Professional Counseling Program Planner-MO

Home , Lindenwood University

Lindenwood University

Department of Counseling

Professional Counseling Handbook

Revised December 2012

Lindenwood University

Department of Counseling

Professional Counseling Handbook

December 2012

This handbook is published through the Lindenwood University Department of Counseling, Lindenwood University Cultural Center, 400 North Kingshighway, Suite 301, St. Charles, Missouri 63301. This handbook is for information purposes only and does not constitute a contract. Although the handbook was prepared with the latest information available at the time of publication, information is subject to change without notice. It is recommended that the reader consult with the Program Coordinator or Assistant Dean for any changes that may occur after the publication date of this document.

Table of Contents

Student Responsibilities ...... 4 Mission Statement ...... 4 Conceptual Framework ...... 5 Outcomes ...... 5 Graduate School Admission ...... 6 Readmission ...... 7 Transfer of Credit...... 7 Accreditation ...... 7 Academic Fitness ...... 8 Counselor Competencies...... 8 Program Requirements ...... 10 Counseling Internship Requirements ...... 10 Counseling Internship Extension ...... 11 Policies and Procedures ...... 11 LionMail ...... 11 Student Portal...... 12 Social Media ...... 12 Advising ...... 12 Procedures for Enrolling in Classes ...... 13 Procedures for Adding/Dropping/Withdrawing Courses ...... 13 Grading System ...... 15 Course Evaluations ...... 15 Attendance ...... 16 Purchasing Textbooks ...... 16 Academic Honesty ...... 16 Code of Ethics ...... 16 Independent Studies ...... 17 Tutorials ...... 17 ADA ...... 17 Exit Requirements ...... 18 Graduation Requirements ...... 19 Obtaining Licensure ...... 20 Appendices ...... 21 Professional Counseling Program Planner-MO ...... 22 Professional Counseling Program Planner-IL ...... 23 School Counseling Program Planner ...... 24 School Psychological Examiner Certification Program Planner ...... 25 The Scholarly Paper Project Directive ...... 26 Comprehensive Counselor Candidate Assessment (CCCA) Instrument...... 30 Contact Information ...... 37

Student Responsibilities

The Professional Counseling Handbook is intended to assist and inform students in the Professional Counseling Program within the Department of Counseling at Lindenwood University. It is essential that students read and become aware of all Department policies and procedures. It is the responsibility of each student to be familiar with the contents of the Professional Counseling Handbook and, if necessary, to seek clarification of any information by contacting his or her advisor.

The Department of Counseling must continue to meet the requirements of the Missouri Committee for Professional Counselors and the Missouri Department of Elementary and Secondary Education. This is an ongoing process; therefore, the Department reserves the right to change or revise any information, policy, or procedure. Revised information may supersede, modify, or eliminate existing information. Students can access updates to the Professional Counseling Program on the Department of Counseling website, www.lindenwood.edu/counseling.

Program completion is the responsibility of each student. Students must maintain an up-to-date advising sheet (Program Planner). It is recommended students review their Program Planners at the close of each semester.

Mission Statement

The Department of Counseling at Lindenwood University develops students’ potential as professional or school counselors. We recognize the uniqueness of human beings and are dedicated to helping students obtain the knowledge, skills, and experience necessary to facilitate their development as counseling professionals. We prepare students to be ethical, reflective practitioners for work in school and/or mental health settings with individuals, groups, and families. The Programs are designed to meet the academic requirements toward licensure as a Professional Counselor and/or for recommendation for certification as a School Counselor or School Psychological Examiner.

Conceptual Framework

The conceptual framework for the Lindenwood University Department of Counseling is driven by the Mission Statement of the University, the Mission Statement of the Department of Counseling, and the Missouri Department of Elementary and Secondary Education’s Standards for Teacher Education Programs. These Mission Statements and Quality Standards reflect the integration of intuition and scientific inquiry required in the practice of counseling. Therefore, the design of the Department of Counseling, including the admission of candidates, the construction and maintenance of curriculum, the structuring of clinical experiences, and the support of newly-employed professionals, is based upon the conceptualization of counseling as a blend of art and science.

