester.
It is the responsibility of students to keep their advisor
apprised of their activity and to ensure that the advisor is aware of their
enrollments and progress. A copy of all significant records pertaining to each
student's progress is kept in the student's academic file, which is located in
the departmental office in 621 JRP.
The enrollment of those with foreign student (F-1) visas must
conform to the minimum established by the regulations of the Immigration and
Naturalization Service.
International students must conform to the residence requirements of the
Graduate School, even if the minimal enrollment of the INS is lower.
The following student loads for course work and/or appointments at
KU for teaching or research represent full-time graduate student status for
degree-seeking students for purposes of qualifying for fellowship tenure,
student loan deferment, and similar certification, and for meeting residence
requirements for doctoral degrees.
-9
credit hours
-6
credit hours and half-time GTA or GRA at KU
These figures are the minimum number of credit hours a student may
carry and still be certified full time.
A student may enroll for more hours with the approval of the department
or program adviser, within general guidelines.
Degree-seeking graduate students who are employed more than half
time must be enrolled for at least 6 hours per semester to be certified as
full-time students.
For a student who is a full-time employee at KU to fulfill the
residence requirement, the KU employment must contribute substantially to the
studentÕs graduate program.
Students should anticipate that there will occasionally be
program-related activities that will require them to attend functions outside
of class time. Examples include practicum application orientation, and
practicum interview preparation.
Students need to attend to last dates to add or drop a course, as
the deadlines come prior to the last day of the semester. Please visit the
website of the University Registrar for important dates, procedures, and forms
for enrollment and adding and dropping courses http://www.registrar.ku.edu
Following are the acceptable means of verifying English
proficiency for purposes of admitting international students to the CPSY MS or
Ph.D. program. These guidelines
also apply to U.S. citizens and permanent residents who are not native speakers
of English. These guidelines are higher than the guidelines for admission to
the Graduate School. Given the nature of the counseling psychology programs,
this higher level of language fluency is necessary.
1. Verification
that the applicantÕs native language is English, as shown to a high degree of
probability by citizenship in an English-speaking country such as Great
Britain, Australia, New Zealand, or English-speaking provinces in Canada.
2. Graduation
with a baccalaureate degree or higher from an accredited U.S. institution in
one of the countries listed above whose medium of instruction is English.
3. Receipt
of the applicantÕs Internet Based Test of English as a Foreign Language
(iBTOEFL) or Test of Spoken English (TSE) scores achieved no more than two
years before the semester of admission.
iBTOEFL
– all part scores at least 26
TSE
– Minimum score of 50
All
international students who are not native speakers of English must visit the
Applied English Center on arrival for verification of their English language
proficiency (by taking KUÕs Speak Test).
4. Upon
acceptance into a graduate program, international applicants must submit a
financial statement confirming their current ability to pay tuition, fees, and
living expenses while attending KU.
Requests for a waiver of a required course based on previous
experience or a previously completed graduate-level course are evaluated first
by the studentÕs advisor and then by the program faculty. Recommendations by
the faculty for waivers ultimately must be approved by the Graduate Office of
the School of Education. In submitting petitions for course waivers to the
program, responsibility for demonstrating course equivalence belongs to the
student. Documentation such as previous course syllabi, readings, texts used,
etc. should be provided as supporting materials for a petition. It is program
policy not to waive practicum requirements regardless of previous
practica completed, work experience, etc. [The exception is PRE 842 for
students entering with a master's degree in counseling]. Similarly, electives
cannot be waived. All course waiver approvals must be processed within the
studentÕs first year in the program.
At certain points in your training, forms must be filed with the
Graduate School. These forms are completed by your advisor and forwarded to the
Graduate Office in 210 JRP. These used to be called Do-All Forms, so you might
still hear folks use that term, as it was a single form that accomplished a
multitude of functions. KU has recently gone to many, many forms, only some of
which are listed below with links and when they must be filed.
*Although it is the advisorÕs responsibility to file these
forms, it is the studentÕs responsibility to arrange the examination time and
place.
MasterÕs Degree Credit Transfer.
Transfer
of courses toward KU Master's degree.
Completion of MasterÕs Exam.
Comprehensive Examination OR Thesis/Project Defense. Filed two weeks prior to
the date of written comps or the thesis or project defense, to allow the
Graduate Office time to verify readiness to sit for the exam. Clearance for the
exam must be given prior to the student sitting for the exam and will not be
considered if late or after the fact.
Completion of Comprehensive Oral Exam for Doctorate.
Filed two weeks prior to the date of written comps, to allow the Graduate
Office time to verify readiness to take the exam, and to ensure the eligibility
of all faculty members on the committee. Clearance for the comprehensive exam
must be given prior to the student sitting for the exam and will not be
considered if late or after the fact.
Completion of Final Oral Exam for Doctorate.
Filed at least two weeks prior to the
dissertation defense to allow the Graduate Office time to verify readiness to
defend, to ensure eligibility of all committee members, and to notify local
newspapers.
Permit to Re-enroll-Domestic Student.
Permit
to re-enroll is used when a student wants to re-enroll in a
graduate program after not enrolling the previous semester(s).
Permit to Re-enroll-International Student.
Permit to re-enroll is used when a student wants to re-enroll in a
graduate program after not enrolling the previous semester(s).
Time Limit Extension Request.
This
form provides a student an extension on the time limit for a masters or
doctoral degree.
Leave of Absence Request.
Students
may request and departments may grant a leave of absence from a graduate
program. Time used during a leave of absence does not count towards time to
degree limit. Use this form to mark the beginning of a leave, and then again to
end the leave.
Miscellaneous Functions
This
form can be used to track miscellaneous internal items. Some examples may
include: reduction in credit hours, petitions, waivers, etc.
A few specific instances
where the Miscellaneous Functions form must be used include:
Waiver of doctoral coursework
based on prior graduate coursework.
Successful petition. If you
file a petition and it is approved, the Miscellaneous Functions form is filed
along with a copy of the petition.
Residency Requirement -- The
Miscellaneous Functions form is attached to the Residency form that the student
files with the Records Office. Residency consists of two consecutive terms of 9
hours or more (excluding Independent Study type courses), and cannot be filed
until 30 hours of graduate work (or the masterÕs degree) are completed.
Dissertation Proposal -- The
Miscellaneous Functions form, filed along with proposal title page, signed by
the committee. The student then submits an electronic copy of the proposal to
Mary Ann Williams at MWilliams@ku.edu.
You should make sure that you keep personal copies of all
correspondence and documents (e.g., petitions, waivers, practicum
logs/summaries, even course syllabi) issued during your training at KU.
Although the Graduate Office and the department keep student files updated, it
is often easier to refer to your own files for certain information. You may
look at your department file, but you may not check it out. Your advisor can
assist you in reviewing your file in the department. Letters of recommendation
that have been submitted to the Department for the purpose of admission are
destroyed soon after the student's first enrollment in the program, and are not
kept in the files. Your Graduate School file is retained by the School of
Education in the Graduate Office, 210 JRP. You may visit the Graduate Office to
review your file.
Data that are kept in your PRE file include the following:
Admissions:
Everything you sent us, including a copy of your transcripts, GRE scores, but
no letters of recommendation, which are shredded after your first enrollment
(per the advice of KUÕs Legal Counsel).
Doctoral
Annual Review: Each year's form that you submitted. Each year's letter from
your advisor.
