School of Education Department of Counseling and School Psychology

LONG ISLAND UNIVERSITY – SCHOOL OF EDUCATION DEPARTMENT OF COUNSELING AND SCHOOL PSYCHOLOGY

COUNSELING PROGRAMS

I have an Advanced Certificate in Marriage and Family Therapy I have an Advanced Certificate in Bilingual School Counseling

I am a Mental Health Counselor

I have an Advanced Certificate in School Counseling

I am a Marriage and Family Therapist I am a Bilingual School Counselor

I am a School Counselor I have an Advanced Certificate in Mental Health Counseling

GRADUATE STUDENT HANDBOOK

2016-2017 ACADEMIC YEAR

TABLE OF CONTENTS

From Amy Ginsberg, Dean, School of Education 4

From Andrew Livanis, Department Chair 5 Mission Statements 6-7

Counseling Faculty and Staff 8-9

Counseling Programs Overview 10

Marriage and Family Therapy MS Degree and Advanced Certificate 11

Mental Health Counseling MS Degree and Advanced Certificate 12

School Counseling MSED Degree and Advanced Certificate 13

Bilingual School Counseling MSED Degree and Advanced Certificate 14

Program Requirements 15

Licensure and Certification 16

Admissions Policies and Procedures 18

Program Policies and Procedures 23

Practicum and Internships 28

Graduation Requirements 33

Community Based Resources 38

2 TABLE OF APPENDICES

PART I: APPENDICES A-D: COURSE SEQUENCES Appendix A: Marriage and Family Therapy 45 Appendix B: Mental Health Counseling 48 Appendix C: School Counseling 50 Appendix D: Bilingual School Counseling 52

PART II: APPENDICES E-N: PRACTICUM AND INTERNSHIP AGREEMENTS Marriage and Family Therapy Practicum Agreement 55 Marriage and Family Therapy Internship Agreement 57 Mental Health Counseling Practicum Agreement 59 Mental Health Counseling Internship Agreement 61 School Counseling Practicum Agreement 63 School Counseling Internship Agreement 65 Bilingual School Counseling Practicum Agreement 67 Bilingual School Counseling Internship Agreement 69 Log of Hours 71 Student Disposition 72

PART III: APPENDICES O-R: ADDITIONAL INFORMATION Counseling Program Goals and Learning Objectives 76 Application for Graduation with Distinction 77 Digication Instructions for Counseling Students 78 E-Portfolio Instructions Submission Instructions 80

3 From Amy Ginsberg, Dean, School of Education

Dear Counseling Students,

Welcome to LIU Brooklyn and the School of Education. We are thrilled that you have chosen to make LIU your educational home as you embark upon this journey.

First and foremost, I applaud you for choosing to devote your professional lives to helping others. Whether you plan to work in schools or agencies, with adults or children, individuals, groups or families, you have made the critical life choice to be a professional counselor. To me, there is no better vocation. That said, the work is not easy and the rewards are often not immediate.

For most of you, graduate school is one aspect of an already full life. You have jobs, families, and other responsibilities that require your time and energy. I encourage you during this busy time to take good care of yourself. What that means is individually determined but eating well, being physically active and spending time with supportive others are a few things that can go a long way in enabling you to have the fortitude to meet the daily demands of this time in your life. In this vein, I also encourage you to exchange email addresses and phone numbers with your classmates; often they will be your best resource for reassurance, information, and a bit of fun.

Finally, please know that we at LIU Brooklyn School of Education are here to help you achieve academic success. Call, email, or stop by our offices at 9 Hanover Place.

All the best,

Amy Ginsberg Dean

4 From Andrew Livanis, Chair Dept. of Counseling and School Psychology

Dear Counseling Student,

Welcome to the Department of Counseling and School Psychology (CSP) at Long Island University – Brooklyn! Our department is a wonderful place to prepare to be a mental health professional. Our Counseling program works hard to develop professionals to work with culturally diverse populations within complex urban settings.

The CSP mission is a simple one: to prepare mental health professionals of various disciplines to practice, lead, and advocate for students, children, adults, and families in schools and within wider local, national and global community contexts. In other words our goal is to help you get to the point where you can make a difference in others’ lives, by helping them grow, learn, and deal effectively with the various stressors that life throws our way. Sometimes those changes take place the individual level, and sometimes those changes take place at the systemic level.

You should be prepared to work hard while you are here at LIU-Brooklyn – there is a lot you need to learn and even more skills that you need to master. But, keep in mind that you are not alone in this process. Your acceptance into the program signals a commitment on our part to develop support you as much as we can through this educational program.

By reaching out to faculty and working to develop relationships with them, you might learn of other opportunities above and beyond the classroom to further develop your expertise. Many faculty are engaged in a great deal of research and writing and may be looking for student input. Much of this work is often featured in local, national, and international conferences and you should enquire about attending and participating at those conferences with faculty.

Don’t forget to set aside some time to connect with your classmates who will, soon enough, eventually become your colleagues. Some of these connections can be made in class, but other relationships can be formed through your work with the Graduate Student Association for Counseling (GSAC). GSAC will provide important experiences for enriching your learning in the program, as well as a variety of other community-based projects and charity events.

Thanks so much for choosing LIU-Brooklyn to participate on your journey to becoming a mental health professional in our field. These are exciting times to be a student in the Counseling program. We look forward to working closely with you!

Andrew Livanis, Ph.D., BCBA-D Chair, Department of Counseling and School Psychology

Long Island University – Brooklyn School of Education Department of Counseling and School Psychology Mission Statement

Vision. The Department of Counseling and School Psychology provides a dynamic and engaged educational environment, valuing diversity and social justice.

Mission. We prepare mental health practitioners of several disciplines to practice, lead and advocate for students, children, adults and families in schools, and within wider local, national and global community contexts.

Core Values We stimulate the self and intellectual development of our students through academic rigor and supportive relationships. We do so in anticipation of their role and responsibility to participate in the discourses of their respective fields through practice, scholarship, advocacy and leadership.

Long Island University – Brooklyn Department of Counseling and School Psychology Counseling Programs

Mission Statement The Counseling Programs are committed to honoring our students and preparing them for their role as competent providers and advocates of mental health and positive well-being. Informed by the humanistic view of the individual, the counseling program supports the actualization of the individual; through fulfillment of one’s potentialities and resolution of one’s problems and conflicts. Additionally, the program acknowledges the contextualized social experiences which interfere with the ability of members of our society to achieve parity and therefore promotes socially just values which guide our advocacy work with our students and, ultimately, their work with future clients. Moreover, our program mission is in keeping with our School of Education’s KEEPS mission which guides our work as counselor educators and our expectations of our students. The KEEPS mission declares that a good educator is:

1. KNOWLEDGEABLE and intellectually inquisitive, 2. ENQUIRING and comfortable experiencing and pursuing inquiry, 3. EMPATHETIC and interested in the human capacity to develop, 4. PLURALISTIC and knowledgeable of and connected to communities, and 5. SOCIALLY COMMITTED and working to build a just and pluralistic democratic society. Implementation Through the use of an integrated didactic and experiential approach we seek to develop counselor competencies in the following areas: a) Clinical applications grounded in theoretical frame. Students are exposed to an array of theoretical frames of which they are encouraged to orient themselves and use as guide in counseling applications. b) Preparation for counseling in a pluralistic society. The counseling curriculum is intent on providing our students with diverse educational and practicum experiences which builds their skill level and broadens their awareness of the intersections between race/ethnicity, gender, sexual orientation, religion/spirituality, socioeconomic class, and ability status on the lives of their clients and themselves. Specifically, a key component of the curriculum includes developing student awareness and reflection of these dynamics in order that they competently serve a diverse array of client populations in across various types of settings. c) Practicum training. As relevant field-based experiences build counselor competence and efficacy for independent practice, the counseling practicum program provides coordination of counselor training experiences in an ethno-linguistically diverse urban community. Students complete their practicum experiences at their chosen sites and are provided on-going supervision and professional mentoring from counseling faculty. d) Counseling supervision. Students are provided extensive supervision which seeks to connect theory with praxis, provide a vehicle for professional socialization, and support students in their early counseling experiences. Through supervision, student awareness,

7 skills and behaviors are refined in preparation for their entrée into the counseling profession. COUNSELING FULL-TIME FACULTY

Aaron Lieberman Stanley Nass Ellen Short Associate Professor Professor Associate Professor [email protected] [email protected] 718-488-1545 718-488-3358 Hanover 421 Hanover 419

Kiran Arora Associate Professor [email protected] 718-780-4044 Hanover 420

DEPARTMENT CONTACTS

Kathleen Prince Christina Scheinberg Secretary CSP Field Coordinator [email protected] [email protected] 718-488-1069 718-780-4087 Hanover 428 Hanover 437

SCHOOL OF EDUCATION CONTACTS

Amy Ginsberg Valerie Lava Dean Associate Dean [email protected] [email protected] 718-246-6308 718-488-1373 Hanover 409 Hanover 413

Shinelle Romeo-Walcott Marizaldy Mercedes Zalika Taylor Office Manager Certification Officer Enrollment Services [email protected] [email protected] Counselor 718-488-1055 718-488-1382 [email protected] Hanover 401 Hanover 429 718-488-1381 Hanover 430

COUNSELING PROGRAMS OVERVIEW

10 Marriage and Family Therapy Programs

The 60-credit Master of Science Program and 39-credit Advanced Certificate Program in Marriage and Family Therapy are committed to the well being of diverse families by qualifying professionals who embrace a systems approach. Students gain a thorough understanding of marriage and family therapy theories and techniques. At the core of our program is the belief that human experience is best understood within a relational context. Students engage in self-understanding as part of their training. We honor cultural diversity and train students to work across an expansive range of client backgrounds. The program satisfies the educational requirements for the New York State Marriage and Family Therapy license.

The Advanced Certificate program is designed for students who already have a master’s degree in counseling or a related field from a regionally accredited college or university and wish to become licensed as a marriage and family therapist. The MS and Advanced Certificate programs require extensive clinical training, culminating in 600 hours of internship in marriage and family therapy, which follows over 100 practicum and fieldwork hours in prior coursework. This 60-credit M.S. program in Marriage and Family Therapy satisfies the educational requirements for the New York State marriage and family therapy license (LMFT).

Upon completion of educational requirements, 1500 hours of supervised experience in the practice of marriage and family therapy and a passing grade on the Examination in Marital and Family Therapy are required for licensure. See Appendix A.

Mental Health Counseling Programs

The 60-credit Master of Science Program and 24-credit Advanced Certificate Program in Mental Health Counseling seek to prepare culturally-responsive and wellness-focused clinicians that integrate the client’s socio-cultural context in assessment, diagnosis and treatment of clients presenting with mental illness. The program considers the clinician and client to be situated within multiple and intersecting social, cultural and political contexts that shape the client’s mental health and the clinician’s perception of health and wellness. The program takes a social-justice oriented approach to mental health in which advocacy for the client is the cornerstone of mental health treatment.

The Advanced Certificate Program in Mental Health Counseling is for students who already have a master’s degree in counseling or a related field from a regionally accredited college or university and wish to become licensed as a mental health counselor. The MS and Advanced Certificate programs require extensive clinical training, culminating in 600 hours of internship in mental health counseling which follows over 100 practicum and fieldwork hours in prior coursework.