Counseling is an art. The act of counseling requires the use of intuition and creativity in formulating theories, planning and implementing effective interventions, and guiding client change. The intuitive and feeling qualities the counselor brings to the helping relationship are essential elements of the art of counseling (Gladding, 1992; Satir, 1987).

Counseling is a science. The counselor must possess a knowledge base built on scientific inquiry and a skill set based on scientifically proven methods. The counselor uses data to guide the selection of intervention methodology and to monitor the effectiveness of ongoing intervention. The counselor must possess the ability to read and analyze research findings presented in professional literature, evaluate the effectiveness of counseling approaches, produce research data, and report research data to the scientific community. The logical and analytical qualities the counselor brings to his or her professional endeavors are essential elements of the science of counseling (Vacc & Loesch, 1987). Outcomes

Graduates of the Professional Counseling Program will develop the awareness, knowledge, skills, and techniques to function effectively and ethically in a mental health system. Upon completion of the Program:

 The student will demonstrate an understanding of individual and family development theories, and how transitions across the life-span impact learning and personality development including developmental crises, disabilities, and psychopathology. He or she will routinely integrate these principles in working with clients.

 The student will demonstrate an understanding of multicultural and pluralistic trends, attitudes, and behaviors related to diversity, how diversity in families impacts clients, and how culture affects the counseling relationship. The student will consistently and competently demonstrate a systemic and cultural awareness. Modifications to counseling approaches will be made based on this awareness. 5

 The student will demonstrate sound knowledge of measurement constructs and effectively select, administer, and interpret assessment and evaluation instruments. He or she will systematically integrate assessment results within the counseling process.

 The student will demonstrate an understanding of career development and the planning process across the lifespan. He or she will effectively select and apply career counseling models to assist clients in their career exploration, decision- making, and planning through various assessment techniques and the use of current career information.

 The student will know and understand a variety of individual and small group counseling theories and techniques, integrate this information to develop therapeutic alliances with clients, and formulate appropriate goals and strategies in accordance with clients’ needs.

 The student will know, understand, and use various research and evaluation tools to monitor and assess the effectiveness of interventions with individuals and groups that are within the school or mental health systems.

 The student will demonstrate knowledge and understanding of ethical principles of the counseling profession and employ ethical decision-making in his or her work.

 The student will demonstrate a commitment to ongoing professional growth and development through personal reflection and self-appraisal, consultation, and supervision.

Graduate School Admission

The standards of admission to the Lindenwood University Professional Counseling Program are selective, yet flexible. Program applicants are expected to have a sound undergraduate academic background, and each applicant’s records are carefully examined to determine whether or not the student has the potential to be successful at Lindenwood.

To be considered for admission, applicants should possess a minimum GPA of 3.0 or higher from an accredited undergraduate university. If an applicant’s GPA is less than 3.0, the student will interview with the Assistant Dean and will be required to submit recommendation letters and a letter of intent for review. A determination of admission will be made following the review of documents and the interview. Applicants with a GPA less than a 2.5 will not be considered for admission to the Professional Counseling Program.

Lindenwood University offers rolling admissions each semester for the Professional Counseling Program; however, applicants must be accepted into the Professional Counseling Program two weeks prior to the term in which he or she plans to begin. To be considered for admission, prospective students should submit an application packet that includes:

____ An application form (completed online) ____ $30.00 application fee (non-refundable) ____ Official transcripts from the school granting the undergraduate degree and from any graduate school(s) attended ____ Current resume The application may be completed online, www.lindenwood.edu/admissions. The application fee, official transcripts, and current resume should be submitted to the Evening and Graduate Admissions Office at the St. Charles Campus.

Readmission

Students who have not taken classes within the past year and wish to enroll in the Professional Counseling Program must complete the application form to be considered for re-admission. The readmit process can take up to two weeks to complete. Students granted re-admission to Lindenwood University will be contacted by the Evening and Graduate Admissions Office.

Transfer of Credit

Students may transfer up to nine credit hours of course work from another accredited college or university if the grade received in each course was an A or B and the course is equivalent to the course offered at Lindenwood University. The student is responsible for providing course descriptions and syllabi that demonstrate the content of the course. Under certain circumstances, courses that are not equivalent to a course offered at Lindenwood University may be transferred as electives, but will not substitute for a core course in a student’s program of studies at Lindenwood University.