Petitions
and Forms: SOE petitions, Ph.D. Residency Agreement, Intent to take (CPCE
and doctoral comps)
Progress-to-Degree
Forms
Practicum-related
paperwork: For each semester of practicum: Summary of hours signed by
instructor; Evaluation signed by site supervisor
Ph.D.
Internship: AAPI, correspondence with site training director, including
mid-year and final evaluations
* Students are
allowed to have access to the materials in their file, but we are not required
to (and do not) allow students to make copies of materials in their file or to
alter materials in their file.
The majority of courses in the programs are graded A, B, C, D, F.
Courses taken in the School of Education (including PRE courses) can be graded
using the plus/minus system (e.g., B+, A-).
Certain courses are graded as Satisfactory/Failing/Incomplete
(SFI) or Satisfactory/ Unsatisfactory/Incomplete (SUI). These include PRE 842,
897, 948, 995, and 997. Thesis, dissertation, and internship hours are assigned
a ÒPÓ as long as progress was made during the semester in which the student was
enrolled. When the thesis or dissertation is successfully defended, or the
internship is completed, the credit hours for the studentÕs final enrollment
will be graded (A-F) to reflect the quality of the work. A student failing to make satisfactory
progress on his or her thesis or dissertation may have a grade other than P
assigned by the advisor, reflecting such failure.
Graduate
School policy states that "the letter I [Incomplete] is used to
indicate coursework that has been of passing quality, some part of which is, for
good reason, unfinished." As a general rule, if you anticipate that
you cannot complete the work for the class and do not have a legitimate reason
(e.g., a documented medical condition, or some other personal/family condition
that prevents completion of the course requirements on time), you should
consider withdrawing from the course. In all cases, students are expected to
discuss Incomplete grades with the instructor beforehand.
Students
occasionally will Òover enrollÓ in courses or commit to too many outside
responsibilities and be unable to complete assignments for one or more courses
by their due dates. Be advised that to approach a faculty member and explain
that your work will be delayed because you have been busy preparing for another
course or due to other Òmore importantÓ work commitments is an affront to the
faculty member whose course assignments you opted to put-off. Plan your
enrollments with your other courses and work schedules in mind.
If
you do take an Incomplete grade, it is your responsibility to assure
that any incomplete work is submitted to the instructor as soon as practicable—preferably
prior to the beginning of the next academic term, but certainly no more than a
month or two beyond the end of the term for which the ÒIncompleteÓ was
assigned. When the work has been submitted to the instructor, it is your
responsibility to verify that the instructor has turned in a change-of-grade
for the course. Faculty need time to work your delayed coursework into their
schedules. Be sure to check that a grade change has been effected. You can do
that by retrieving your ARTS form (unofficial transcript) online.
***PLEASE REFER TO THE
PRACTICUM HANDBOOK***
***FOR FURTHER DETAILS***
As our doctoral program is APA accredited, we
endorse for all levels of practicum the guidelines concerning practicum training
outlined in APAÕs Guidelines and Principles of Accreditation. Practicum
is a crucial component of the curriculum; successful completion of practicum is
a prerequisite to applying for a pre-doctoral internship and receiving your
degree. In addition to satisfactory performance in practicum courses, students
have several responsibilities related to selecting sites, applying for
practicum, documenting practicum activities, receiving supervision, and
evaluating the practicum experience. Questions about practicum should be
directed to the program Practicum Coordinator.
There is a mandatory practicum application orientation toward the end of studentsÕ
initial semester in the program (fall) to discuss practicum placement procedures. Attendance at the orientation may be a
requirement of a class, but may meet outside of class time. Addressed in this orientation are the
consequences of Ònon-placement,Ó student responsibilities with respect to
accruing degree-related practicum hours, issues of preparing a vita/resume,
interviewing preparation, professionalism, and preparation to BE a
professional.
All students, from both masters and doctoral programs, will have
an initial 9-month practicum experience at a single site. In the fall, all
students will enroll in PRE 842 Counseling Practicum. In the spring masters
students will enroll in PRE 895 (Field Experience); while doctoral students
enroll in PRE 948 (Advanced Counseling Practicum I). Doctoral students will
have a second year of fall and spring enrollments in PRE 949 Advanced
Counseling Practicum II.
Students are expected to accumulate a minimum of 100 direct
face-to-face/clinical hours over the course of a 2-semester practicum (842/895
or 842/948). Direct client contact
can be in settings such as individual, group, couples, and family therapy. In addition to the actual therapy
sessions, direct client contact can also include intake interviews, educational
and psychological testing (conducted on a one-on-one basis), the taking of
psychosocial histories, and anything where there is an interface between the
client and the therapist, or collateral contact with the clientÕs family. Non-contact hours can fall into a large
group of activities like charting, staff meetings, and case conferences,
supervision, and session preparation. Students failing to meet this contact
hour minimum will not receive a grade in practicum. Student progress in practicum toward meeting the requirement
will be monitored by the practicum instructor.
It is the student's responsibility to record the hours devoted to
the various activities in practicum, using the documentation and summary forms
provided by the department (see Practicum Handbook). Forms are collected at the
end of the semester and placed in the studentÕs file. Doctoral students also
should consult the APPIC website and download the current AAPI form for
detailed instructions on how to count and record practicum hours in preparation
for internship application. It is the student's responsibility to ensure that a copy of
their practicum hours summary for each semester of practicum is in their
departmental file.
Students are required to show proof of liability-insurance
coverage before they will be allowed to participate in practicum.
Student professional liability insurance is available at a nominal cost through
the APA Insurance Trust (APAIT), the American Counseling Association and the
American Educational Research Association. Student membership in the
association is required in order to make use of its liability insurance
program.
While evaluation of counseling skills is generally based on
specific, but developmentally appropriate, competency goals set by the student,
the site supervisor, and the faculty instructor, general guidelines are
provided by the evaluation forms used in practicum (see Practicum Handbook).
It is the joint responsibility of the student and supervisor to
operationalize these areas by setting specific goals at the beginning of each
semester of practicum. (This also is true for supervised field experiences.) It
is their responsibility at formal evaluation sessions to provide specific
evidence of the studentÕs progress in these areas. Evaluation of the studentÕs
performance is both individualized and normative. It takes into account the
studentÕs own baseline and goals, but also estimates the studentÕs performance
relative to other students at the same level of training.
While evaluation should be ongoing and formative during the course
of a semester, formal summative evaluation takes place at the end of the
semester when the student and the supervisor provide the practicum instructor
with written evaluation on forms provided by the department. A copy of the form
is placed in the studentÕs file. The practicum instructor then assigns a grade
based largely on the evaluation.
Masters students with no previous practicum experience begin their
practicum training with PRE 842: Counseling Practicum—typically in the
fall of their second year. Except under unusual circumstances, doctoral
students with masterÕs degrees take their initial advanced practicum experience
in the spring semester of their first year (2nd year for BA/BS admittees). Upon
satisfactory completion of that experience (Advanced Practicum I), doctoral
students then enroll in two consecutive semesters of Advanced Practicum II, to
be taken during the second year of their program (or third year, if entering
the program with a bachelor's degree).
Students planning to take practicum must apply for sites in the
semester preceding their practicum enrollment, and according to the following
procedure:
1. Students file a Practicum Pre-enrollment
Form (see Practicum Handbook) with the Practicum Coordinator by October 1st
for the subsequent spring semester and March 1st for fall semester.