Upon completion of these educational requirements, 3,000 hours of supervised experience in the practice of mental health counseling and a passing grade on the National Clinical Mental Health Counseling Examination (NCMHCE) are required for licensure. See Appendix B.

12 School Counseling Programs

The 48-credit Master of Science in Education Program and the 24-credit Advanced Certificate Program in School Counseling provide students with the academic preparation and career development to be the academic, social-emotional, and career development professional in culturally diverse and complex urban educational environments. Students are trained to be professionals that address student development needs from a systems perspective and one that incorporates students, families, faculty/staff, administration and communities – whole school. The School Counseling program’s requirements align with national (ASCA) and statewide (NYSSCA) professional goals/objectives and expectations of the field.

The Advanced Certificate program is designed for students who already have a master’s degree in counseling or a related field from a regionally accredited college or university and wish to become certified as a school counselor. The MS and Advanced Certificate programs require extensive clinical training, culminating in 600 hours of internship in marriage and family therapy, which follows over 100 practicum and fieldwork hours in prior coursework.

The School Counseling program is registered with the New York State Education Department as satisfying the educational requirements for provisional certification as a school counselor. See Appendix C.

13 Bilingual School Counseling Programs

The 51-credit Master of Science in Education Program and the 18-27-credit Advanced Certificate Program in Bilingual School Counseling provide students with the academic preparation and career development to be the academic, social-emotional, and career development professional in culturally diverse and complex urban educational environments, with a particular focus on the ways ethno-linguistic diversity shapes the academic and socio- emotional experiences of young people in schools. Students are trained to be professionals that address student development needs from a systems perspective and one that incorporates students, families, faculty/staff, administration and communities – whole school. The School Counseling program’s requirements align with national (ASCA) and statewide (NYSSCA) professional goals/objectives and expectations of the field.

The Advanced Certificate program is designed for students who already have a master’s degree in counseling or a related field from a regionally accredited college or university and wish to become certified as a school counselor. The MS and Advanced Certificate programs require extensive clinical training, culminating in 600 hours of internship in marriage and family therapy, which follows over 100 practicum and fieldwork hours in prior coursework.

The Bilingual School Counseling program is registered with the New York State Education Department as satisfying the educational requirements for provisional certification as a school counselor. See Appendix D.

PROGRAM REQUIREMENTS

15 LICENSURE

Marriage and Family Therapy

These Marriage and Family Therapy Master of Science and Advanced Certificate programs satisfy the educational requirements for the New York State marriage and family therapy license (LMFT). Upon completion of these educational requirements, 1,500 hours of supervised experience in the practice of marriage and family therapy and a passing grade on the "Examination in Marital and Family Therapy" developed by the Association of Marital and Family Therapy Regulatory Boards (AMFTRB) are required for licensure.

Mental Health Counseling

The Mental Health Counseling Master of Science and Advanced Certificate programs satisfy the New York State educational requirements to become a Licensed Mental Health Counselor (LMHC). Students must also complete 3,000 post-graduate hours of supervised experience in the practice of mental health counseling and receive a passing grade on the National Clinical Mental Health Counselor Examination (NCMHCE).

Additional information on the marriage and family therapy and mental health counseling credentials in New York State including license requirements, application forms, and consumer information is available at the New York State Office of Professions webpage at www.op.nysed.gov.

CERTIFICATION

School Counseling

The School Counseling Master of Science in Education and Advanced Certificate programs satisfy the New York State educational requirements for provisional certification as a school counselor. Upon completion of 2 years of professional experience and 12 additional credits, students are eligible to self-certify for permanent school counselor certification.

Bilingual School Counseling

The Bilingual School Counseling Master of Science in Education and Advanced Certificate programs satisfy the New York State educational requirements for provisional certification as a School counselor and the Bilingual extension in Pupil Personnel Services (PPS) to practice as a bilingual school counselor. Upon completion of 2 years of professional experience and an additional 9 credits, students are eligible to self-certify for permanent certification as a school counselor. The bilingual extension also requires a passing grade on the state’s Bilingual Education Assessment (BEA) exam.

Students who have completed all requirements for graduation and are listed on the Registrar’s official graduation list will be evaluated for certification eligibility. Once the degree is awarded and reflected on a student’s transcript, the School of Education Certification Officer (Marizaldy Mercedes, [email protected], 718-488-1382) contacts graduates regarding the steps to complete the online application for certification. The University submits an endorsement, which serves to confirm that all requirements for certification have been completed. Students have the option of applying for state certification on their own (through an individual evaluation pathway, without University endorsement) but should expect a lengthier process toward the award of certification.

Those requesting bilingual certification must have passed the BEA before the certification application is submitted.

*School counseling graduates who wish to complete the additional credits required for permanent certification here at LIU should contact Enrollment Services Counselor, Zalika Taylor at 718-488-1381or [email protected].

16 NEW YORK STATE MANDATED WORKSHOPS

All Marriage and Family Therapy and Mental Health Counseling students are required to complete two clock hours of coursework training regarding the identification and reporting of suspected child abuse and maltreatment.

All School Counseling and Bilingual School Counseling students are required to complete two clock hours of coursework training regarding the identification and reporting of suspected child abuse and maltreatment as well as two clock hours of coursework training regarding school violence prevention and intervention. These students are also required to complete a six-hour workshop on the social patterns of harassment, discrimination, bullying, and cyberbullying and on how to promote positive social climate and behavior in schools.

Students may visit the New York State Education Department’s website for more information regarding these mandates at: http://www.highered.nysed.gov/tcert/certificate/ http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do

Students must complete all mandated workshops for their program as a pre-requisite for practicum and internship. Mandated worskshops are offered during the Fall and Spring semesters. Announcements are made via LIU communication. Students can also inquire at the start of the semester with Zalika Taylor, Enrollment Services Counselor.

17 ADMISSIONS POLICIES AND PROCEDURES FOR RE-SPECIALIZATION PROGRAMS

Application Materials

All candidates seeking admission to an Advanced Certificate program must submit the following: 1. A completed LIU/Brooklyn graduate admissions application, including a personal statement 2. A current resume (curriculum vitae) 3. 2 letters of recommendation (one professional, one academic) 4. Official transcripts

Interview

Based on a thorough review of application materials as described above, selected applicants are interviewed by program faculty.

The Review and Notification Process

Within approximately one month after being interviewed, applicants are informed of their acceptance status.

New Student Orientation

An orientation for new students is held at the beginning of the fall and spring semesters. Counseling faculty and several continuing students are available to answer questions and provide guidance.

Criteria for Transfer Credit at LIU or Other Universities

A maximum of six (6cr) credits of graduate work at other universities or from another LIU program may be considered for transfer. *

Students who wish to have courses transferred from other university programs must provide to the Counseling Programs Coordinator the following information:  Official university transcripts from the student’s previous university mailed directly to the Coordinator (copies submitted in person will not be accepted).  Current contact information of the instructors who taught the courses in the previous universities.

18  A copy of the syllabus must be submitted. Please note that a hard copy of every syllabus for every class must be submitted.

The faculty will then use the following criteria below to decide if the courses in question qualify for transfer:  The course must have been a graduate level course, and must be designated as such in the university bulletin.  The student must have received a grade of B or above.  Only courses taken within the last five (5) years will be considered for transfer credit.  The syllabus from the previous university must match the syllabus from your LIU Counseling program.

Students who wish to take a course at another university while enrolled in any of the Counseling Programs must consult with the Coordinator prior to registering for the course to determine the appropriateness of the substitution. Students may only take courses in other university counseling programs. In addition, students will have to provide the following information:

 A written request addressed to the Coordinator of the program indicating which courses for which the student would like to take, as well as which university the student plans on attending. In addition, the written request must indicate why the student cannot take the course at LIU.  Current contact information of the instructor who will teach the course in the other university.

As was stipulated above, only a total of six graduate credits may be transferred or up to 12 graduate credits if a Master level degree has been previously completed. These credits may have been taken five years prior to the start of the LIU counseling program or within five years after the start date of the program. No other credits will be accepted.

Limited Matriculation

Students who enter the program with previous GPAs below 3.0 may be admitted with a limited matriculation condition. This condition limits the number of courses for which a student can enroll. Students are required to submit a writing sample at the time of the interview and if the evaluation of it requires them to enroll in a writing skills course, they will need to enroll and successfully complete this course in the first semester.

Students with consistently low GPAs will be placed on academic probation and are in jeopardy of being excused from the program. The Counseling Program limits the number of courses students with low GPAs take in order that they can get acclimated to the graduate program and expectations, and develop appropriate strategies for time management and life balance, which are essential to their retention in the counseling program. This must be demonstrated in the student's improved performance.

19 Communication via LIU email address

All communication with students will take place via LIU email. This includes but is not limited to communication around application and registration deadlines, classroom and schedule changes, and other University-related information.

Requests to Take Additional Courses

A student on academic probation or with a limited matriculation condition requesting to take additional courses will need to obtain a progress summary from current professors and submit this summary to the Counseling Program Coordinator. This summary should include:

1. Student’s grade to date. (Calculation of earned scores/total number of points available to date) 2. Narrative reporting of student’s performance and classroom/intellectual dispositions using the Student Disposition Form. (Appendix O)

Once the Counseling Program Coordinator has reviewed the summary, she will then decide how best to advise the student regarding the potential to register for additional courses.

Campus Resources

ID Card

Students must obtain a university photo identification card for access to university grounds. Id cards can be obtained in the campus library located in the Pratt building in room LLC302. Contact (718) 488-1081 for more information and card hours.

Enrollment Services

LIU Brooklyn's Enrollment Services provides Registration, Bursar, Financial Aid and Academic Advising for Undergraduate, Graduate, and Transfer students.

Contact Us Office of Enrollment Services LIU Brooklyn – Student Union Building, 3rd Floor (S310) Phone: 718-488-1013 Email: [email protected]

Office Hours Monday, Thursday, Friday: 9 a.m. – 5 p.m. Tuesday, Wednesday: 9 a.m. – 7 p.m. Or call to schedule an appointment.

*students are advised to make an appointment online.

20 Campus Bookstore

The campus bookstore is located on the main campus. Students have the option to rent, buy and sell their textbooks as well as purchase supplies. Contact (718) 858-3888. Bookstore hours are:

Mon 9:30am - 6:30pm Tue 9:30am - 6:30pm Wed 9:30am - 6:30pm Thu 9:30am - 6:30pm. Friday – Sunday (closed)

Library

The campus library is located on the main campus in the Pratt Building. Contact 718-488-1081. Visit www.liu.edu/brooklyn/library. Library hours are :

(M,W,Th) 8 a.m. – 10 p.m. (Tu) 9 a.m. – 10 p.m. (F) 9 a.m. – 5 p.m. (Sat.) 9 a.m. – 6 p.m. (Sun.) 11 a.m. – 5 p.m. Summer (M-F) 9 a.m. – 5 p.m. (Sat.) Closed

Tutoring (Writing Only)

Tutoring services are available for those students enrolled in the Counseling and School Psychology programs. Tutoring sessions are drop-in. Students are seen on a first come-first served basis. Sessions usually last between 20-30 minutes if another student is waiting to be seen.

Tutoring is available at the Teacher Resource Center (located in the 3rd floor of 9 Hanover Place). There will be a table with a sign reserved for CSP Drop-In Hours. Hours vary per semester. No appointments necessary although, they are strongly encouraged.