Accreditation

Lindenwood University is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools and is a member of the Teacher Education Accreditation Council and the Council for Higher Education Accreditation. The School Counseling Program at Lindenwood University is approved by the Missouri Department of Elementary and Secondary Education.

Academic Fitness

Students are expected to maintain at least a 3.0 grade point average (GPA) in order to graduate from the Program. This is the minimum acceptable level of performance at the graduate level. Students who fail to maintain at least a 3.0 GPA will be placed on academic probation and will be restricted to enrolling in no more than six credit hours a semester until their cumulative GPA reaches 3.0. Students who enter the Program with less than a 3.0 GPA are automatically placed on academic probation and will be restricted to enrolling in no more than six credit hours a semester until their cumulative GPA reaches 3.0.

Students may appeal a grade they believe was calculated in error within the term following the term in which the grade was posted. The disposition of all appeals must take place before the last day of the term following the term in which the grade was posted. After that date the grade will be irreversible.

Counselor Competencies

The faculty members of the Department of Counseling have the ethical responsibility to endorse candidates for school counselor certification, school psychological examiner certification, or professional licensure who are academically, professionally, and ethically fit to practice. The Department of Counseling believes that counseling knowledge, clinical skills, ethical practice, and appropriate counselor disposition are crucial to success as a counseling practitioner as well as a student in the Program. Therefore, the progress of these candidates is closely monitored. Successful completion of the Professional Counseling Program requires successful completion of all courses, demonstrating appropriate academic success; successful development of appropriate counselor disposition, evidencing competency as a counselor; and successful development of counseling knowledge and skills, as deemed appropriate by the Counseling Faculty. It is the objective of the counseling program to, as early as possible, identify students who demonstrate difficulty achieving standards for competent practice and to initiate appropriate intervention to assist them. Thus, the faculty of the Department of Counseling reserves the right to review students at any stage of their coursework.

Students enrolled in the Professional Counseling Program are expected to consistently demonstrate the competencies set forth by the Department. Each student enrolled in the Professional Counseling Program will:

1. demonstrate nonjudgmental warmth and acceptance of others without regard to ethnic group, race, religion, gender, sexual orientation, age, and/or disability; 2. demonstrate concern for and accurate understanding of the thoughts and feelings of others;

3. demonstrate compliance with the Code of Ethics of the American Counseling Association and/or the American School Counselor Association and abide by accepted social/moral codes of behavior; 4. utilize interactions and communications that are facilitative; 5. demonstrate the ability to consult with peers, supervisors, and instructors to make appropriate changes in dispositions and behavior resulting in accurate self- evaluation, and engage in learning activities to enhance knowledge and skill; 6. demonstrate the ability to model appropriate human behavior and adaptive coping processes.

It is the student’s responsibility to uphold the ethics and competencies established by the counseling profession and Lindenwood University in all academic settings. Each of the competencies is assessed as candidates matriculate through the program. Consistent evidence of such counselor competencies is crucial to successful completion of the program.

1. Students will be informed of the competencies in the first course in which they enroll, IPC 51000 Foundations of School Counseling or 51100 Foundations of Professional Counseling. Students will complete a self-assessment and will be evaluated by their instructor using the Comprehensive Counselor Candidate Assessment (CCCA) in several courses throughout the program: IPC 51000 Foundations of School Counseling or IPC 51100 Foundations of Professional Counseling, IPC 55100 Counseling Theory and Practice or IPC 55300 Theories of Counseling Children and Adolescents, IPC 59000 Counseling Internship or IPC 59200/59300/59400 Field Placement. Results of the self-assessment and the instructor evaluation will be discussed with the student at the end of each course. Students will receive a copy of the instructor’s evaluation. The original evaluation, along with the student’s self-assessment, will be placed in the student’s permanent file within the Department of Counseling. A copy of the CCCA can be found in the appendices of this handbook.

2. Should a faculty member express concerns regarding a student’s competencies, such concern will be documented using the CCCA and brought before the Faculty Review Board. The Faculty Review Board will determine the next step to be taken. The Faculty Review Board will either propose a direct action be taken or arrange a meeting with the student, the referring faculty member, and the Faculty Review Board. It will be determined whether the student will enter a probationary period and complete a remediation agreement. Students who complete a remediation agreement will periodically be reevaluated by the Faculty Review Board.