Practicum is not offered during the summer.
2. The Practicum Coordinator assigns
students to practicum sites according to (a) site availability, (b)
student-training needs—as determined by the faculty and student, (c)
student preference, and (d) acceptability of the student to the site.
3. Students unsatisfied with the site
assignment may appeal to the Practicum Coordinator or their program director
for reconsideration of their assignment.
Practicum
sites must be approved by the Counseling Psychology faculty. See the Appendix
for a list of recently used
practicum sites. Students interested in an unapproved site may ask the
Counseling Psychology faculty to consider the site for approval, but may not
use the site until it has been approved. Students are encouraged to assist the
program and each other by identifying possible practicum sights.
Efforts are made to develop practicum sites at agencies where
students will receive experience and training commensurate with the
philosophies of the Counseling Psychology training program. Counselors and
Counseling psychologists are employed in a wide variety of work settings, and
this program attempts to provide students with a range of pre-professional
opportunities.
External practicum sites are developed for their ability to
reflect typical counseling psychology activities, as well as the following:
1.
Placement
of at least one practicum student for the full academic year – typically
from mid-August through mid-May.
2. Provision of an average of four client
contact hours per week. In addition, it is expected that the student spend the
equivalent of one working day a week at the site (i.e., seeing clients,
attending staffings or seminars, receiving supervision, etc.). For Advanced
Practicum, students are expected to be provided with assessment and group
counseling experiences, and such experiences should be integrated into the
practicum via negotiations involving the student, the site, and the department.
3. Provision of on-site supervision. The
on-site supervisor must be a credentialed mental- health professional in
his/her field, though not necessarily a counselor or a counseling psychologist.
On-site supervision will consist of at least one hour per week that may consist
of the supervisor's review of case notes and audio or video- taped sessions, or
live supervision of therapy.
4. Appropriate office and support
facilities for students.
5. Completion of the Student Evaluation
Form by the site supervisor, minimally at the end of the semester. Forms will
be supplied by the KU course instructor and will be used by the course
instructor to help determine the student's course grade.
6. Maintaining contact with the practicum
instructor, the Practicum Coordinator, and the Program Director should problems
or questions arise about the student or practicum process.
In the event that problems or conflicts arise after the student
has been placed which would jeopardize successful completion of the practicum
at the site (e.g., not enough clients, concerns about the studentÕs
performance, etc.), the site supervisor and/or the student should notify the
practicum instructor immediately, who will confer with the Program Director and
the Practicum Coordinator.
Frequently
students wish to gain more experience or experience in an area not afforded
them through their practica. Typically those students would enroll in PRE 895
(for masters students) or 995 (for doctoral students): Field Experience.
Please
note that there is a limit of 5 hours of Field Experience in any one semester,
and a limit of 8 hours that can be counted toward oneÕs degree. Field
Experience hours beyond that can be taken, and may count toward hours necessary
for eventual licensure.
Most
CPSY faculty have several different enrollment line numbers for PRE 995, one
for Counseling & Psychotherapy, another for Supervision of Psychotherapy
(for doctoral students who have already completed their PRE 996 requirement but
who wish to gain further consultation experience), and one for College Teaching
(for those doc students who have already completed their PRE 996 requirement
but who wish to gain further classroom teaching experience).
It
is the student's responsibility to enroll for the correct PRE 895/995 line
number with the faculty member who is sponsoring them. Guidelines for the
Supervision and College Teaching field experiences are detailed in the PRE 996:
College Teaching Experience section of this manual.
When
a student enrolls for a field experience to gain more clinical hours, their
experience closely resembles that of a practicum student. They are placed at a
site with an approved on-site supervisor, they see clients, and perform other
duties consistent with a practicum experience. Any field experience must be
approved by the Practicum Coordinator (in part to ensure that sites meet our
criteria, and in part to avoid having students looking for sites in competition
with the Practicum Coordinator who is placing students in practica). Just as in
practicum, professional liability insurance is required, as is on-site
supervision, which should consist of one hour face to face per week, with the
same type of supervisor as is required of practica.
The
field experience is different from a practicum in a few important ways.
Students do not meet with a practicum class once a week, and they do not
receive regular ongoing consultation from a KU faculty member. On the other
hand, the student is expected to:
1.
Prepare a learning contract, detailing what they will do during the course of
the experience, e.g., specify how many client hours they will put in each week,
what activities and types of interventions or assessments they expect to use,
and other activities they might engage in, like attending rounds or staff
meetings, outreach, etc.
2.
Log hours just like in practicum, and be evaluated on the same basis as
practicum--with a sign off by the site supervisor.
3.
Initiate and remain in periodic contact with the sponsoring faculty member.
All practica in the Counseling Psychology programs at the
University of Kansas are strongly encouraged to require taping of therapy
sessions for review by onsite supervisors. When allowed by the site, students
periodically will bring a tape of a session to campus to be reviewed as part of
a case presentation to the practicum class, or to be reviewed by their
practicum instructor or a doctoral student serving as a practicum consultant.
Security of these tapes is absolutely critical, thus every effort
must be made to ensure the security of tapes brought to campus or taken off
site by practicum students for their own review. Different practicum sites have their own policies for how
such tapes should be tracked, but at a minimum:
1. Students must discuss with their onsite supervisor taping and
the removal of any tapes from the site, specifically how to keep track of such
tapes, and procedures for bringing tapes to campus.
2. Any client who is taped must have been informed of how the
tapes might be used, and must have signed an informed consent statement that
specifically gives the student permission to play portions of the tape for
their practicum class.
3. Prior to removing a tape from the practicum site, students must
ensure there are no markings on the tape or its packaging that in any way
identify the client or the site.
In many agencies, to further guard against possible problems, the
student must go through the recording itself and record over passages that make
reference to the client's or anyone else's name, the name of the agency, and
any other identifying references.
Minimum of eight hours at
practicum site per week.
Student is to see a minimum
of four individual clients per week.
Other experiences such as
staffings, consultations, workshops, groups, organizational aspects, are all
encouraged, but not to the exclusion of one-to-one counseling.
The student is expected to
provide their own transportation to the site, their own tape recorder, and
their own recording tapes.
The site is expected to
provide the student with four individual clients per week (these may be
returning clients or new clients).
The site must provide an
individual who is a credentialed professional in one of the helping professions
to serve as the on-site supervisor for the practicum student.
The on-site supervisor is
expected to meet with the student in supervision for about one hour each week.
The site should provide other
relevant training experiences where possible, as mentioned under student
expectations above.
Appropriate space for
counseling is to be provided (i.e., a quiet and private place).
Appropriate orientation must
be given to acquaint the practicum student with policies, forms, records,
intake procedures, release of information, testing procedures, and
confidentiality procedures.
PRE
842: Students are to receive 1 hour of weekly supervision (provided by the on
site supervisor) plus one hour of weekly on-campus consultation and skill
building by either the practicum instructor or an assigned 996 doctoral student
clinical consultant.
PRE
948/949: Students are to receive 1 hour of weekly supervision, provided by the
on site supervisor. There is no on-campus supervision/consultation requirement,
although practicum instructors are expected to monitor student progress in
practicum, and meet with students on an as-needed basis.