Career Services

Students can explore career opportunities by contacting a Career Coach at 718-488-1042 or by visiting the web at [email protected]. You can also search for career opportunities, LIU Brooklyn Career Services events, and resources online through our MyCareerKey system.

21 Student Support Services

Assists students who are traditionally under-represented (first generation, low income) in postsecondary education as well as provide qualified students with disabilities with appropriate academic accommodations and support needed to ensure equal access, in the preparation for, entry to, and completion of a post secondary degree.

Location: Pratt Building - 410 Contact Number: (718) 488-1044 Hours of operation: Monday – Thursday 9-7, & Friday 9-5. Email address: [email protected] Website: http://www.liu.edu/Brooklyn/SSS

Long Island University Psychological Services

The Psychological Services Center provides free and confidential personal counseling to students. Doctoral candidates in Clinical Psychology who are supervised by licensed psychologists provide all services. The Center is located in the Pratt Building on the fifth floor in room 510. Office hours are Monday and Thursday, 9AM-4PM, Tuesday, 11AM-4PM, and Friday 10AM-3PM. To make an appointment, stop in or call (718) 488-1266

Steinberg Wellness Center Students within the LIU Community have access to health and fitness facility as well as a vast majority of programs and services. http://www.liu.edu/Brooklyn/About/Resources/SWC

Graduate Student Association of Counseling (GSAC)

GSAC is a graduate student organization for students enrolled in any of the counseling programs. Students engage in community service projects and events. Students also co-sponsor the Educating the Educator conference with SASP, Student Affiliates of School Psychology, at LIU Brooklyn.

PROGRAM POLICIES AND PROCEDURES

23 Student Progression Procedure

Progression, a data collection and review process, is part of the counseling programs’ effort to monitor and assess student academic achievement and development of professional dispositions appropriate for the field of counseling. This process monitors students’ academic performance and comportment at various points throughout the program. All students have the opportunity to be reviewed at three points determined by time markers in the students’ matriculation in the program. The timing for the review is: first academic year, 15 months into the program and the semester prior to graduation.

Phase One. Phase One is a general overview of all students in the four foundation courses of the Counseling Program (CSP 615, 649, 652, 654, and 705, 706 or 707). Students in these courses exhibiting challenges in 3 of 5 Interpersonal Dispositions by more than one faculty member and/or extreme deficits in Self-Management will be provided one of the following options: 1. Dismissal from the program. 2. Probation with contract for demonstration of improvement by Phase Two review with faculty advisor.

Phase Two. During the first academic year, all students will be assigned a faculty advisor whom is a member of the core faculty. At 15 months, the faculty advisor will complete an evaluation of each of their student advisees using a program-generated rubric. The following areas will be assessed:

1. Review of student disposition forms completed for the student. At least one is cause for intervention. 2. Number of incompletes on transcript. Two or more is cause for intervention. 3. Number of grades below B, with attention to GPA at or below 3.0.

Students demonstrating a need for intervention will be notified, placed on probation and required to meet with their faculty advisor to devise a plan for remediation. A contract with measureable target goals and appropriate deadlines will be drafted, and filed with the program coordinator. The faculty advisor will work with the student toward remediation and present the student to the faculty at-large during the May progression meeting. Documentation and feedback by the CSP Enrollment Services Counselor will be integrated in the progression meeting as well.

Phase Three. All graduating students (students starting the program fall 2013) will complete an e-portfolio which will be evaluated as a condition for graduation from the counseling program. Satisfactory evaluation of student practical training as a practicum student and intern by their site supervisor is also required as a condition for graduation. Documentation and feedback by the CSP Fieldwork Coordinator will be integrated in the progression meeting as well.

Students demonstrating adequate academic achievement, however unable to meet the professional disposition expectations required for effective practice in the field during their practical training will be counseled into the MA in Counseling Systems and Services (non- clinical) program for professionals with a desire to work in human services though not pursuant of licensure.

A. Maintenance of Grade Point Average (GPA) Students must maintain at least a 3.0 GPA to remain in good academic standing. Students with a GPA below 3.0 are placed on academic probation. These students are informed of their probationary status and must meet with the program coordinator before registration for the next semester. The program coordinator and student decide upon an appropriate course of action, which is signed by both the student and the program coordinator and placed in the student’s academic folder. Students on academic probation may take no more than 6 credits per semester. Students who are on academic probation for more than two semesters may be dismissed from the program.

B. Incomplete (INC) and Unofficial Withdrawal (UW) Grades Any student receiving an INC has two (2) semesters to complete the course. After one semester beyond the receipt of the INC, if the grade is not resolved, the student must submit a plan of action to the program coordinator on how and when the outstanding INC grade(s) will be resolved. This written plan of action must be approved and signed by the instructor of the course and the program coordinator. Students with two or more INC grades are placed on academic probation and are not permitted to register for subsequent semesters until the courses are completed. If a student does not construct a plan of action with the instructor or if the student fails to satisfactorily execute the terms of the signed plan, the INC grade will be changed to an F.

Any unofficial withdrawal (UW) grade blocks a student from registering in a subsequent semester until registration is approved by the program coordinator. Students who have received UW grades in all courses for a semester are required to submit documentation regarding the reasons for withdrawal and ability to return to program. Students with UW grades are required to meet with the program coordinator.

C. Student Disposition Faculty use a rubric to review students on the following eight dispositions: attendance; preparedness; attitude toward learning; response to feedback from faculty; staff, and peers; reflectiveness; classroom engagement and participation; expressive coherence (written and verbal); and professionalism. Ratings on each disposition range on a four-point scale from unsatisfactory to proficient. See Appendix O.  attendance: degree of tardiness, early departures, absences  preparedness: degree of preparedness for class/practicum/internship; evidence of completed reading/assignments and engagement of reading materials – written notes, questions, other responsibilities  attitude toward learning: degree of demonstration of curiosity, creativity and flexibility regarding course content, processes and tasks; sets high expectations for self  response to feedback: degree to which one views feedback and situations maturely; analyzes feedback and makes appropriate adjustments to enhance personal growth & learning; analyzes comments & interactions to make appropriate adjustments that promote a positive learning environment Student Dissatisfaction with Grade/Appeal Process

25 If a student is dissatisfied with the grade received in a course but believes that the grade was deserved, the student is permitted to register for that course for a second time in an effort to perform better. Both grades will appear on the student’s transcript, although the department will request that the Registrar include only the higher grade in the calculation of the student’s grade point average.

If a student is dissatisfied with the grade received in a course and believes that a higher grade was deserved, the student should address the matter with the instructor of the course. If the matter is not successfully resolved, the student may appeal the grade to the department chair. The student must submit a letter detailing the grade appeal and all course evidence relevant to the request. The chair will request a letter and evidence in response from the course instructor. The chair may also seek guidance from the program coordinator. The chair will submit a decision to both the student and the instructor in a timely fashion. In the event that the student is dissatisfied with the chair’s decision, the student may appeal to the Dean of the School of Education, who will review the matter with guidance from the School’s Committee on Scholastic Standing and Student Appeals and reply in a timely fashion. In the event that the student’s appeal relates to a grade given by the department chair, the student may appeal directly to the Dean.

Maintenance of Matriculation

According to the LIU Brooklyn Graduate Bulletin, it is expected that students will fulfill the requirements for the degree by registering over successive semesters, either by attending classes or maintaining matriculation. A degree candidate who does not reregister for classes must apply for maintenance of matriculation before or during the registration period, if the student wishes to continue under the requirements in effect when admitted. A fee must be paid during the registration period of each inactive semester (excluding summer sessions).

Readmission

Students who have not attended classes for more than five academic years are required to apply for readmission and must gain approval from his or her Dean. Graduating full and part time students will have completed coursework within six years of the time of admissions into the program, excluding time served in the armed forces. Coursework completed beyond this time frame will not be accepted for transfer or substitution credit.

Students earning a course grade of C or below (less than 75% of the total points for the class) will need to repeat the course. If the repeated course conflicts with the student's schedule, the student may request an extension of one academic year, in which to repeat the course when it is offered again. If the course is no longer offered, the student will seek academic advisement for the appropriate course substitution. Advisement with the Enrollment Services Counselor and Program Coordinator is required for permission to repeat a course.

Advisement and Registration

26 Although registration largely occurs online through https://my.liu.edu, students should be in regular contact with the School of Education Enrollment Services Counselor, Zalika Taylor, to ensure that all program requirements are being met. Students must meet with Ms. Taylor before registering for their first semester classes. In instances in which a permission code is needed to register online for a particular course, students may contact Ms. Taylor by email, phone, or in- person. Students should also be in regular communication with their faculty program coordinator regarding academic matters.

Plans of study and program sequences are available online, as well as this handbook. Please refer to Appendices A-E.

Enrollment Services Counselor: Zalika Taylor, 718-488-1381, [email protected]

Professional Associations Students and professionals alike rely on professional organizations for support through access to resources and benefits that are essential to a counselor’s growth in the field. Students in the Mental Health, Marriage and Family Therapy, School Counseling, and Bilingual School Counseling Degree and Advanced Certificate Programs are strongly encouraged to become members of the professional organizations related to their fields (see a listing below). In addition to information on workshops, conferences, and counseling publications, students members can also access liability insurance, which is a must have when enrolled in the internship and practicum courses.

 General Counseling

American Counseling Association, www.counseling.org

 School Counseling

American School Counselor Association, www.schoolcounselor.org

New York State School Counselor Association, www.nyssca.org

 Marriage and Family Therapy

American Association for Marriage and Family Therapy, www.aamft.org

American Association for Marriage and Family Therapy-New York, www.nyamft.org

 Mental Health Counseling

American Mental Health Counselors Association, www.amhca.org

New York Mental Health Counselors Association, www.nymhca.org

PRACTICUM AND INTERNSHIP

All Counseling students are required to participate in one 100-hour practicum and two 300- hour internships. These practicum and internship experiences provide students with the

28 opportunity to apply the knowledge and skills that they have acquired during their time here and to begin building their clinical practice.

Prior to commencing practicum or internship course, students must also attend a mandatory fieldwork meeting held each fall semester. At this meeting, students will be provided information on all practicum and internship requirements.

Course Prerequisites

Marriage and Family Therapy students must have completed all program coursework including the Marriage and Family Therapy Practicum (CSP 661F) and Psychopathology & Psychopharmacology (CSP 712) in order to be eligible to begin internship.

Mental Health Counseling students must have completed all program coursework including the Mental Health Counseling Practicum (CSP 661M) and Psychopathology & Psychopharmacology (CSP 712) in order to be eligible to begin internship.

School Counseling and Bilingual School Counseling students must have completed all program coursework including the practicum (CSP 661A or CSP 661B) in order to be eligible to begin internship. CSP 661A and CSP 661B are only offered in spring semester.

*Note: Students should refer to the course sequence given to them at initial registration to effectively plan their semester schedules.

Enrollment

In order for a student to enroll in practicum and internship courses, he or she must first obtain an appropriate placement site. Once a site is secured, the student must have their on-site supervisor review and complete the practicum or internship agreement form and submit it to the CSP Field Coordinator, Christina Scheinberg, for approval. Students may email their agreement forms ([email protected]), fax their forms (718-488-3472), attention to Christina Scheinberg, drop off their agreement forms directly, or place them in the Field Coordinators mailbox located in Hanover 437. Please note: all students must complete mandated workshops before enrolling in practicum and internship courses.