Program Requirements

Degree seeking students must elect one of the following degree program options:

Master of Arts in Counseling-Professional 48 credit hours Master of Arts in Counseling-School (for teachers) 48 credit hours Master of Arts in Counseling-School (for non-teachers) 57 credit hours

Students who are Illinois residents or wish to practice as a professional counselor in Illinois must meet the state requirements of core curriculum. Illinois requires students complete IPC 56500 Introduction to Substance Abuse Counseling and IPC 53100 Family Therapy rather than selecting elective courses for their program. The curriculum for each state is presented later in this handbook (see Program Planners in Appendices) and in the School Counseling Handbook.

The Professional Counseling Program culminates with the completion of 6 credit hours of Counseling Internship experience. Students must have completed the specific course prerequisites and have at least a 3.0 cumulative GPA to begin Counseling Internship. The specific prerequisites for Counseling Internship are listed on the Professional Counseling Program Planner.

Counseling Internship Requirements

Students in the Lindenwood University Professional Counseling Program must complete two semesters of Professional Counseling Internship. During the Counseling Internship experience, the student will engage in the activities of a professional counselor under the supervision of a Licensed Professional Counselor or another licensed professional in the counseling field and a Lindenwood University faculty member in a group supervision class (IPC 59000). Each semester of Counseling Internship requires a minimum of 300 clock hours and must include a minimum of 120 hours engaged in the provision of direct service to clients.

It is the student’s responsibility to secure his or her Internship site. The student should begin the process of arranging an Internship site at least one semester prior to the term in which he or she plans to begin the Internship. To begin the process, the student should contact the agency in which he or she is interested in doing his or her Internship. Agencies vary with respect to the requirements for accepting students for Internship. The student must inquire about and comply with the requirements of the agency.

The student must submit a completed Counseling Internship Application Packet. Students can find the Counseling Internship Application Packet and instructions in the Counseling Internship Handbook. Students will not be allowed to enroll in Counseling Internship until the completed Counseling Internship Application Packet has been submitted and approved. The Counseling Internship Application Packet includes the 10

Counseling Internship Approval Form, Counseling Internship Description, Counseling Internship Learning Goals, Acknowledgment of Handbook Review, Counseling Internship Program Contract, Counseling Internship Pre-Hours Contract (if applicable), a copy of the Site Supervisor’s resume or license, proof of Student Liability Insurance, and an Counseling Internship Site brochure (if available).

The completed Counseling Internship Application Packet must be submitted to the student’s faculty advisor. Counseling Internship Application Packets may be submitted when registration opens for the term in which the student intends to complete his or her Internship. The completed Counseling Internship Application Packet must be submitted no later than 5:00 p.m. on the Monday two weeks prior to the beginning of the term. Application Packets will not be accepted beyond the deadline.

Students are expected to act in a professional manner and abide by the ethical principles of the Missouri Committee for Professional Counselors and the American Counseling Association (ACA). Students are expected to be present at their Counseling Internship sites during the hours for which they have been scheduled to work; be punctual for appointments with clients or supervisors and other scheduled meetings; be prepared to submit all agency reports and records; and be respectful toward clients, staff, and any individuals with whom they have contact. Failure to follow these expectations may result in dismissal from the Program.

Counseling Internship Extension

Should a student be unable to complete the required hours of Counseling Internship within the semester, he or she will receive an Incomplete for a grade. If the student receiving an Incomplete is in the first semester of Counseling Internship and has completed more than half the required hours of Counseling Internship, the student should enroll in the second semester of Counseling Internship the following term. Any student unable to complete the required hours of the second semester Counseling Internship must enroll in a section of Counseling Internship Extension the following term. Enrolling in the Counseling Internship Extension course will allow students to continue to receive supervision from Lindenwood University faculty by attending the Counseling Internship class as they complete their Internship hours. All other coursework for Counseling Internship must be completed prior to enrolling in Counseling Internship Extension. Counseling Internship Extension is a zero credit hour course. A $50.00 fee is charged for each extension. Policies and Procedures LionMail