KU
has designed a scholarship site for current and future KU students. This
website provides links to all KU scholarships including academic departments,
non-academic units and non-KU privately funded scholarship opportunities. The
individual units on campus will continue to administer their own applications
and scholarship awarding processes, with this new site serving as a one-stop
shop for scholarship opportunities to students.
Website:
www.scholarships.ku.edu
Email:
scholarships@ku.edu
The School of Education grants donor-based scholarships and achievement-based
scholarships
to fifth year students, graduate certification students, master's students,
specialists and doctoral students. More information about these scholarships is
available at http://www.soe.ku.edu/students/scholarships/.
Graduate students must be enrolled in the School of Education for at least one
semester to apply for these scholarships. Applications for next yearÕs
scholarships begin in mid-November, and the deadline will be in the following
spring. Summaries of the 2007
School of Education awards are below:
Graduate
Donor Scholarship Awards
Level
|
#Awards/ #
Applicants |
Average
Amount |
Total
Amount |
|
MasterÕs |
30/59 |
$1500.00 |
$42,496.55 |
|
Specialists |
4/7 |
$1750.00 |
$7,000.00 |
|
Doctoral |
79/115 |
$2,000.00 |
$154,806.64 |
|
TOTAL |
113/181 |
|
$204,303.19 |
|
|
|
|
|
Graduate
Achievement Scholarship Awards
Level
|
#Awards/ #
Applicants |
Total
Amount |
|
MasterÕs |
21/59 |
$42,000 |
|
Specialists |
5/7 |
$10,000 |
|
Doctoral |
44/115 |
$85,000 |
|
Recruitment |
|
51,000 |
|
TOTAL |
70/181 |
$188,000 |
Funds
are typically available to graduate students on a limited basis through the KU
Graduate School for students attending and presenting at scholarly
meetings/conferences. The one-time award is approx. $400. This information is
available on the Graduate School website under the title of Paper
Presentation Fund.
Travel
and research funds typically are also available through the School of
Education, though that will not be the case this year. Information is available
on the School of Ed web site at
http://soe.ku.edu/student-travel-research-funding/
On-campus
employment opportunities and other sources of support are becoming more
difficult to find. Opportunities are available, however, if you know when and
where to look. Resources within the PRE department are limited, but many
students find work in other areas inside and outside the university. The
program makes every effort to ensure that our students receive some financial
support during their tenure in the program.
Office
of University Registrar, 121 Strong Hall, 864-4422;
http://www.registrar.ku.edu/
If
you are coming to KU from out-of-state, tuition will be a major expense. Those
who intend to remain in Kansas indefinitely may apply for residency after one
year. Check with the Registrar's office for requirements on voter registration
and so forth. Especially important to remember is that you must not receive
financial support from out-of-state sources (i.e., guaranteed student loans,
support from parents, etc.) during this period. If you will be borrowing money,
contact the Financial Aid Office for information on how to do this through a
Kansas bank. Proving your intention to remain in Kansas indefinitely is not
easy, and you must start as early as possible, if this is your intent. Changing
your license, car tags, and voter registration are some of the things you would
do if you intended to live here long-term, so making those changes as soon as
you get to the State can help to establish the timeline.
50
Strong Hall, 864-4700; http://www.ku.edu/~osfa/
This
is the office to contact for scholarship and student loan information. They can
give you a list of Kansas banks that participate in the state guaranteed loan
program. Also, a listing of available student hourly jobs is kept here. A
limited number of fellowships are awarded by the Graduate School. Information
on these awards is available in January from the Graduate School website
http://www.graduate.ku.edu/.
Fee
waivers and reduction are available to university staff who are appointed at
least 40% time. This is a significant advantage of on-campus employment. There
are additional reductions for those serving as GTAs and GRAs.
The
best time to start checking on graduate assistantships is in the spring.
Graduate teaching and research assistantships are available through individual
departments. The Department of Psychology and Research in Education has several
teaching assistantships, and various faculty members will have research grants
that support research assistants. Contact the current Department Chair for more
information.
The
School of Education also has teaching and research assistantships available
through its various departments and research centers. For more specific
information contact the departmentÕs chair or the research centerÕs director.
This contact information is available at: http://soe.ku.edu/faculty-staff/.
There
are several additional resources for student employment. On-campus and
off-campus jobs openings can be found at: https://jobs.ku.edu. These
positions include work-study and hourly jobs as well. In the past we have had
students obtain positions in a variety of agencies; i.e., the local community
mental-health center, area Veterans Administrative medical centers (Topeka,
Kansas City, and Leavenworth), and the Osawatomie State Hospital. The
availability of positions in these agencies is difficult to predict at any
given point in time. However, these and other opportunities often become
available during the year. (See below for the program policy regarding student
employment as providers of psychological services.)
When
students seek employment, whether it be for the internship, or for part-time or
full-time employment, the resources of the University Career Center (UCC) and
department faculty are at their disposal. While faculty are typically the best
sources for informal ÒnetworkÓ contacts, the UCC does have information on
specific openings, and will work with students to plan their job hunt. They
will also work with students who wish to improve their interviewing skills by
videotaping and reviewing a mock interview session. The University Career
Center - www.ucc.ku.edu.
Graduate
Student Associations
What is CPSO?
It
is a student organization that:
¥ Helps new students acclimate to the PRE department, KU
campus, and the surrounding Lawrence
community;
¥ Provides opportunities for professional development through
the CPSO journal and student sponsored
research;
¥ Invites professionals from the field to present on current
issues and topics.
Who is involved in CPSO?
¥ Active membership is comprised of CPSY masterÕs and
doctoral students;
¥ Social and extracurricular activities are extended to all
CPSO members and faculty.
Why become a CPSO member?
It is an opportunity to get involved in the department, get to know your peers
and faculty, and to have fun while you are a graduate student at KU! The
program has a strong and active Counseling Psychology Student Organization that
receives support from the program and generally receives funding from the
University Student Senate. Funding for the organization has been used to bring
in guest speakers, support a newsletter, and occasionally publish a student
journal, The Journal of Contemporary Counseling. The program believes that CPSO
serves a very important function in helping to build studentsÕ professional
identities as scientist-practitioner counseling psychologists. Through
colloquia, students also are introduced to the work, research, and scholarship
of fellow students and the faculty. Through invited presentations of mental
health practitioners in the field and of state and regional psychological
associations, students become acquainted with the roles and functions of
psychologists and other health care providers practicing in the community.
Membership Fee
$25.00/academic year
This fee not only contributes to future CPSO events, but also goes
toward the purchase of a CPSY t-shirt, after they are designed and printed
(usually in the SP semester).
All KU graduate students on the Lawrence campus are members of the
Graduate and Professional Association. The GPA is governed by a seven
member elected Executive Committee (GradEx). The GPA lobbies for budgetary
support to fund graduate student organizations, paper-presentation travel, and
the Graduate Student Mentorship Award program. It offers job, grant, and
scholarship information, and represents graduate student interests in
university governance, the state legislature, and grievance mediation. The GPA
publishes the Graduate NewsPaper (GNP) and other publications several times each year,
conducts surveys on matters of graduate student concern, and co-sponsors campus
wide events for graduate students. The GPA office is in 426 Kansas Union,
(785)m 864-4914, www.ku.edu/~gpa.
The University of Kansas has several other student organizations
that are specifically for graduate students. A list of these organizations and
links for further information are available at http://www.ku.edu/organizations/?Graduate_Student.