Practicum and Internship agreement forms can be found in Appendices F –M.

Once this process is completed, students may then email SOE Advisor, Zalika Taylor for the code to register for their course.

Obtaining A Site

29 To obtain an appropriate site, students are encouraged to read the agreement forms and understand what kind of experience they are required to obtain during their practicum and internships. If students are having trouble obtaining an appropriate practicum or internship site, it is highly recommended to email CSP field coordinator, Christina Scheinberg and set up an appointment to discuss any difficulties.

Students are strongly encouraged to secure a practicum or internship site by August 1st for Fall Semester, December 15th for Spring Semester and for Marriage and Family Therapy and Mental Health Counseling students only, by April 15th for Summer Semester. School Counseling and Bilingual School Counseling students do not have the option to complete practicum or internship courses in the summer and school counseling and bilingual school counseling students may only complete their practicums during the spring semester. Once a practicum site is obtained, students have the opportunity to change this site for Internship I. Although students may not change sites from Internship I to Internship II.

Hours obtained from the practicum and internship sites begin to accumulate once the student has secured a site approved by the CSP Field Coordinator and his or her course has begun.

Tracking Hours and Experience

During practicum and internship, students will keep a log of their hours and have their on-site supervisors evaluate them at the end of their placements. Logs can be found in Appendix N and evaluation forms will be given to each student during the semester so that he or she can provide the evaluation for their site supervisors to complete.

Student logs and evaluation forms are to be returned to the course professor at the end of each semester. Both of these documents will be place in each student’s permanent file and saved for five years after student graduation.

Liability Insurance

All counseling students are covered by Long Island University’s blanket professional liability policy for those enrolled in clinical programs that require both clinical practicum and internship experiences. The University maintains responsibility for notifying clinical practicum and internship sites of this insurance policy.

Fingerprints

Many sites require students to be finger printed prior to starting their practicum or internship placements. For mental health counseling and marriage and family therapy students, it is highly recommended that these students get finger printed at least one month before beginning their practicum or internship placements, if required.

However, it is a requirement for all School Counseling and Bilingual School Counseling students to get finger printed before starting their practicum. You will not be able to register for

30 your practicum unless you have completed the finger printing process. This is a requirement by New York State in order to obtain certification.

Information on how to complete this finger printing process is below:

DOE Placements: http://schools.nyc.gov/Offices/DHR/Fingerprinting+Employee+IDs+and+Smart+Cards.htm

Non-DOE Placements: www.nysed.gov

MHC Placements: http://www.nyc.gov/html/doi/html/fingerprint/fingerprint.shtml

Student Health Insurance

During the academic year, Long Island University has partnered with Gallagher Koster to develop a cost-effective Student Health Insurance Plan that provides our students and families with robust medical coverage at school, back home, and while traveling or studying abroad. The 2014-15 Plan compliant with FINAL phase of Federal Health Care Reform and offers students and their dependents access to a network of doctors, hospitals, and pharmacies throughout the country, benefit maximums is now unlimited per policy year with improved prescription drug benefits. The insurance company is again UnitedHealthcare and the claims company is UnitedHealthcare StudentResources.

The Student Health Insurance Plan is available to any and all that require foreign travel are mandated to enroll in the Plan, even if they have comparable coverage. All international students, clinical students, residential students, Global College and intercollegiate athletes are automatically enrolled in the Plan but can waive participation online at www.gallagherkoster.com/liu if they have comparable coverage under a family plan or other policy. Students who enter during the Spring and Summer terms can also participate in the plan with shorter coverage periods, reduced rates, and specific enrollment/waiver deadlines.

Beginning on August 15th, students can go to my.liu.edu and click on the “Student Health Insurance” link from the Student Center Home Page to enroll in the Plan, waive coverage, print temporary ID cards, and file or check claims. Coverage begins on August 15th, which represents the start of the plan year, and extends through August 14th.

Note: Any student who have been automatically enrolled in the plan and wishes to waive coverage, must go online and receive confirmation by the waiver deadlines listed below.

Enrollment Waiver Periods

31 Annual August 15 – September 30 Plan: Spring January 1 - February 15 Plan: Summer May 15 – July 8 Plan:

Please enroll or waive online at www.gallagherkoster.com/liu within the periods noted above to ensure that you have the proper coverage. Please note that you must provide evidence that you have other insurance that provides the necessary coverage.

Annual Rates

 Mandatory and Compulsory/Hard Waiver Students - $1910.00  Spouse/Domestic Partner - $6,795  Child(ren) - $5,618

* Prices are subject to change

Compulsory/Hard Waiver Students:

Eligibility is defined as students enrolled in a clinical degree program, participating in intercollegiate athletics, international status, Global College and/or students residing on campus. Charges are placed on the student's account statement prior to the start of the Fall term. These students are permitted to waive out by the deadlines noted above, provided they have insurance that provides the necessary coverage. Students who waive will see a credit.

NOTE: New students who enter during the Spring or Summer terms will participate in the Plan with prorated coverage periods and rates.

If you require additional assistance, please call the Long Island University's Office of Student Financial Services at 516-299-2553.

GRADUATION REQUIREMENTS

PROGRAM COMPLETION

GRADUATION AND COMMENCEMENT

33 Along with the required number of credits and successful completion of the E-Portfolio, the University requires that graduate students achieve a cumulative grade point average of 3.0 to be eligible for graduation.

Students file for graduation at the Office of the Registrar early in the semester in which all degree requirements will be complete*. Deadlines are listed in each year’s academic calendar.

Important details:

 Degrees are conferred in January, May, and September  Apply to receive the degree in the month that corresponds with completion of course requirements.

*If a student completes degree requirements by December of a given year, the student would then apply for January graduation. If a student completes degree requirements by August of a given year, the student would then apply for September graduation.

APPLICATION FOR GRADUATION WITH DISTINCTION

Eligible students may apply to graduate the counseling program with distinction, an elite designation reserved for students that have accomplished academic excellence, in addition to demonstrating the highest quality personal and professional dispositions as a student, counselor- trainee and peer-colleague.

Process Students will submit a letter of application and related materials to the Counseling Program Coordinator by February 15 of the graduating year. Following review by the Counseling Faculty, up to three students will be selected and invited to conduct a 30 minute presentation (20 minutes of presentation, 10 minutes for Q/A) to the counseling faculty. Students with interest may consult their faculty advisor for support in preparing their application.

Presentation Guidelines  The process will include a 20-minute student presentation, 10-minute Q/A, faculty deliberation, and announcement of decision.  The following content areas should be presented (20 minutes): . Introduction -- Who you are, the program from which you are graduating and what distinguishes you as an exemplar of the counseling program. . Professional aspirations -- Briefly present your professional philosophy, how did it develop within the context of the academic program, and where do you see your practice manifesting in the next 5-10 years. . Academic preparations -- Highlight three academic experiences represented in your e-portfolio that were transformative for your development into a counselor (mental health, school (bilingual), or marriage and family

34 therapy). Be prepared to show these in your presentation as your e-portfolio will be displayed during the oral presentation. . Feedback to the program: As your faculty, what do we need to know about your experience in the program to improve upon our work with students in the future?  Faculty Deliberation (10 minutes): A brief meeting between the faculty will occur and the student will be excused as their presentation is discussed.  Decision: The student will be invited back into the room, provided feedback, and learn of the faculty decision.

Application Materials  Letter of Application (statement of intent to apply to graduate with distinction, description of key aspects of their academic experience that make them an exemplar candidate, and discussion of what this distinction may mean for their academic and professional plans)  Faculty Letter of Recommendation (an endorsement from any faculty member familiar with the students’ academic strengths and personal/professional dispositions)  Statement of Endorsement by Enrollment Services Counselor (a brief statement of endorsement by Faculty Advisor)

Eligibility Requirements Eligible students will have:  A GPA of 3.5 or higher.  Remained in good academic standing throughout their matriculation through the program.  Successfully completed all graduation requirements (i.e., courses, workshops and e-portfolio) by the May graduation date.  Exemplified highest dispositional standards.

POLICY ON E-PORTFOLIOS

The Counseling Program utilizes E-Portfolios to assess and evaluate student academic performance and professional development. The E-portfolio is a compilation of student academic work and professional documents that reflect the Goals and Learning Objectives of the Counseling Program while also serving as a depository of student materials to be used and

35 shared for professional development and career advancement. The E-Portfolio has replaced the Counseling Comprehensive Exam as a graduation requirement.

Note

Digication will be the platform used for students completing their E-Portfolios in the October 2016. The Counseling Program plans to transition to Blackboard in Spring 2017.

E- Portfolio Orientation

The E-portfolio orientation will be held during the New Student Orientation and during Professional Issues and Ethics in Counseling (CSP 615). At this time, students will be provided with their portfolio account log-in information. Several workshops are held throughout the year on the E-Portfolio.

The E-portfolio orientation covers the following information: 1. Review of the Counseling Program and Learning Objectives and relation between these and student coursework and e-portfolio evidence submission. 2. Access to the E-portfolio and set up of Counseling Program E-portfolio template on the Digication or Blackboard Platform. 3. Discussion of examples of evidence and appropriate rationale to introduce evidence (i.e., student work). 4. Presentation of “How to” upload evidence to the e-portfolio. 5. Discussion of required and recommended Professional Documents to be added to E- portfolio. 6. Discussion E-portfolio etiquette and introduction page. 7. Discussion of E-portfolio submission and evaluation process.

Timeline As a requirement for graduation, students will need to assemble and submit their E-portfolio during the semester prior to submitting their application for graduation, allowing plenty of time for review and feedback to students, as well as for Oral Presentation scheduling for students intending to apply to Graduate with Distinction Session.

36 Application submitted for E-Portfolio Submission Deadline

May Graduation October 1 September Graduation March 1 January Graduation June 1

Instructional Resources

The School of Education has developed informational handouts to support students’ facilitation of the E-Portfolio requirement and managing the Digication Platform interface. These handouts are: a. Digication Instructions for Counseling Students b. Submission Instructions for Counseling Students

They condense information that will be presented during the E-Portfolio Orientation and are included in the appendices of your handbook. See Appendices R and S for instructions.

COMMUNITY BASED RESOURCES

38 Counseling Services

Ensuring optimal mental health is an important part of our total well-being. Below are various organizations, phone numbers and websites that can be useful in time of need or to aide in self- exploration. Long Island University encourages students to utilize these services as they see fit.

Long Island University Psychological Services The Psychological Services Center provides free and confidential personal counseling to students. Doctoral candidates in Clinical Psychology who are supervised by licensed psychologists provide all services. The Center is located in the Pratt Building on the fifth floor in room 510 is open Monday and Thursday, 9AM-4PM, Tuesday, 11AM-4PM, and Friday 10AM-3PM. To make an appointment, stop in or call (718) 488-1266.