LionMail accounts are e-mail accounts given to students enrolled at Lindenwood University. All students are held responsible for reading and maintaining their LionMail accounts. Students can easily access their e-mail account via Lindenwood’s webpage: click “LionMail,” click “Find Your Username.” If students have difficulty accessing their e-mail account, they are encouraged to contact their advisor or the Help Desk at [email protected]. Students who fail to maintain their LionMail account may miss important messages. 11

Student Portal

CAMS is Lindenwood’s Comprehensive Academic Management System. The CAMS Student Portal is the web location where all Lindenwood students are able to access their final grades, billing ledgers, transcripts, and financial aid statements. The CAMS Student Portal is also used to enroll in classes. Students can access the Portal and the Student User Manual by clicking “Portals” on Lindenwood University’s homepage. The Portal site is accessible from on or off campus computers. Questions about using the Portal should be directed to the CAMS support team at [email protected].

Social Media

The Department of Counseling at Lindenwood University currently maintains a Facebook page to provide a virtual meeting place for students and alumni to share and obtain information and resources about everything counseling related. The page is made available in service to practicing counseling professionals and prospective counseling professionals. Field Placement opportunities, Internship opportunities, job openings, and upcoming seminars are regularly announced through Facebook at www.Facebook.com/LUCounseling. Every effort will be made to respect individual expression with the understanding that it falls within acceptable ethical standards of practice as determined by ACA and/or Lindenwood University.

Advising

Upon admission to the Professional Counseling Program, the student is expected to schedule a meeting with a faculty member to register for his or her first term of classes. Thereafter, the student should meet with his or her advisor prior to the beginning of each semester to discuss course options. Graduate students are allowed to take between three and twelve credit hours of course work per semester. Students receiving financial aid are required to complete at least six credit hours per semester. Those taking nine credit hours are considered full-time graduate students. Students who wish to enroll in twelve credit hours should seek the approval of their advisor. Course requirements are listed on the Program Planners (see Appendices).

When considering course options for each semester, students should kind in mind that they are required to take courses on the same campus should they plan to take two courses on the same night. Enrolling in two courses on the same night of the week at two different campuses is prohibited without written permission from the student’s advisor and each of the course professors. Should students enroll in two classes that meet on the same night at two different campuses without the proper permission, they will be dropped from their courses.

Procedures for Enrolling in Classes

Students may only attend classes in which they have been formally enrolled. Students are responsible for enrolling in classes in a timely fashion. Students may register online through the Student Portal during the open enrollment period, which usually ends the Friday before the term starts. After the open enrollment period, students must register for class using an Enrollment Form until the beginning of the semester. When enrolling, students should seek advisement from their assigned advisor by phone, e-mail, or appointment. Student Portals can only be unlocked by a student’s advisor; therefore, it is crucial that the student discuss course options with his or her advisor prior to enrolling. Enrollment in class is ensured after completing the online registration process. The last day to enroll in classes for each term can be found in the graduate catalog.

Students may enroll in classes during the open enrollment period by following these procedures: . Students must take action to ensure the necessary prerequisites have been met for the classes in which they wish to enroll . Course(s) must be open . Students must obtain approval from their advisor regarding course selections . Students must register online via the Student Portal . Students must contact the business office to finalize payment arrangements . Students can view schedules and determine classroom locations online through the Student Portal

After the open enrollment period, students may enroll in classes by following these procedures: . Students must take action to ensure the necessary prerequisites have been met for the classes in which they wish to enroll . Course(s) must be open . Students must obtain approval from their advisor regarding course selections . Students must complete an Enrollment Form . Students must contact the business office to finalize payment arrangements . Students can view schedules and determine classroom locations online through the Student Portal

Procedures for Adding/Dropping/Withdrawing Courses

At times students may need to change their course schedule. Students may increase the number of hours for which they are registered by adding a course. Students may decrease the number of hours for which they are registered by dropping a course they have not attended or withdrawing from a course they have attended. Students are required to complete the proper procedures to modify their schedule. Students may change their course schedule through the Student Portal during the open enrollment period. After the open enrollment period, students are required to complete an Add/Drop/Withdrawal Form. When modifying their schedule, students should seek advisement from their assigned advisor. Students should be aware of the financial ramifications of modifying their course schedule after attending class. 13

Add/Drop/Withdrawal Forms are available in the Professional and School Counseling Offices.. All deadline dates can be found in the Graduate Catalog.