There are also student organizations that are specific to the
School of Education. The School of Education Student Organization is a service
organization for students in the School of Education at KU. SESO works to
produce programs to supplement the education received in the School of
Education. SESO acts as a voice for students with School of Education
administration, and promotes social interaction among members. Membership is
open to SOE students and pre-education majors.
Individual departments may also have student organizations for the
professional organization and fellowship of the students involved in that
particular program. These will also be listed at http://www.ku.edu/organizations/?Graduate_Student.
Student Health Services, in Watkins Memorial Health Center, www.ku.edu/~shs, has a staff of fulltime
physicians and support personnel. Regular hours are 8 a.m. to 8 p.m.
Monday–Friday; 8 a.m. to 4:30 p.m. Saturday, and 12:30 to 4:30 p.m.
Sunday. Hours vary when school is not in session.
Lawrence Campus Immunization Policy. All new or newly admitted
students must provide proof of two immunizations for measles, mumps, and
rubella (MMR) on the health centerÕs health history form. A hold is placed on
the subsequent enrollment of students who do not provide this information
within the first semester at KU. The MMR vaccination is available at the health
center. The health center may grant exceptions for medical or religious
reasons.
The
University of Kansas Graduate School
Strong
Hall, 1450 Jayhawk Blvd., Room 300
(785) 864-6161, fax: (785) 864-4555
e-mail: graduate@ku.edu, URL: www.graduate.ku.edu
KU
Bookstore, Burge Union, Level 2
1601
Irving Hill Rd.
Lawrence,
KS 66045-7557
(785)
864-5697, www.jayhawks.com
KU Bookstores,
Kansas Union, Level 2
1301
Jayhawk Blvd.
Lawrence,
KS 66045-7548
(785)
864-4640, www.jayhawks.com
University Career Center
Burge Union, 1601 Irving Hill Rd., Room 110
(785) 864-3624, www.ucc.ku.edu
For information about labs and hours, see Computer
Labs and Resources: http://www.ku.edu/technology/
School of Music, (785) 864-3241
http://music.ku.edu/music/
Lied Center Box Office, (785) 864-ARTS (2787)
Murphy Hall Box Office, (785) 864-3982
Student Union Activities, (785) 864-3477
Continuing Education, 1515 St. Andrews Dr.
(785) 864-4790, www.kuce.org
The PRE Department, in conjunction with the Kansas
Psychological Association, maintains a list of psychologists in the area who
are willing to see graduate student trainees for a reduced fee. See the
appendix for more detail about this resource.
Counseling and Psychological Services
Watkins Memorial Health Center
1200 Schwegler Dr., Room 2100
Lawrence, KS 66045-7559
(785) 864-2277, www.ku.edu/~caps
Emily Taylor WomenÕs Resource Center
Strong Hall, 1450 Jayhawk Blvd., Room 22
Lawrence, KS 66045-7535
(785) 864-3552, www.ku.edu/~etwrc
Office of Multicultural Affairs, Strong Hall
1450 Jayhawk Blvd., Room 145
Lawrence, KS 66045-7535
(785) 864-4351, www.ku.edu/~oma
Psychological Clinic, Fraser Hall
1415 Jayhawk Blvd., Room 315
Lawrence, KS 66045-7556
(785) 864-4121, http://www.psych.ku.edu/psych_clinic/clinic/overview.shtml
Academic Achievement and Access Center (AAAC)
1450 Jayhawk Blvd., Room 22 Strong Hall
Lawrence, KS 66045-7535
(785) 864-4064, http://www.achievement.ku.edu/
Applied English Center, Lippincott Hall
1410 Jayhawk Blvd., Room 204
Lawrence, KS 66045-7515
(785) 864-4606, www.aec.ku.edu
Equal Opportunity Office, Strong Hall
1450 Jayhawk Blvd., Room 313
Lawrence, KS 66045-7535
(785) 864-3686, e-mail: equalop@ku.edu
The University of Kansas Graduate School,
Strong Hall, 1450 Jayhawk Blvd., Room 300
Lawrence, KS 66045-7535
(785) 864-6161, fax: (785) 864-4555
e-mail: jaugusto@ku.edu, URL: www.graduate.ku.edu
For information about the
¥ Graduate Record Examination (GRE)
¥ Graduate School
Foreign Language Tests ¥
Miller Analogies Test (MAT):
Counseling and Psychological Services
Testing Services, Watkins Memorial Health Center
1200 Schwegler Dr., Room 2150
Lawrence, KS 66045-7559
(785) 864-2768, www.ku.edu/~caps/testing
Academic Achievement and Access Center (AAAC)
1450 Jayhawk Blvd., Room 22 Strong Hall
Lawrence, KS 66045-7535
(785) 864-4064, http://www.achievement.ku.edu/
KU Info is on the fourth floor of the Kansas Union, walk-in
and phone, (913) 864-3506, http://kuinfo.ku.edu/
Applied English Center, Lippincott Hall
1410 Jayhawk Blvd., Room 204
(785) 864-4606, www.aec.ku.edu
Office of International Student and Scholar Services
Strong Hall, 1450 Jayhawk Blvd., Room 2
(785) 864-3617, www.ku.edu/~issfacts
Ermal Garinger Academic Resource Center
Wescoe Hall, 1445 Jayhawk Blvd., Room 4069
(785) 864-4759, EGARC@ku.edu
Legal Services for Students, Burge Union
1601 Irving Hill Rd., Room 148
Lawrence, KS 66045-7557
(785) 864-5665, legals@ku.edu
Anschutz Library
1301 Hoch Auditoria Drive,
Lawrence, 66045-7537
(785) 864-4928, http://www.lib.ku.edu/
Learning Resources Center
Joseph R. Pearson Hall
1122 West Campus, Room 110
(785) 864-3464, http://www.soe.ku.edu/lrc/
Watson Library, 1425 Jayhawk Blvd.
Lawrence, KS 66045-7544
(785) 864-3956, http://www.lib.ku.edu/
Office of Student Financial Aid, Strong Hall
1450 Jayhawk Blvd., Room 50
Lawrence, KS 66045-7535
(785) 864-4700, http://www.financialaid.ku.edu/
Office of Multicultural Affairs, Strong Hall
1450 Jayhawk Blvd., Room 145
Lawrence, KS 66045-7535
(785) 864-4351, www.ku.edu/~oma
Multicultural Resource Center
1530 Summerfield Hall Dr.
Lawrence, KS 66045-7607
(785) 864-4350, http://www.mrc.ku.edu/
Academic Achievement and Access Center (AAAC)
1450 Jayhawk Blvd., Room 22 Strong Hall
Lawrence, KS 66045-7535
(785) 864-4064, http://www.achievement.ku.edu/
Dept. of Environmental Stewardship
Varsity House, 1043 Indiana St.
Lawrence, KS 66044
(785) 864-2855, www.ku.edu/~recycle
The annual security report about KU safety policies,
crime statistics, and campus resources is available online
at http://www.ku.edu/safety
or on paper by contacting the
Dean of Students, Strong Hall, 1450 Jayhawk Blvd.
Room 133, Lawrence, KS 66045-7535, (785) 864-4060.