Mental Health Services For additional substance abuse treatment centers: www.SAMHSA.gov Manhattan New York Counseling & Guidance LGBT 160 West End Avenue, Suite 1N Institute for Human Identity New York, NY 160 West 24th Street 212-362-1086 New York, NY 10023 212-243-2830 Brooklyn Brooklyn Center for Psychotherapy Grief and Bereavement 300 Flatbush Avenue New York Weill Cornell Medical College Brooklyn, NY 11217 445 East 69th Street 718-622-2000 New York, NY

Queens Emergency Care Long Island Consultation Center 97-29 64th Road Manhattan Rego Park, Queens, NY Metropolitan Hospital Center 718-896-3400 1901 First Avenue New York, NY 10029 Bronx Institute for Family Health Brooklyn 2590 Frisby Avenue Brooklyn Hospital Center Bronx, NY 10461 121 DeKalb Avenue 718-239-1610 Brooklyn, NY 11201

Staten Island Queens American Institute for Creative Living Elmhurst Hospital Center 2295 Victory Blvd. 79-01 Broadway Staten Island, NY 10314 Elmhurst, NY 11373 718-698-0300 Bronx Specialized Services Lincoln Medical and Mental Health Center 234 East 149th Street Eating Disorder Treatment Bronx, NY 10451 Eating Disorder Resource Center 24 East 12th Street New York, NY 10003 Staten Island 212-989-3987 Richmond University Medical Center 355 Bard Avenue Substance Abuse Treatment Staten Island, NY 10310 Hazelden 322 8th Avenue, 12th Floor New York, NY 10001 212-420-9520

39 Emergency Care & Psychiatric Services near Long Island University- Brooklyn

Brooklyn Brooklyn Hospital Center 121 DeKalb Avenue Brooklyn New York 11201 Kings County Hospital Center 451 Clarkson Avenue (between New York and Albany Avenues), Brooklyn, NY 11203 Woodhull Medical Center 760 Broadway Brooklyn, New York 11206 Manhattan Bellevue Hospital Center 462 First Avenue New York, New York 10016 Beth Israel Medical Center 317 East 17th St # 11 New York, NY Metropolitan Hospital Center 1901 First Avenue New York, New York 10029 Queens Queens Hospital Center 82-68 164th Street Jamaica, New York 11432 Elmhurst Hospital Center 79-01 Broadway Elmhurst, New York 11373 Bronx Jacobi Medical Center 1400 Pelham Parkway South Bronx, New York 10461 Lincoln Medical and Mental Health Center 234 East 149th Street Bronx, New York 10451 Staten Island Staten Island University Hospital 475 Seaview Avenue Staten Island, NY 10305 Richmond University Medical Center 355 Bard Avenue Staten Island, NY 10310

40 Local Health Resources near Long Island University- Brooklyn

Eating Disorders New York-Presbyterian Hospital/Columbia University Medical Center 622 West 168th Street New York, NY 10032 (212) 305-6001 Columbia University Center for Eating Disorders Clinic Unit 98 1051 Riverside Drive New York, NY 10032 The Renfrew Center 11 East 36th Street, 2nd Floor New York, New York 10016 Self-Mutilation NYU Langone Medical Center and School of Medicine 550 First Avenue New York, NY 10016 Substance Abuse Phoenix House 2191 Third Avenue New York, NY 10035 Hazeldon Addiction Treatment Center 322 8th Ave., 12th Floor New York City, NY 10001 Stuyvesant Square Chemical Dependency Services 16th Street and First Avenue Bernstein Pavilion New York, NY 10003 Grief/Bereavement Loss & Bereavement Program Jewish Board of Family and Children’s Services New York NY 212-795-9888 / 582-9100 Visiting Nurse Service of New York Hospice Care New York NY 212-609-1979 NY Weill Cornell Medical College 445 E 69th St New York

41 Additional Services:

Websites

Office of Mental Health: https://www.omh.ny.gov

New York City Innovations in Mental Health: http://newyorkcity.ny.networkofcare.org/mh/services/

Information Hotlines

24-Hour Suicide Information and Helpline: 1-800-273-8255

LifeNet Free Disaster and Counseling Helpline English: 1800-543-3638 Spanish: 1800 AYUDESE Asian: 1800-990-8585

New York City General Information: 311

*The resources listed above are provided for your convenience. The department does not endorse any particular agency or practitioner. For additional resources, please feel free to contact your Advisor, Program Coordinator, or Department Chair.

APPENDICES

Appendix A

Long Island University School of Education Marriage and Family Therapy Program

Name: ______ID# ______

Record of Advisement Adopted Fall 2016

Prerequisite Core Courses Term Grade *TAL879 Test Strategies for Educators ______CSP 615 Professional Issues and Ethics in Counseling ______CSP 652 Human Development Across the Lifespan ______

Common Core Courses Term Grade

CSP 659 Counseling in a Pluralistic Setting ______CSP 660A Group Work ______CSP 668A Assessment and Diagnosis in Counseling ______Diverse Populations

Specialty Courses Term Grade

CSP 707 Foundations of Marriage and Family Therapy ______CSP 657A Marriage and Family Counseling ______Theoretical Foundations CSP 657B Contemporary Marriage and Family Therapy ______CSP 657C Marriage and Family Counseling: Clinical Knowledge and Skills ______CSP 658 Couples Therapy ______

CSP 700 Family Law CSP 679 Substance Abuse ______CSP 709 Research, Evidence-based Practice and Program ______Evaluation (10hrs Fieldwork) CSP 639 Youth Culture in an Urban Environment ______* CSP 712 Psychopathology and Psychopharmacology ______(10hrs Fieldwork)

Internship Practice Courses Term Grade

CSP 661F Marriage & Family Counseling Practicum ______(100hrs Fieldwork w/ 40hrs Direct Service) CSP 665F Marriage & Family Counseling Internship I ______(300hrs Fieldwork w/ 130 Direct Service) CSP 666F Marriage & Family Counseling Internship II ______(300hrs Fieldwork w/ 130 Direct Service)

Electives No electives

Additional requirements for Graduation and Certification:

E-portfolio: ______Child Abuse ID: ______

* Please note that CSP 712 is a co-requisite for CSP 661F and a pre-requisite for CSP 665F/666F.

Signature: ______Date: ______

Fall Semester (1) Credits (12) Spring Semester (2) Credits (12) CSP 615 Professional Issues and Ethics in 3 CSP 707 Foundations of Marriage and Family 3 Counseling Therapy CSP 652 Human Development Across the 3 CSP 660A Group Work 3 Lifespan CSP 700 Family Law 3 CSP 707 Foundations of Marriage and Family 3 CSP 709 Research, Evidence-based Practice and 3 Therapy Program CSP 639 Youth Culture in an Urban Environment 3

Summer Semester (3) Credits (12) Fall Semester (4) Credits (12) CSP 659 Counseling in a Pluralistic Setting 3 CSP 679 Substance Abuse 3 CSP 668A Assessment and Diagnosis in 3 CSP 657C Marriage and Family Counseling: 3 Counseling Diverse Populations Clinical Knowledge and Skills CSP 712 Psychopathology and 3 CSP 658 Couples Therapy 3 Psychopharmacology CSP 661F Marriage & Family Counseling CSP 657 B Contemporary Family Therapy 3 Practicum 3 Theories (100hrs Fieldwork w/ 40hrs Direct Service)

Spring Semester (5) Credits (6) Summer Semester (6) Credits (6) CSP 665F Marriage & Family Counseling CSP 666F Marriage & Family Counseling Internship I 6 Internship II 6 (300hrs Fieldwork w/ 130 Direct Service) (300hrs Fieldwork w/ 130 Direct Service)

Long Island University School of Education Marriage & Family Therapy Program

Name: ______ID# ______

Record of Advisement for Advanced Certificate in Marriage & Family Therapy (up to 39 credits)

Specialty Courses Term Grade *TAL879 Test Strategies for Educators ______CSP 657A Marriage and Family Counseling ______Theoretical Foundations CSP 657B Marriage and Family Counseling ______Clinical Knowledge and Skill CSP 700 Family Law ______CSP 709 Research, Evidence-based Practice and Program ______Evaluation (10hrs Fieldwork) CSP 712 Psychopathology and Psychopharmacology ______(10hrs Fieldwork)

Practicum/Internship Courses Term Grade CSP 661F Marriage & Family Counseling Practicum ______(100hrs Fieldwork w/ 40hrs Direct Service) CSP 665F Marriage & Family Counseling Internship I ______(Preq. CSP 661F; 300hrs Fieldwork w/ 130 Direct Service) CSP 666F Marriage & Family Counseling Internship II ______(Preq. CSP 665F; 300hrs Fieldwork w/ 130 Direct Service)

Elective Courses Term Grade Elective I ______Elective II ______Elective III ______

Fall Semester Credits (6) Spring Semester Credits (9) CSP 657A Marriage and Family Counseling: 3 CSP 657B Marriage and Family Counseling: 3 Theoretical Foundations Clinical Knowledge and Skill CSP 700 Family Law 3 CSP 709 Research, Evidence-based Practice and 3 Program Evaluation CSP 712 Psychopathology and 3 Psychopharmacology Summer Semester Credits (6) CSP 665F Marriage & Family Counseling 3 Practicum Elective 3 Fall Semester Credits (9) Spring Semester Credits (9) CSP 665F Marriage & Family Counseling 6 CSP 666F Marriage & Family Counseling 6 Internship I Internship II Elective 3 Elective 3

Additional requirements for Graduation and Certification:

Child Abuse ID: ______

* Please note that CSP 712 is a co-requisite for CSP 661F and a pre-requisite for CSP 665F/666F.

Signature: ______Date: ______

Appendix B

Long Island University School of Education Mental Health Counseling Program

Name: ______ID# ______

Record of Advisement

Prerequisite Introductory Courses Term Grade *TAL879 Test Strategies for Educators ______CSP 615 Professional Issues and Ethics in Counseling ______CSP 649 Counseling Theories and Applications ______CSP 652 Human Development Across the Lifespan ______CSP 654 Counseling Skills and Processes ______

Common Core Courses Term Grade

CSP 659 Counseling in a Pluralistic Setting ______CSP 660A Group Work ______CSP 668A Assessment and Diagnosis in Counseling ______Diverse Populations CSP 682 Career Development and Counseling ______

Practice and Specialty Courses Term Grade

CSP 661M Mental Counseling Practicum ______(100hrs Fieldwork w/ 40hrs Direct Service) CSP 706 Foundations of Mental Health Counseling ______(10hrs Fieldwork) CSP 709 Research, Evidence-based Practice and Program ______Evaluation (10hrs Fieldwork) * CSP 712 Psychopathology and Psychopharmacology ______(10hrs Fieldwork)

Internship Courses Term Grade

CSP 665M Mental Health Counseling I ______(300hrs Fieldwork w/ 120 Direct Service) CSP 666M Mental Health Counseling II ______(300hrs Fieldwork w/ 120 Direct Service)

Electives Term Grade Elective I ______Elective II ______Elective III ______Elective IV ______

Additional requirements for Graduation and Certification:

E-portfolio: ______

Child Abuse ID: ______

* Please note that CSP 712 is a co-requisite for CSP 661M and a pre-requisite for CSP 665M/666M.