Adding a Course

Students are allowed to register/add/audit a class during the first week of the term by following these procedures: . Complete the Add portion of the Add/Drop/Withdrawal Form . Signature of the professor is not required . Advisor’s signature is required . Course must be open . Contact the professor via e-mail prior to attending the class to make up any work missed . Student must sign the Add/Drop/Withdrawal Form and return it to his or her advisor

Dropping a Course

Students are allowed to drop a class they have never attended by following these procedures: . Complete the Drop portion of the Add/Drop/Withdrawal Form . Professor’s signature is required . Professor should circle N/A . Advisor’s signature is required . Student must sign the Add/Drop/Withdrawal Form and submit it to his or her advisor once all signatures have been obtained

Withdrawing from a Course

Students may withdraw from a class they have attended prior to the deadlines listed in the Graduate Catalog by following these procedures (see Graduate Catalog for details regarding the financial ramifications): . Complete the Drop portion of the Add/Drop/Withdrawal Form . Professor’s signature is required . Professor should indicate the student’s last day of attendance and circle W, WP, or WF (refer to withdrawal deadline on the academic calendar) . Advisor’s signature is required . Student must sign the Add/Drop/Withdrawal Form and submit it to his or her advisor once all signatures have been obtained . The student’s transcript will reflect their withdrawal status from the course . Failure to withdraw officially will result in a grade of F or AF (attendance failure) which will be calculated in your grade point average as an F.

Grading System

Graduate students may earn grades of A, B, C, F, P, W, WP, WF, AF, I, and Audit. A grade of A indicates outstanding performance. A grade of B indicates satisfactory performance at the graduate level. A grade of C indicates performance below that acceptable at the graduate level. An F indicates a significant failure in performance relative to the requirements of the course. A grade of P indicates the student passed their exit exam. Grades of W, WP, and WF indicate the student has withdrawn from a course after attending (see catalog deadlines). A grade of AF is assigned when a student stops attending a particular class but does not withdraw from the course by completing an Add/Drop/Withdrawal Form. The grade of AF is treated as a grade of F in the calculation of the student’s grade point average. No credit is awarded toward a graduate degree for any course in which a grade of F is earned. Grades of A, B, C, and F are used to calculate the student’s academic standing.

A grade of I (Incomplete) is given at the end of a term only for failure to complete course work due to exceptional circumstances beyond the student’s control. Such circumstances include documented illnesses or extremely disruptive personal circumstances. A grade of Incomplete is also appropriate when a Field Placement or Internship did not provide sufficient hours to satisfy requirements. In the case of Field Placement or Internship shortages of hours, all other course work should be completed on time. When the requirements for the course have been met, the Professor will complete a Change of Grade Form which is then submitted to the Assistant Dean for approval. An I grade must be resolved prior to the end of the next term (see catalog deadline dates), otherwise it automatically becomes an F. In rare circumstances a request to extend the time needed to resolve an Incomplete grade may be submitted to the Registrar no later than two weeks before the date the grade is due. Such a request will then be sent to the Provost to be considered for approval. In some cases, students may not be allowed to register for future terms until the Incomplete grade is resolved.

Course Evaluations

Students are encouraged to complete course evaluations for each class in which they enroll. Course evaluations are available for students to complete online through the Student Portal preceding the end of the semester. To complete course evaluations, students should log into the Student Portal and click “My Grades.” A prompt will appear requesting the student complete the course evaluation. Upon completion of the course evaluation for each class, students will be able to view their grades for the semester once grades have been posted. Students who choose not to complete their course evaluations will be able to view grades approximately two weeks after the term ends.

Attendance

All students at Lindenwood University are expected to attend all classes and class activities for which they have enrolled. The attendance policy for each course will be specified on the course syllabus. Most professors allow up to two absences per term before a significant grade penalty results. Excessive absences may result in a failure in the course. Class assignments are expected to be completed according to schedule whether absences are excused or unexcused.