Sexual Assault Prevention and Education Program
Emily Taylor WomenÕs Resource Center, Strong Hall
1450 Jayhawk Blvd., Room 22
Lawrence, KS 66045-7535
(785) 864-3552, www.ku.edu/~etwrc
Schiefelbusch Speech-Language-Hearing Clinic
Haworth Hall, 1200 Sunnyside Ave., Room 2101
Lawrence, KS 66045-7534
(785) 864-4690, http://www2.ku.edu/~splh/Clinics/SchClinic/
Office of the University Registrar, Strong Hall
1450 Jayhawk Blvd., Room 121
Enrollment, Transcripts, Tuition and Fee Payment, (785) 864-4422
Residency, (785) 864-4472
VeteransÕ Services, (785) 864-5426
Student Union Activities, Kansas Union
1301 Jayhawk Blvd.
(785) 864-3477, www.suaevents.com
Services for Students with Disabilities, Strong Hall
1450 Jayhawk Blvd., Room 135
Lawrence, KS 66045-7535
(785) 864-2620 (Voice/TTD), www.ku.edu/~ssdis
Office of Study Abroad, Lippincott Hall
1410 Jayhawk Blvd., Room 108
(785) 864-3742, www.ku.edu/~osa
Emily Taylor WomenÕs Resource Center, Strong Hall
1450 Jayhawk Blvd., Room 22
Lawrence, KS 66045-7535
(785) 864-3552, www.ku.edu/~etwrc
Center for Teaching Excellence, Budig Hall
1455 Jayhawk Blvd. #135
(785) 864-4199, http://www.cte.ku.edu/
Instructional Development and Support, Budig Hall,
1455 Jayhawk Boulevard
Lawrence, KS 66056-7604
(785) 864-2600, http://www.ku.edu/~ids/
KU Writing Center, Wescoe Hall
1445 Jayhawk Blvd., Room 4005
Lawrence, KS 66045-7590
(785) 864-2399, www.ku.edu/~writing
12600 Quivira Road, Overland Park, KS 66213-2402
Phone: 864-8400 (from Lawrence) or (913) 897-8400
e-mail: angiej@ku.edu URL: http://edwardscampus.ku.edu
Questions arise occasionally regarding our studentsÕ employment as
Òproviders of psychological servicesÓ and the conditions surrounding their
employment. The Counseling Psychology Program offers a graduate program for the
training of counseling psychologists that is accredited by the American
Psychological Association. The faculty, as sponsors of that program,
acknowledge and affirm the AssociationÕs Ethical Principles of Psychologists
and Code of Conduct (APA, 2002) and its Specialty Guidelines for the
Delivery of Services (APA, 1981).
In regard to the providing of counseling psychological services by
graduate students in this department, the following guidelines (from APAÕs Specialty
Guidelines for the Delivery of Services by Counseling Psychologists) should
be noted.
PROVIDERS OF COUNSELING
PSYCHOLOGICAL SERVICES: This term subsumes two categories of providers of
counseling psychological services. These are (a) professional counseling
psychologists and (b) all other persons who offer counseling psychological
services under the supervision of a counseling psychologist.
Professional counseling
psychologists have a doctoral degree from an organized, sequential, counseling
psychology program in a regionally accredited university or professional
school. The program of study is provided in a department of psychology in a
university or college, or in an appropriate department or other similar unit of
a professional school... Only counseling psychologists, i.e., those who meet
these education and training requirements, have the minimum professional
qualifications to provide unsupervised counseling psychological services.
Guidelines 1.2:
Providers of counseling psychological services1
who do not meet the requirements for the professional counseling psychologist
are supervised directly by a professional counseling psychologist who assumes
professional responsibility and accountability for the services provided. The
level and extent of supervision may vary from task to task, so long as the
supervising psychologist retains a sufficiently close supervisory relationship
to meet this standard. Special proficiency training or supervision may be
provided by professional psychologists of other specialties or by a
professional of another discipline whose competence in the given area has been
demonstrated by previous training and experience.
Consistent with the above:
1. Graduate students in the Department
are not to engage in providing unsupervised counseling psychological services
for a fee under any circumstances.
2. Graduate students in the Department
who wish to engage in the supervised practice of providing counseling
psychological services should inform the Department of their intent and provide
documentation of suitable supervisory arrangements prior to engaging in
that practice.
3. Even when engaging in permissible
practices or consulting activity, graduate students may not use their
affiliation with the University of Kansas, the School of Education, or the
department/program as a Òprofessional credential,Ó either explicitly or
implicitly, without the written consent of the faculty.
1 As
defined in ÒSpecialty guidelines for the delivery of services by Counseling
Psychologists.Ó [APA (1981), Specialty Guidelines for the Delivery of
Services, Washington, DC: APA.]
Respect
for diversity and for values different from oneÕs own is a central value of
counseling psychology training programs. The valuing of diversity is also
consistent with the profession of psychology as mandated by the American
Psychological AssociationÕs Ethical Principles and Code of Conduct (2002) and
as discussed in the Guidelines and Principles of Programs in Professional
Psychology (APA, 2005). More recently there has been a call for counseling
psychologists to actively work and advocate for social justice and prevent
further oppression in society.
Counseling psychologists provide services, teach, and/or engage in
research with or pertaining to members of social groups that have often been
devalued, viewed as deficient, or otherwise marginalized in the larger society.
Academic
training programs, internships that employ counseling psychologists and espouse
counseling values, and post-doc training programs (herein Òtraining programsÓ)
in counseling psychology exist within multicultural communities that contain
people of diverse racial, ethnic, and class backgrounds; national origins;
religious, spiritual and political beliefs; physical abilities; ages; genders;
gender identities, sexual orientations, and physical appearance. Counseling psychologists believe that
training communities are enriched by membersÕ openness to learning about others
who are different than them as well as acceptance of others. Internship trainers, professors,
practicum supervisors (herein ÒtrainersÓ) and students and interns (herein
ÒtraineesÓ) agree to work together to create training environments that are
characterized by respect, safety, and trust. Further, trainers and trainees are
expected to be respectful and supportive of all individuals, including, but not
limited to clients, staff, peers, and research participants.
Trainers
recognize that no individual is completely free from all forms of bias and
prejudice. Furthermore, it is expected that each training community will
evidence a range of attitudes, beliefs, and behaviors. Nonetheless, trainees
and trainers in counseling psychology training programs are expected to be committed
to the social values of respect for diversity, inclusion, and equity. Further,
trainees and trainers are expected to be committed to critical thinking and the
process of self-examination so that such prejudices or biases (and the
assumptions on which they are based) may be evaluated in the light of available
scientific data, standards of the profession, and traditions of cooperation and
mutual respect. Thus, trainees and trainers are asked to demonstrate a genuine
desire to examine their own attitudes, assumptions, behaviors, and values and
to learn to work effectively with Òcultural, individual, and role differences
including those based on age, gender, gender identity, race, ethnicity,
culture, national origin, religion, sexual orientation, disability, language,
and socioeconomic statusÓ (APA Ethics Code, 2002, Principle E, p. 1063). Stated
simply, both trainers and trainees are expected to demonstrate a willingness to
examine their personal values, and to acquire and utilize professionally
relevant knowledge and skills regardless of their beliefs, attitudes, and
values.
Trainers
will engage trainees in a manner inclusive and respectful of their multiple
cultural identities. Trainers will
examine their own biases and prejudices in the course of their interactions
with trainees so as to model and facilitate this process for their
trainees. Trainers will provide
equal access, opportunity, and encouragement for trainees inclusive of their
multiple cultural identities.