Signature: ______Date: ______

Long Island University School of Education Mental Health Counseling Program

Name: ______ID# ______

Record of Advisement for Advanced Certificate in Mental Health Counseling (24 credits)

Specialty Courses Term Grade *TAL879 Test Strategies for Educators ______CSP 706 Foundations of Mental Health Counseling ______(10hrs Fieldwork) CSP 709 Research, Evidence-based Practice and Program ______Evaluation (10hrs Fieldwork) CSP 712 Psychopathology and Psychopharmacology ______(10hrs Fieldwork)

Practicum/Internship Courses Term Grade

CSP 661M School Counseling Practicum ______(100hrs Fieldwork w/ 40hrs Direct Service) CSP 665M Mental Health Counseling Internship I ______(300hrs Fieldwork w/ 120 Direct Service) CSP 666M Mental Health Counseling Internship II ______(300hrs Fieldwork w/ 120 Direct Service)

Fall Semester Credits (6) Spring Semester Credits (6) CSP 709 Research, Evidence-based Practice and 3 CSP 706 Foundations of Mental Health 3 Program Evaluation Counseling CSP 712 Psychopathology and 3 CSP 661M School Counseling Practicum 3 Psychopharmacology

Fall Semester Credits (6) Spring Semester Credits (6) CSP 665M Mental Health Counseling Internship I 6 CSP 666M Mental Health Counseling Internship 6 II

Additional requirements for Graduation and Certification:

Child Abuse ID: ______

* Please note that CSP 712 is a co-requisite for CSP 661M and a pre-requisite for CSP 665M/666M.

Signature: ______Date: ______

Appendix C

Long Island University School of Education School Counseling Program

Name: ______ID# ______

Record of Advisement

Common Core Courses Term Grade

CSP 659 Counseling in a Pluralistic Setting ______CSP 660A Group Work ______CSP 668A Assessment and Diagnosis in Counseling ______Diverse Populations CSP 682 Career Development and Counseling ______

Practice and Specialty Courses Term Grade

CSP 661A School Counseling Practicum ______(100hrs Fieldwork w/ 40hrs Direct Service) CSP 705 Foundations of School Counseling ______(10hrs Fieldwork) CSP 708 School Counseling Research, Program, ______Development and Evaluation (10hrs Fieldwork) CSP 711 Advocacy, Leadership, Collaboration and ______Consultation in School Counseling (10hrs Fieldwork)

Internships Term Grade

CSP 665A School Counseling I ______(300hrs Fieldwork w/ 120 Direct Service) CSP 666A School Counseling II ______(300hrs Fieldwork w/ 120 Direct Service)

Additional requirements for Graduation and Certification:

E-portfolio: ______

DASA (Bullying/Cyber-bullying/Harassment/Discrimination): ______Child Abuse ID: ______School Violence Prevention: ______

* Please note that CSP 711is a co-requisite for CSP 661A and a pre-requisite for CSP 665A/666A.

Signature: ______Date: ______

Long Island University School of Education School Counseling Program

Name: ______ID# ______

Record of Advisement for Advanced Certificate in School Counseling (24 credits)

Specialty Courses Term Grade

CSP 705 Foundations of School Counseling ______(10hrs Fieldwork) CSP 708 School Counseling Research, Program, ______Development and Evaluation (10hrs Fieldwork) CSP 711 Advocacy, Leadership, Collaboration and ______Consultation in School Counseling (10hrs Fieldwork)

Practicum/Internship Courses Term Grade

CSP 661A School Counseling Practicum ______(100hrs Fieldwork w/ 40hrs Direct Service) CSP 665A School Counseling I ______(300hrs Fieldwork w/ 120 Direct Service) CSP 666A School Counseling II ______(300hrs Fieldwork w/ 120 Direct Service)

Fall Semester Credits (6) Spring Semester Credits (6) CSP 705 Foundations of School Counseling 3 CSP 661A School Counseling Practicum 3 CSP 708 School Counseling Research, Program, CSP 711 Advocacy, Leadership, Collaboration 3 Development and Evaluation 3 and Consultation in School Counseling

Fall Semester Credits (6) Spring Semester Credits (6) CSP 665A School Counseling I 6 CSP 666A School Counseling II 6

Additional requirements for Graduation and Certification:

DASA (Bullying/Cyber-bullying/Harassment/Discrimination): ______Child Abuse ID: ______

School Violence Prevention: ______

* Please note that CSP 711is a co-requisite for CSP 661A and a pre-requisite for CSP 665A/666A.

Signature: ______Date: ______

50 Appendix D

Long Island University School of Education Bilingual School Counseling Program

Name: ______ID# ______

Record of Advisement for Advanced Certificate in Bilingual School Counseling

Specialty Courses Term Grade *TAL879 Test Strategies for Educators ______CSP 705 Foundations of School Counseling ______(10hrs Fieldwork) CSP 708 School Counseling Research, Program, ______Development and Evaluation (10hrs Fieldwork) CSP 711 Advocacy, Leadership, Collaboration and ______Consultation in School Counseling (10hrs Fieldwork) CSP 726 Counseling Ethnolinguistically Diverse Students ______And Families (10hrs Fieldwork)

Practicum/Internship Courses Term Grade

CSP 661B Bilingual School Counseling Practicum ______(100hrs Fieldwork w/ 40hrs Direct Service) CSP 665B Bilingual School Counseling I ______(300hrs Fieldwork w/ 120 Direct Service) CSP 666B Bilingual School Counseling II ______(300hrs Fieldwork w/ 120 Direct Service)

Fall Semester Credits (6) Spring Semester Credits (9) CSP 705 Foundations of School Counseling 3 CSP 661B Bilingual School Counseling Practicum 3 CSP 708 School Counseling Research, Program, CSP 711 Advocacy, Leadership, Collaboration and Development and Evaluation 3 Consultation in School Counseling 3 CSP 726 Counseling Ethnolinguistically Diverse Students 3

Fall Semester Credits (6) Spring Semester Credits (6) CSP 665B Bilingual School Counseling I 6 CSP 666B Bilingual School Counseling II 6

Additional requirements for Graduation and Certification:

DASA (Bullying/Cyber-bullying/Harassment/Discrimination): ______Child Abuse ID: ______School Violence Prevention: ______BEA (Bilingual Assessment Exam): ______

* Please note that CSP 711is a co-requisite for CSP 661B and a pre-requisite for CSP 665B/666B

Signature: ______Date: ______

PRACTICUM AND INTERNSHIP AGREEMENT FORMS

53 Appendix E

Long Island University – Brooklyn School of Education Counseling and School Psychology, Counseling Programs

MFT PRACTICUM CONFIRMATION AGREEMENT The following individual, a graduate student in the Marriage and Family Therapy program at Long Island University, Brooklyn Campus, will be completing practicum at ______during the ______20_____ semester. All practicum hours will be completed onsite.

 A total of 100 hours needs to be completed within the 15 week semester; this averages 5 hours weekly. In other words, the student will be on site for 5 hours each week.  A minimum of 40 of the 100 hours must be direct client contact. Direct client contact is when the student is directly providing counseling services to assigned clients. Examples of direct client contact include, but are not limited to individual sessions, group sessions, or intakes. This amounts to having about 3 hours of direct client contact weekly.  The remaining hours will be used for indirect services. Examples of these include case management (phone calls, documentation, writing letters), filing, attending trainings, supervision, case reports, creating lesson plans or group work, other activities with the clients).

The intern will work under supervision in the observation and practice of marriage and family therapy, as defined by the New York State Education Law as follows:

 the assessment and treatment of nervous and mental disorders, whether affective, cognitive or behavioral, which results in dysfunctional interpersonal family relationships including, but not limited to familial relationships, marital/couple relationships, parent- child relationships, pre-marital and other personal relationships;  the use of mental health counseling, psychotherapy and therapeutic techniques to evaluate and treat marital, relational, and family systems, and individuals in relationship to these systems;  the use of mental health counseling and psychotherapeutic techniques to treat mental, emotional and behavioral disorders and ailments within the context of marital, relational and family systems to prevent and ameliorate dysfunction; and  the use of assessment instruments and mental health counseling and psychotherapy to identify and evaluate dysfunctions and disorders for purposes of providing appropriate marriage and family therapy services.

The practicum student will also have the opportunity to become familiar with a variety of professional activities in addition to direct service (e.g., record keeping, consultation, report writing, information review, making referrals, development activities, and staff meetings).

I understand that the site supervisor must meet the following New York State requirements:

54 i. The supervisor shall have completed a master's or higher degree program in marriage and family therapy, in the subject of the field in which the supervisor is licensed as prescribed in subparagraph (iii) of this paragraph, or another field related to the field of counseling in medicine, as a physician assistant, psychology, licensed clinical social work, or as a registered professional nurse or nurse practitioner and competent in the practice of Marriage and Family Therapy, or must have the equivalent qualifications as determined by the Department for experience completed in another jurisdiction. ii. The supervisor shall have engaged in the practice of marriage and family therapy for three years or the part-time equivalent. For purposes of this subparagraph, practice on a full-time basis shall mean 960 clock hours in the practice of marriage and family therapy, earned over a 52-week period; and iii. The supervisor shall be licensed and registered in New York State to practice marriage and family therapy, pursuant in Title 8, Article 163, Section 8403 of the New York State Education Law and Section 52.33 and Subpart 79-10 of the Regulations of the Commissioner of Education; or be an individual with equivalent qualifications as determined by the department. Supervision shall consist of contact between the intern and supervisor during which: i. the intern apprises the supervisor of the assessment and treatment of each client; ii. the intern's cases are discussed with the supervisor; iii. the supervisor provides the intern with oversight and guidance in:  Assessment and evaluation of affective, behavioral, and cognitive disorders that cause unhealthy functioning or distress in families  Providing pre-marital and/or relationship counseling to all types of committed couples  Helping children, teenagers and parents to improve communication and to reduce challenges to healthy functioning in their relationship and interactions  Helping patients identify goals and solutions specific to the problems that are causing emotional distress  Facilitating collaboration of the marriage and family therapist, patient(s) and other networks in which the patient(s) are involved to create a multidisciplinary treatment team iv. the supervisor provides an average of one hour per week or two hours every other week of in-person individual or group supervision. The practicum student will be attending an internship class at LIU (Day______:Time______). Interns will protect the confidentiality of clients by never revealing identifying information about clients, orally or in writing. Practicum Student Print Name ______Practicum Student Signature ______Date______Supervisor Print Name ______Supervisor Signature ______Date______Supervisor Title______Supervisor Phone Number______Supervisor Email Address______Supervisor Field of License ______New York License # ______Site Address ______University Field Coordinator Date

55 Appendix F

Long Island University – Brooklyn School of Education Counseling and School Psychology, Counseling Programs

MFT INTERNSHIP CONFIRMATION AGREEMENT The following individual, a graduate student in the Marriage and Family Therapy program at Long Island University, Brooklyn Campus, will be completing internship at ______during the ______20_____ semester. All practicum hours will be completed onsite.

 A total of 300 hours needs to be completed within the 15 week semester; this averages 20 hours weekly. In other words, the student will be on site for 20 hours each week, about 3 days a week for 7 hours each day.  A minimum of 120 of these 300 hours must be direct client contact. Direct client contact is when the student is directly providing counseling services to assigned clients. Examples of direct client contact include, but are not limited to individual sessions, group sessions, or intakes. This amounts to having about 8 hours of direct client contact weekly.  The remaining hours will be used for indirect services. Examples of these include case management (phone calls, documentation, writing letters), filing, attending trainings, supervision, case reports, creating lesson plans or group work, other activities with the clients).