Purchasing Textbooks

Students are expected to have obtained the appropriate textbooks for each class prior to the meeting of the first class. Students can obtain textbooks for class through the Book-X-Change. The Book-X-Change maintains the official listing of Lindenwood University’s textbooks and course materials. Students are able to purchase or rent textbooks. Students may order textbooks and materials online or acquire them from the Book-X-Change at 2144 1st Capitol Drive, St. Charles, MO 63301. Students who purchase their textbooks through the Book-X-Change can find a direct link to the company’s website through Lindenwood University’s homepage, www.lindenwood.edu, or through the store’s website at www.lutextbooks.com.

Academic Honesty

Academic honesty is the foundation of any educational institution. It is the responsibility of each student, professor, and administrator at Lindenwood University to uphold the honor of the institution by acting honestly and truthfully in all situations. To act otherwise is to undermine the contract of good faith on which productive study and the open exchange of ideas is based. Therefore, students wishing to maintain formal membership in a learning community must display the high level of integrity expected of all its members.

Academic dishonesty is an exceptionally serious offense to oneself and one’s colleagues. Academic dishonesty may result in a lessened or failing grade on the work or test or failure in the course. According to Lindenwood University’s Academic Honesty Policy, names of students found guilty of cheating or plagiarizing will be sent to the University Provost. A second offense will result in expulsion from the University. Code of Ethics

Students and faculty are expected to adhere to the ethical standards and statements as defined by the American Counseling Association, American School Counselor Association, and the Missouri Committee for Professional Counselors. Proven violations of professional or ethical conduct may result in dismissal from the Program. 16

Independent Studies

Independent Studies are offered under unusual circumstances when a student has a special interest or expertise and develops a proposal to do independent research on a counseling related subject. This proposal should include the activities that the student will undertake and the means by which the work will be evaluated. Students must obtain the appropriate Proposal for Independent Study Form to accompany the proposal. The required coursework should be completed within one term. An independent study must be sponsored by a faculty member who agrees to work with the student in this capacity. This is a voluntary activity for a professor and no faculty member will be required to offer an independent study.

Tutorials

Tutorials are offered under unusual circumstances such as relocating to a different city within a few credit hours of completing the Program or a course not being offered when a student needs it to graduate that term. Students taking a tutorial complete the requirements of an established course independently, using the same syllabus and assignments as in-class students. The coursework is to be completed within one term with assignment due dates as per the syllabus. The sponsoring professor should meet regularly with the student to monitor progress. The student and professor will sign the Tutorial Form to that effect. A tutorial must be sponsored by a faculty member who agrees to work with the student in this capacity. This is a voluntary activity for a professor and no faculty member will be required to offer a tutorial.

ADA

In accordance with the Americans with Disabilities Act (1990), professors at Lindenwood University provide reasonable accommodations to students with documented disabilities. Students are responsible for informing the University and their professor(s) of their disability if accommodations are requested. Students who require accommodations due to a disability should contact Mr. Jared Conner, Student Support and Accessibility Coordinator (636-949-4510). Mr. Conner will provide the specific information regarding the student’s needed accommodations to the student’s professors.

Exit Requirements Counselor Preparation Comprehensive Exam (CPCE)

The Counselor Preparation Comprehensive Examination (CPCE) is a nationally administered multiple choice exam designed to evaluate professional knowledge students have obtained during the counselor preparation program at Lindenwood University. The CPCE covers eight core curriculum areas:

 Human Growth & Development (IPC 52100, IPC 52200+, IPC 52300*)  Social & Cultural Foundations (IPC 56200)  Group Dynamics (IPC 56100)  Lifestyle & Career Development (IPC 58200)  Appraisal of the Individual (IPC 58100, IPC 58300*)  Research Methods & Program Evaluation (IPC 54100)  Professional Orientation & Ethics (IPC 51100+, IPC 51200+, IPC 51300)  Helping Relationships (IPC 55100+, IPC 52300*, IPC 55200+, IPC 53100, IPC 53200, IPC 57500*, IPC 59000+, IPC 59100*, IPC 59800)

* School counseling classes + Professional counseling classes

The CPCE is offered each fall, spring, and summer term. The Exam is administered on a Saturday at the St. Charles campus. The dates for the CPCE and application deadlines can be found online, www.lindenwood.edu/counseling. In compliance with the national CPCE regulations and security, accommodation for another date cannot be made.