Where appropriate, trainers will also model the processes of personal
introspection in which they desire trainees to engage. As such, trainers will engage in and
model appropriate self-disclosure and introspection with their trainees. This can include discussions about
personal life experiences, attitudes, beliefs, opinions, feelings, and personal
histories. Assuming no one is free
from biases and prejudices, trainers will remain open to appropriate challenges
from trainees to their held biases and prejudices. Trainers are committed to lifelong learning relative to
multicultural competence.
Counseling
psychology training programs believe providing experiences that call for
trainees to self-disclose and personally introspect about personal life
experiences is an essential component of the training program. Specifically,
while in the program trainees will be expected to engage in self-reflection and
introspection on their attitudes, beliefs, opinions, feelings and personal
history. Trainees will be expected
to examine and attempt to resolve any of the above to eliminate potential
negative impact on their ability to perform the functions of a psychologist,
including but not limited to providing effective services to individuals from
cultures and with beliefs different from their own and in accordance with APA
guidelines and principles.
Members
of the training community are committed to educating each other on the
existence and effects of racism, sexism, ageism, heterosexism, religious
intolerance, and other forms of invidious prejudice. Evidence of bias,
stereotyped thinking, and prejudicial beliefs and attitudes will not go
unchallenged, even when such behavior is rationalized as being a function of
ignorance, joking, cultural differences, or substance abuse. When these actions result in
physical or psychological abuse, harassment, intimidation, substandard
psychological services or research, or violence against persons or property,
members of the training community will intervene appropriately.
In
summary, all members of counseling psychology training communities are
committed to a training process that facilitates the development of
professionally relevant knowledge and skills focused on working effectively
with all individuals inclusive of demographics, beliefs, attitudes, and values.
Members agree to engage in a mutually supportive process that examines the
effects of oneÕs beliefs, attitudes, and values on oneÕs work with all clients.
Such training processes are consistent with counseling psychologyÕs core
values, respect for diversity and for values similar and different from oneÕs
own.
*This
document was endorsed by the American Counseling Center Training Agencies
(ACCTA), the Council of Counseling Psychology Training Programs (CCPTP), and
the Society for Counseling Psychology (SCP) in August of 2006.
Professional
psychologists are expected to demonstrate competence within and across a number
of different but interrelated dimensions. Programs that educate and train
professional psychologists also strive to protect the public and the
profession. Therefore, faculty, training staff, supervisors, and administrators
in such programs have a duty and responsibility to evaluate the competence of
students and trainees across multiple aspects of performance, development, and
functioning.
It
is important for students to understand and appreciate that academic competence
in professional psychology programs (e.g., doctoral and internship programs) is
defined and evaluated comprehensively. Specifically, in addition to performance
in coursework, seminars, scholarship, comprehensive examinations, and related
program requirements, other aspects of professional development and functioning
(e.g., cognitive, emotional, psychological, interpersonal, technical, and
ethical) will also be evaluated. Such comprehensive evaluation is necessary in
order for faculty to appraise the entire range of academic performance,
development, and functioning of their students.
The
CPSY program faculty have a professional and ethical commitment to
ensure—insofar as possible—that the students who complete the
program are competent to manage future relationships (e.g., client, collegial,
professional, public, scholarly, supervisory, teaching) in an effective and
appropriate manner. Because of this commitment, the faculty strive not to
advance, recommend, or graduate students with demonstrable problems (e.g.,
cognitive, emotional, psychological, interpersonal, technical, and ethical)
that may interfere with professional competence to other programs, the
profession, employers, or the public at large.
As such, within a developmental framework, students should know
that their faculty and supervisors will evaluate their competence in areas
other than, and in addition to, coursework, seminars, scholarship,
comprehensive examinations, or related program requirements. These evaluative
areas include, but are not limited to, demonstration of sufficient: (a)
interpersonal and professional competence (e.g., the ways in which
student-trainees relate to clients, peers, faculty, allied professionals, the
public, and individuals from diverse backgrounds or histories), (b)
self-awareness, self-reflection, and self-evaluation (e.g., knowledge of the
content and potential impact of oneÕs own beliefs and values on clients, peers,
faculty, allied professionals, the public, and individuals from diverse
backgrounds or histories), (c) openness to processes of supervision (e.g., the
ability and willingness to explore issues that either interfere with the
appropriate provision of care or impede professional development or
functioning), and (d) resolution of issues or problems that interfere with
professional development or functioning in a satisfactory manner.
This
policy is applicable to settings and contexts in which evaluation would
appropriately occur (e.g., coursework, practica, supervision), rather than
settings and contexts that are unrelated to the formal process of education and
training (e.g., non-academic, social contexts). However, irrespective of
setting or context, when a studentÕs conduct clearly and demonstrably (a)
impacts the performance, development, or functioning of the student, (b) raises
questions of an ethical nature, (c) represents a risk to public safety, or (d)
damages the representation of psychology to the profession or public,
appropriate representatives of the program may review such conduct within the
context of the programÕs evaluation processes.
Although
the purpose of this policy is to inform students that evaluation will occur in
these areas, the faculty emphasize that the programÕs evaluation processes and
content:
Doctoral
training involves collaboration and partnerships with multiple training sites,
including practicum placements, doctoral internship training programs, and
others, such as research labs and other academic departments. Communication
between doctoral training programs and these training partners is of critical
importance to the overall development of competent new psychologists. Therefore, it is the position of our
training program that regular communication about studentsÕ performance and
progress must occur between the program faculty and other training partners,
and that the content from this communication will contribute to regular
evaluation of the studentÕs progress.
As stipulated by the University of Kansas Graduate Catalog:
"A graduate student who believes himself or herself to be unfairly or
unlawfully treated in an academic matter may present a grievance to the
academic department or program chair. Each academic unit, all Graduate
Divisions, and the College have established grievance policies and procedures.
Appeal of a grievance heard at one of these levels is made to the Judicial
Board. For disputes involving alleged academic misconduct or alleged violations
of student rights, the initial hearing normally is held at the unit level.
There is an option to hold an initial hearing at the Judicial Board level if
both parties agree, or if either party petitions the Judicial Board chair to
hold the hearing at the Judicial Board level and the petition is granted. The
petition must state why a fair hearing cannot be obtained at the unit level;
the opposing party has an opportunity to respond to the petition. For
information on these guidelines, contact the Graduate School, (785)
864-6161." (Also see section on student conduct.)
The grievance procedures adopted by the School of Education are
the procedures used by the Department of Psychology and Research in Education
and the Counseling Psychology program (see Appendix).
Academic
misconduct by a student shall include, but not be limited to, disruption of
classes; threatening an instructor or fellow student in an academic setting, giving
or receiving of unauthorized aid on examinations or in the preparation of
notebooks, themes, reports or other assignments; knowingly misrepresenting the
source of any academic work; unauthorized change of grades; unauthorized use of
University approvals or forging of signatures; falsification of research
results, plagiarizing of another's work; violation of regulations or ethical
codes for the treatment of human and animal subjects; or otherwise acting
dishonestly in research.