The intern will work under supervision in the observation and practice of marriage and family therapy, as defined by New York State:

56 I understand that the site supervisor must meet the following New York State requirements: i. The supervisor shall have completed a master's or higher degree program in marriage and family therapy, in the subject of the field in which the supervisor is licensed as prescribed in subparagraph (iii) of this paragraph, or another field related to the field of counseling in medicine, as a physician assistant, psychology, licensed clinical social work, or as a registered professional nurse or nurse practitioner and competent in the practice of Marriage and Family Therapy, or must have the equivalent qualifications as determined by the Department for experience completed in another jurisdiction. ii. The supervisor shall have engaged in the practice of marriage and family therapy for three years or the part-time equivalent. For purposes of this subparagraph, practice on a full-time basis shall mean 960 clock hours in the practice of marriage and family therapy, earned over a 52-week period; and iii. The supervisor shall be licensed and registered in New York State to practice marriage and family therapy, pursuant in Title 8, Article 163, Section 8403 of the New York State Education Law and Section 52.33 and Subpart 79-10 of the Regulations of the Commissioner of Education; or be an individual with equivalent qualifications as determined by the department. Supervision shall consist of contact between the intern and supervisor during which: i. the intern apprises the supervisor of the assessment and treatment of each client; ii. the intern's cases are discussed with the supervisor; iii. the supervisor provides the intern with oversight and guidance in:  Assessment and evaluation of affective, behavioral, and cognitive disorders that cause unhealthy functioning or distress in families  Providing pre-marital and/or relationship counseling to all types of committed couples  Helping children, teenagers and parents to improve communication and to reduce challenges to healthy functioning in their relationship and interactions  Helping patients identify goals and solutions specific to the problems that are causing emotional distress  Facilitating collaboration of the marriage and family therapist, patient(s) and other networks in which the patient(s) are involved to create a multidisciplinary treatment team iv. the supervisor provides an average of one hour per week or two hours every other week of in-person individual or group supervision. The intern will be attending an internship class at LIU (Day______:Time______). Interns will protect the confidentiality of clients by never revealing identifying information about clients, orally or in writing. Intern Print Name ______Intern Signature ______Date______Supervisor Print Name ______Supervisor Signature ______Date______Supervisor Title______Supervisor Phone Number______Supervisor Email Address______Supervisor Field of License ______New York License # ______Site Address ______University Field Coordinator Date

Appendix G

Long Island University – Brooklyn School of Education Counseling and School Psychology, Counseling Programs

MHC PRACTICUM CONFIRMATION AGREEMENT The following individual, a graduate student in the Mental Health Counseling program at Long Island University, Brooklyn Campus, will be completing practicum at ______during the ______20_____ semester. All practicum hours will be completed onsite.

The intern will work under supervision in the observation and practice of mental health counseling, as defined by the New York State Education Law as follows:  The evaluation, assessment, amelioration, treatment, modification, or adjustment to a disability, problem, or disorder of behavior, character, development, emotion, personality or relationships by the use of verbal or behavioral methods with individuals, couples, families or groups in private practice, group, or organized settings  The use of assessment instruments and mental health counseling and psychotherapy to identify, evaluate and treat dysfunctions and disorders for purposes of providing appropriate mental health counseling services.

The intern will also have the opportunity to become familiar with a variety of professional activities in addition to direct service (e.g., record keeping, consultation, report writing, information review, making referrals, development activities, and staff meetings). I understand that the site supervisor must meet the following New York State requirements: i. The supervisor shall have completed a master's or higher degree program in counseling, in the subject of the field in which the supervisor is licensed as prescribed in subparagraph iii (below) of this paragraph, or another field related to the field of counseling as determined by the NYS Department of Education ii. The supervisor shall have engaged in the practice of mental health counseling for three years or the part-time equivalent. For purposes of this subparagraph, practice on a fulltime basis shall mean 960 clock hours in the practice of mental health counseling, earned over a 52-week period

iii. The supervisor shall be licensed and registered in New York State to practice mental health counseling, medicine, as a physician assistant, psychologist, licensed clinical social work, or as a registered professional nurse or nurse practitioner, pursuant to Articles 163, 131, 131-b, 139, 153, or 154 of the Education Law, respectively; or be an individual with equivalent qualifications as determined by the department.

Also in accordance with New York State requirements, I understand that supervision of the experience shall consist of contact between the intern and supervisor during which: 1 The intern apprises the supervisor of the assessment and treatment of each client 2 The intern's cases are discussed with the supervisor 3 The supervisor provides the intern with oversight and guidance in: assessment and evaluation, treatment planning, completing psychosocial histories and progress notes, individual counseling, group counseling, psychotherapy, and consultation 4 The supervisor provides an average of one hour per week or two hours every other week of in-person individual or group supervision. The intern will be attending an internship class at LIU (Day______:Time______). Interns will protect the confidentiality of clients by never revealing identifying information about clients, orally or in writing. Intern Print Name ______Intern Signature ______Date______Supervisor Print Name ______Supervisor Signature ______Date______Supervisor Title______Supervisor Phone Number______Supervisor Email Address______Supervisor Field of License ______New York License # ______Site Address ______

______University Field Coordinator Date

Appendix H

Long Island University – Brooklyn School of Education Counseling and School Psychology, Counseling Programs

MHC INTERNSHIP CONFIRMATION AGREEMENT The following individual, a graduate student in the Mental Health Counseling program at Long Island University, Brooklyn Campus, will be completing internship at ______during the ______20_____ semester. All practicum hours will be completed onsite.

The intern will work under supervision in the observation and practice of mental health counseling, as defined by New York State:

 the evaluation, assessment, amelioration, treatment, modification, or adjustment to a disability, problem, or disorder of behavior, character, development, emotion, personality or relationships by the use of verbal or behavioral methods with individuals, couples, families or groups in private practice, group, or organized settings; and  the use of assessment instruments and mental health counseling and psychotherapy to identify, evaluate and treat dysfunctions and disorders for purposes of providing appropriate mental health counseling services.

I understand that the site supervisor must meet the following New York State requirements: i. The supervisor shall have completed a master's or higher degree program in counseling, in the subject of the field in which the supervisor is licensed as prescribed in subparagraph iii (below) of this paragraph, or another field related to the field of counseling as determined by the NYS Department of Education ii. The supervisor shall have engaged in the practice of mental health counseling for three years or the part-time equivalent. For purposes of this subparagraph, practice on a fulltime basis shall mean 960 clock hours in the practice of mental health counseling, earned over a 52-week period iii. The supervisor shall be licensed and registered in New York State to practice mental health counseling, medicine, as a physician assistant, psychologist, licensed clinical social work, or as a registered professional nurse or nurse practitioner, pursuant to Articles 163, 131, 131-b, 139, 153, or 154 of the Education Law, respectively; or be an individual with equivalent qualifications as determined by the department.

Supervision shall consist of contact between the intern and supervisor during which: i. the intern apprises the supervisor of the assessment and treatment of each client; ii. the intern's cases are discussed with the supervisor; iii. the supervisor provides the intern with oversight and guidance in: assessment and evaluation, treatment planning, completing psychosocial histories and progress notes, individual counseling, group counseling, psychotherapy, and consultation; and iv. the supervisor provides an average of one hour per week or two hours every other week of in-person individual or group supervision. The intern will be attending an internship class at LIU (Day______:Time______). Interns will protect the confidentiality of clients by never revealing identifying information about clients, orally or in writing. Intern Print Name ______Intern Signature ______Date______Supervisor Print Name ______Supervisor Signature ______Date______Supervisor Title______Supervisor Phone Number______Supervisor Email Address______Supervisor Field of License ______New York License # ______Site Address ______

______University Field Coordinator Date

61 Appendix I

Long Island University – Brooklyn School of Education Counseling and School Psychology, Counseling Programs

SC PRACTICUM CONFIRMATION AGREEMENT The following individual, a graduate student in the School Counseling program at Long Island University, Brooklyn Campus, will be completing practicum at ______during the ______20_____ semester. The practicum student will work under the supervision of a Permanently Certified School Counselor in a K-12 public or non-public school. All practicum hours will be completed onsite.

The student will have the opportunity to become familiar with a variety of professional activities both direct and indirect and gain experience in the following areas:  School Guidance Curriculum development , Individual Student Planning, and Responsive Services, including but not limited to individual or group counseling, consultation with parents, teachers and other educators, record keeping and report writing, referrals to other school support services or community resources, peer helping, psycho- education, intervention and advocacy at the systemic level.  The Counseling Student will develop confidential relationships with students to help them resolve and/or cope with problems and developmental concerns.  The Counseling Student will incorporate organizational processes and tools that are concrete, clearly delineated, and reflective of the school’s needs.

Interns will protect the confidentiality of students by never revealing identifying information about students, orally or in writing. Practicum Print Name ______Practicum Student Signature ______Date______Supervisor Print Name ______Supervisor Signature ______Date______Supervisor Title______Supervisor Phone Number______Supervisor Email Address______New York License # (if applicable) ______New York Certification # (if applicable) ______Site Address ______

______University Field Coordinator Date

63 Appendix J

Long Island University – Brooklyn School of Education Counseling and School Psychology, Counseling Programs

SC INTERNSHIP CONFIRMATION AGREEMENT The following individual, a graduate student in the School Counseling program at Long Island University, Brooklyn Campus, will be completing internship at ______during the ______20_____ semester. The practicum student will work under the supervision of a Permanently Certified School Counselor in a K-12 public or non-public school. All practicum hours will be completed onsite.

4 The supervisor provides an average of one hour per week or two hours every other week of in-person individual or group supervision. The intern will be attending an internship class at LIU (Day______Time______). Interns will protect the confidentiality of students by never revealing identifying information about students, orally or in writing. Practicum Print Name ______Practicum Student Signature ______Date______Supervisor Print Name ______Supervisor Signature ______Date______Supervisor Title______Supervisor Phone Number______Supervisor Email Address______New York License # (if applicable) ______New York Certification # (if applicable) ______Site Address ______

______University Field Coordinator Date

65 Appendix K

Long Island University – Brooklyn School of Education Counseling and School Psychology, Counseling Programs

BSC PRACTICUM CONFIRMATION AGREEMENT The following individual, a graduate student in the Bilingual School Counseling program at Long Island University, Brooklyn Campus, will be completing practicum at ______during the ______20_____ semester. The practicum student will work under the supervision of a Permanently Certified Bilingual School Counselor in a K-12 public or non-public school. All practicum hours will be completed onsite.

______University Field Coordinator Date

Appendix L

Long Island University – Brooklyn School of Education Counseling and School Psychology, Counseling Programs

BSC INTERNSHIP CONFIRMATION AGREEMENT The following individual, a graduate student in the Bilingual School Counseling program at Long Island University, Brooklyn Campus, will be completing internship at ______during the ______20_____ semester. The practicum student will work under the supervision of a Permanently Certified Bilingual School Counselor in a K-12 public or non-public school. All practicum hours will be completed onsite.

Also in accordance with New York State requirements, I understand that supervision of the experience shall consist of contact between the intern and supervisor during which: 1. The intern apprises the supervisor of the assessment and treatment of each student 2. The intern's direct service activities are discussed with the supervisor

3. The supervisor provides the intern with oversight and guidance 4. The supervisor provides an average of one hour per week or two hours every other week of in-person individual or group supervision. The intern will be attending an internship class at LIU (Day______Time______). Interns will protect the confidentiality of students by never revealing identifying information about students, orally or in writing. Practicum Print Name ______Practicum Student Signature ______Date______Supervisor Print Name ______Supervisor Signature ______Date______Supervisor Title______Supervisor Phone Number______Supervisor Email Address______New York License # (if applicable) ______New York Certification # (if applicable) ______Site Address ______

______University Field Coordinator Date

69 Appendix M Long Island University – Brooklyn, School of Education, Counseling and School Psychology, Counseling Programs COUNSELING PRACTICUM/INTERNSHIP LOG OF HOURS AND SUPERVISION

Direct Hours Indirect Hours Date Individual Couples/Family Group Total Case Case Trainings/ Supervision Total Counseling Counseling Counseling Direct Management Reports Other Hours Indirect Hours Activities Hours

Student Name: Supervisor Name: ______Student Signature: Supervisor Signature: Date: _____

70 APPENDIX N

Long Island University – Brooklyn School of Education Counseling and School Psychology, Counseling Programs Student Dispositions Form

Student Name: ______EmpId: ______Date: ______

Grade Point Average: ______Number of Credits Completed: ______INC and UW Grades: ______

Faculty/Staff Person Submitting Form: ______

CLASSROOM Attendance (e.g., degree of tardiness, early departures, absences)

Unsatisfactory Mildly Satisfactory Very Not Unsatisfactory Satisfactory Applicable

Preparedness (e.g., degree of preparedness for class/practicum/internship, evidence of completed reading/assignments and engagement of reading materials, written notes, questions, other responsibilities)

Unsatisfactory Mildly Satisfactory Very Not Unsatisfactory Satisfactory Applicable Attitude towards learning (e.g., degree of demonstration of curiosity, creativity and flexibility regarding course content, processes and tasks, sets high expectations for self)

Unsatisfactory Mildly Satisfactory Very Not Unsatisfactory Satisfactory Applicable Classroom engagement and participation (e.g., degree of participation in class discussions, asking of questions, or offering opinions based on careful readings and analyses of texts and handouts; speak directly with other students, ability to be silently attentive and/or non-disruptive during class). Unsatisfactory Mildly Satisfactory Very Not Unsatisfactory Satisfactory Applicable Reflectiveness (e.g., degree of willingness and ability to acknowledge, recognize and manage judgmental feelings and reactions, be receptive of a critical examination of multiple perspectives, generate effective/productive options, make reasoned decisions with supporting evidence, make connections to previous reading/courses/experiences, etc.)

Unsatisfactory Mildly Satisfactory Very Not Unsatisfactory Satisfactory Applicable ADDITIONAL COMMENTS:

COURSEWORK/FIELDWORK Response to Feedback (e.g., degree to which one views feedback and situations maturely, analyzes feedback and makes appropriate adjustments to enhance personal growth and learning, analyzes comments and interactions to make appropriate adjustments that promote a positive learning environment)

Unsatisfactory Mildly Satisfactory Very Not Unsatisfactory Satisfactory Applicable ADDITIONAL COMMENTS:

PROFESSIONAL DISPOSITIONS Professionalism (degree to which one shows due courtesy and consideration for people and ideas; demonstrates sensitivity with respect to language use; ability to be timely and punctual) Unsatisfactory Mildly Satisfactory Very Not Unsatisfactory Satisfactory Applicable Ability to establish therapeutic alliance (e.g., degree to which one is able to form appropriate helper relationship and build rapport with clients; ability to facilitate therapeutic growth toward client goals)

Unsatisfactory Mildly Satisfactory Very Not Unsatisfactory Satisfactory Applicable Flexibility (e.g., degree to which one is able to respond to intervention and/or is not restricted or rigid in accommodating new demands) Unsatisfactory Mildly Satisfactory Very Not Unsatisfactory Satisfactory Applicable ADDITIONAL COMMENTS:

INTERPERSONAL DISPOSITIONS Communication (e.g., degree to which one is able to communicate clearly and effectively with peers, professors, and with colleagues in fieldwork context) Unsatisfactory Mildly Satisfactory Very Not Unsatisfactory Satisfactory Applicable Expressive Coherence (degree to which one communicates thoughts, logical arguments and ideas in verbal/written format in a clear and coherent manner) Unsatisfactory Mildly Satisfactory Very Not Unsatisfactory Satisfactory Applicable

72 Awareness of others’ perceptions (e.g., degree to which student understands how others perceive interactions with them)

Unsatisfactory Mildly Satisfactory Very Not Unsatisfactory Satisfactory Applicable Self-management (e.g., degree to which one is able to execute relational and impulse control in multiple context; ability to manage emotional reactions/outbursts)

Unsatisfactory Mildly Satisfactory Very Not Unsatisfactory Satisfactory Applicable ADDITIONAL COMMENTS:

Faculty Follow-up/Interactions with student:

Additional contextual information relative to student personal, professional, learning challenges:

______

Faculty/Staff Person Signature Student Signature

ADDITIONAL INFORMATION

74 APPENDIX O

Long Island University – Brooklyn School of Education Counseling and School Psychology, Counseling Programs Counseling Program Goals and Learning Objectives

Goal 1: Theory Students will demonstrate knowledge of counseling theories and skill in their application. L.O. 1.1 Demonstrates full knowledge of an array of theoretical frames from which to view the counseling process. L.O. 1.2 Demonstrates full knowledge of evidence-based, multicultural, best practices of counseling. L.O. 1.3 Applies theory skillfully, multiculturally and appropriately.

Goal 2: Humanistic Foundation Students will ground their counseling practice in a humanistic foundation. L.O. 2.1 Demonstrates high levels of respect and value for individual differences. L.O. 2.2 Demonstrates a full understanding of the perspectives of those they serve; communicates this understanding in an effective, empathic, constructive manner. L.O. 2.3 Demonstrates global interpersonal genuineness in their professional and academic relationships. L.O. 2.4 Demonstrates strong ability to hold others in positive regard while working toward productive insight and change.

Goal 3: Pluralism/Multiculturalism Students will counsel effectively in a pluralistic society. L.O. 3.1 Demonstrates a high level of awareness of interactions among language, race/ethnicity, gender, sexual orientation, religion/spirituality, socioeconomic class and ability status and their effects on the lives of those with whom they work and themselves. L.O. 3.2 Demonstrates consistent multicultural counseling competence, i.e., self-awareness, knowledge and skill in working with diverse populations. L.O. 3.3 Demonstrates committed ability and willingness to work toward a just and pluralistic democratic society.

Goal 4: Ethical and Legal Standards Students will demonstrate knowledge of and skill in ethically and legally sound practice. L.O. 4.1 Demonstrates a full understanding of ethical standards for the counseling profession. L.O. 4.2 Demonstrates a full understanding of state and federal laws relevant to the counseling profession. L.O. 4.3 Demonstrates strong ability to engage in an ethically and legally sound decision-making process under supervision.

Goal 5: Self-Awareness Students will demonstrate an awareness of self in embedded cultural contexts that will enable them to use themselves effectively in their work. L.O. 5.1 Demonstrates strong ability to identify their cognitive and emotional reactions during the course of their work. L.O. 5.2 Demonstrates highly constructive and effective verbal and nonverbal interactions during the course of their work.

Goal 6: Writing Students will develop writing competency across four dimensions: organization, style and fluency, grammar and mechanics, and academic (APA) format. L.O. 6.1 Organization Writing demonstrates logical, clear structure with unified paragraphs and skillful transitions; well written introduction and conclusion. L.O. 6.2 Style & Fluency Writing is polished and insightful with a distinctive and developed voice, point of view and clear sense of audience. Vocabulary used is exceptional. L.O. 6.3 Grammar & Mechanics Proficient use of grammar with minimal grammatical errors. Sentences are structured effectively and powerfully, with appropriate sentence style and length. L.O. 6.4 Academic Format Sources are correctly cited and incorporated skillfully to support ideas, and enhance meaning.

75 APPENDIX P

Long Island University – Brooklyn School of Education Counseling and School Psychology, Counseling Programs Application for Graduation with Distinction

Counseling Programs Department of Counseling and School Psychology Long Island University –Brooklyn

Application for Graduation with Distinction

Process Students will submit their letter of application and related materials at the time of their E-portfolio submission. Materials will be submitted as “Application – Graduation with Distinction” within the E-portfolio template. Selected students will be sent a letter of invitation to conduct a 30 minute presentation (20 minutes of presentation, 10 minutes for Q/A) to the counseling faculty. Students with interest may consult their faculty advisor for support in preparing their application.

Application Materials  Letter of Application (statement of intent to apply to graduate with distinction, description of key aspects of their academic experience that make them an exemplar candidate, and discussion of what this distinction may mean for their academic and professional plans)  Faculty Letter of Recommendation (an endorsement from any faculty member familiar with the students’ academic strengths and personal/professional dispositions)  Statement of Endorsement by Faculty Advisor (a brief statement of endorsement by Faculty Advisor)  Submission of E-portfolio

Eligibility Requirements Eligible students will have:  A GPA of 3.5 or higher.  Remained in good academic standing throughout their matriculation through the program.  Exemplified highest dispositional standards.

APPENDIX Q

Long Island University – Brooklyn School of Education Counseling and School Psychology, Counseling Programs

Digication Instructions for Counseling Students

1. Log into Digication at https://liu.digication.com.

a. Your username is Firstname.Lastname (e.g., Jane.Smith).

b. Your password is FirstnameLastname+LastFourDigitsEmplID (JaneSmith9046).

2. At the top of the screen, you will see a series of words starting with Home. Click on Courses.

3. Click on the course you are accessing. In this instance, it’s Counseling Students.

4. Click on e-Portfolios.

5. Click on Create e-Portfolio From Template.

77 6. Title your e-portfolio with your name and Counseling Portfolio. For example, Anna Smith Counseling Portfolio.

7. Scroll down to Additional Permissions and remove your classmates from being able to view your portfolio. Keep the faculty permission.

8. Scroll down to Tagging and choose “Do not allow tags.”

9. Scroll down to the bottom and click on “Create New e-Portfolio.”

You are now ready to work on your e-portfolio. Enjoy! If you have any problems or questions, email [email protected].

78 APPENDIX R

Long Island University – Brooklyn School of Education Counseling and School Psychology, Counseling Programs

E-Portfolio Submission Instructions for Counseling Students

1. Login to Digication at http://liu.digication.com. You should see Counseling Students listed in the My Courses area.

2. Navigate to your portfolio. Click on the Published tab at the top to double-check how your final portfolio will look. Be sure to publish any modules that are not visible.

3. Click on Portfolio Tools in the top right-hand corner and select Submit.

4. Select your course (which is Counseling Students). The course will then have a green check next to it.

5. Click on Next.

6. Click on Counseling E-Portfolio Submission. You will then see a green check.

7. Click on Next.

8. Click on My Evidence. You will then see a green check.

9. Click on Next.

10. You will then see a page similar to the one below. Click on the square at the top indicating that you want to submit All Pages. Checks will appear next to all the pages in your portfolio.

11. Click on Save and submit.

1. When you see a message that you successfully submitted your portfolio, you are done. Congratulations! 79 WELCOME TO LONG ISLAND UNIVERSITY!!!

WWWNDK 80