USRR
2.6.2 describes the process that is to be followed in treating work as
unsatisfactory if it is a product of academic misconduct. After consultation
with the Department Chairperson, an instructor may, with due notice to the
student, treat as unsatisfactory (1) any student work that is the product of
academic misconduct or (2) a student's performance for a course when there are
severe or repeated instances of academic misconduct as defined in Section
2.6.1. If an instructor deems other sanctions for academic misconduct by a student
to be advisable, or if a student wishes to protest a grade based upon work
judged by an instructor to be the product of academic misconduct, or if a
faculty member is charged with academic misconduct in connection with the
assignment of a grade or otherwise, the case shall be reported to the Dean of
the College or School in which the course is offered and processed in accord
with applicable procedures.
The
complete text of the USRR on academic misconduct is available at
https://documents.ku.edu/policies/governance/USRR.htm#art2sect6
Counseling psychologists interact with their clients at a time
when they are most vulnerable to outside influence. Consequently, counseling
psychologists must be exemplary in their conduct and must display good
judgment. Counseling Psychologists are expected to conduct themselves in a
professional manner as practitioners, students, and citizens. Any behavior that
violates professional ethics or standards (Ethical Principles of
Psychologists and Code of Conduct, APA 2003; Specialty Guidelines for the
Delivery of Services by Counseling Psychologists, APA, 1981), campus
regulations (University of Kansas Student Handbook) or local, state, or federal
laws will be cause for consideration by the program faculty as to whether the
student involved should be allowed to continue in the program. This decision is
independent of decisions made at other professional, academic, and legal levels
of academic performance exhibited by the student.
The
dismissal of a student from the program (M.S. or Ph.D.) is a significant event
for both the student and the program faculty and represents the conclusion of
the faculty that the student has not demonstrated an adequate level of
competency in either academic or clinical skills, or in other critical areas of
professional conduct. Action of the program toward the dismissal of a student
is generally the final outcome of several informal and formal communications
with the student regarding his or her unsatisfactory progress through the
program and, when appropriate, special efforts at helping the student meet
program requirements and training objectives. The final program decision
regarding whether or not a student should be terminated from the program, or
under what conditions a student making unsatisfactory progress will be allowed
to continue, is a decision that rests with the program faculty.
The
University of Kansas and the faculty of the department are committed to
principles of fairness and due process in the implementation of dismissal
actions. The University's Code of Student Rights and Responsibilities describes the rights of each
student at the university. Students should make themselves aware of their
rights, as well as their responsibilities. The complete text of the Code is
printed in the university's Timetable of Classes each semester, and online at
http://www.ku.edu/~vcstuaff/rights.shtml;
it is also available at the Office for Student Success, 133 Strong Hall. The
university also has policies against racial and ethnic harassment and against
sexual harassment, copies of which also may be obtained from the Office of
Student Success. Rules regarding academic misconduct appear in Article II, Sec.
6 of the Rules and Regulations of the University Senate. A copy of those rules are
contained in the KU Student Handbook.
A
student's advancement through his or her academic program from one semester to the
next is contingent upon satisfactory progress each semester. Student
advancement in the program is intended to ensure that each student maintains
adequate progress in gaining knowledge, skills, competencies, and behaviors
required for graduation and professional practice. Students are formally
reviewed by program faculty once each academic year; however, faculty retain
the right and responsibility to review, at any time, any student circumstances
or personal performances that may negatively affect the student's completion of
the program, competencies for individual professional practice, or that may
threaten client welfare. The following are offered as examples of circumstances
or performances that may be the basis for dismissal action:
a. failure to maintain
minimum academic standards
b. unsatisfactory performance
in counseling practica courses (e.g., counseling labs, field experiences,
practica) or internship
c. academic misconduct or
dishonesty
d. criminal conviction of
misconduct that affects ability to practice as a psychologist or to be licensed
as such
e. failure to comply with
established university or program timetables and requirements
f. unethical practices and/or
unprofessional conduct
g. cognitive, affective,
and/or behavioral impairments that obstruct the training process and/or
threaten client welfare
The
following subsections are offered to clarify the above listed bases for student
dismissal.
1. Failure
to maintain minimum academic standards
A
student is placed on academic probation by the Graduate School whenever her/his
cumulative graduate GPA drops below 3.0. Students on probation have one
semester to raise their GPA to 3.0 and return to Regular status. A student
failing to meet this requirement will not be permitted to re-enroll unless
recommended by the Department and approved by the School of Education Graduate
Office.
Within
the Counseling Psychology Program, students must maintain a GPA of 3.0 or
better in prescribed program course work, or else be placed on
"departmental probation." Permission to enroll following placement on
departmental probation will be given only if it is numerically possible for the
student to remove her/himself from probation during the next semester through
the completion of prescribed program coursework.
As a
matter of departmental policy, no "I's" (Incompletes) may accrue
during a probationary semester, and any "I's" assigned prior to the
probationary period must be completed by the end of the probationary semester.
Also
as a matter of departmental policy, students may not accrue more than two (2) "C's" or lower in
their graduate program--whether those courses are PRE courses or courses taken
through other departments. A third "C" in the program will result in
the student's dismissal from the program.
Students
may not be on probation at the time of enrollment in a practicum or clinical
field experience. Any pre-enrollment in a practicum or field experience is
contingent on a student maintaining a satisfactory graduate GPA (3.0 or
better).
2. Unsatisfactory
performance in counseling practica courses or internship
Upon
the recommendation of the student's onsite supervisor and a performance review
by the program faculty, a student may be dismissed from the program for failure
to meet the program's expectations for the quantity or quality of clinical work
or supervision during counseling practica or the student's predoctoral
internship.
3. Academic
dishonesty
Academic
misconduct or dishonesty by a student includes, but is not limited to,
disruption of classes, giving or receiving of unauthorized aid on examinations
or in the preparation of notebooks, themes, reports or other assignments, or
knowingly misrepresenting the source of any academic work, falsification of
research results, plagiarizing of another's work, violation of regulations or
ethical codes for the treatment of human and animal subjects, or otherwise
acting dishonestly in research.
An
instructor may, with due notice to the student, treat as unsatisfactory any
student work which is a product of academic misconduct. If an instructor deems
other judicatory action for academic misconduct by a student to be advisable,
or if a student wishes to protest a grade based upon work judged by an
instructor to be a product of academic misconduct, the case shall be reported
to the dean of the school in which the course is offered. Each school shall
establish, at the department level where feasible, appropriate mechanisms for
action upon such reports. (A copy of the grievance procedures used by the department
and the School of Education are available in the departmental office.)
The
following sanctions may be imposed upon a student for academic misconduct:
1. Admonition: An oral statement that his
or her present actions constitute academic misconduct.
2. Warning: An oral or written statement
that continuation or repetition of actions that constitute academic misconduct
may be the cause for a more severe disciplinary sanction.
2. Censure: A written reprimand for
actions which constitute academic misconduct. Censure may include a written
warning.
3. Reduction of grade: Treating as unsatisfactory
any work which is a product of academic misconduct. Reduction of grade may
include the awarding of an F in the course.
4. Disciplinary probation: Exclusion from participation
in specified privileges or extracurricular activities for a period not
exceeding one school year.
5. Suspension: Exclusion from classes and
other specified privileges or activities for a definite period not in excess of
two years.
6. Expulsion: Termination of student
status for an indefinite period. The condition of readmission, if any, shall be
stated in the order of expulsion.
More than one sanction may be
imposed upon a student for the same offense or offenses.
4. Criminal
conviction of misconduct that affects ability to practice or be licensed