Students applying to take the CPCE should do so during his or her last semester of coursework. Students must have completed coursework covering the eight core areas listed above and one semester of Counseling Internship prior to sitting for the Exam.

CPCE Application

Students must apply to take the CPCE. The CPCE application form is available online and in the Department of Counseling offices. The student should complete the CPCE application form and obtain his or her advisor’s signature. The student should then proceed to the Business Office to pay the $45.00 fee for the Exam. The student should submit the completed CPCE application and payment receipt to the Professional and School Counseling Offices. Payment to the Business Office does not guarantee your reservation for the test. The Professional and School Counseling Offices must receive the application and receipt before the student is added to the Exam list. Test booklets are ordered only for those on the Exam list. The student will receive a confirmation letter to inform him or her of the location and time of the Exam.

CPCE Results

Lindenwood University receives CPCE results approximately two weeks after the exam date. Students will receive a letter indicating their scores.

Scholarly Paper

Students may choose to complete a scholarly paper to meet their graduation requirement. Students who choose to complete a scholarly paper must register for IPC 59900: Culminating Project after completing or concurrently with IPC 54100: Research Methods and Program Evaluation. Students completing the Scholarly Paper will work closely with their faculty advisor to develop their Scholarly Paper. Students choosing to complete a Scholarly Paper will be expected to design, conduct, and report a research review in an area pertaining to counseling and related fields of psychology. See Appendix for specific instructions regarding the process for completing the Scholarly Paper.

Graduation Requirements

Graduation from the Professional Counseling Program requires: completion of coursework with at least a 3.0 cumulative grade point average; completion of all Internship hours; and completion of a Scholarly Paper or a passing score on the Counselor Preparation Comprehensive Examination (CPCE). Graduation from the Program does not occur automatically when all requirements have been met. Students must apply for graduation. Students must complete and submit the Application for Degree to their advisor in a timely manner. The deadlines are as follows:

Deadline to apply for May graduation December 30 Deadline to apply for August graduation February 28 Deadline to apply for December graduation May 30

Students are invited to participate in the graduation ceremony held annually in May. Students are eligible to walk in the graduation ceremony if they have completed or will complete the degree requirements between the August preceding the ceremony and the August subsequent to the ceremony. Degrees are posted on the transcript on the 30th of the month in which the student graduates. Diplomas are available for pick up from the Business Office located in Roemer Hall two weeks after the degree is posted. If the student desires to have the certificate sent to his or her home, the student must submit a letter to the Registrar.

Obtaining Licensure

The Professional Counseling Program at Lindenwood University is designed to meet the academic requirements toward licensure as a Professional Counselor set forth by the State of Missouri and the State of Illinois. Upon completion of the Program, students may choose to pursue licensure as a Professional Counselor. Professional licensure is regulated by the Missouri Committee for Professional Counselors and by the Illinois Department of Financial and Professional Regulation. Students should be aware of the various requirements for each state. Requirements for professional licensure can be found at http://pr.mo.gov or www.idfpr.com.

Appendices

Professional Counseling Program Planner – Missouri Professional Counseling Program Planner – Illinois School Counseling Program Planner School Psychological Examiner Program Planner Instructions for Completing the Scholarly Paper Comprehensive Counselor Candidate Assessment (CCCA) Contact Information

Professional Counseling Program Planner

Missouri

48 Credit Hour Program

Student ______Advisor ______Date ______

IPC Core Curriculum Prerequisite(s) Completed 51100 Foundations of Professional Counseling None 51200 Ethics and Professional Issues 51100 or concurrently 52100 Human Growth and Development 51100 or concurrently 52200 Personality Theories & Psychopathology 5110 or concurrently 52100, 52200 or 52400 Adult Diagnosis and Treatment Planning concurrently 54100 Research Methods and Program Eval. 58100 52100, 52200, concurrently 55100 Counseling Theory and Practice with 55200 52100, 55200, concurrently 55200 Counseling Skills Lab with 55100 56100 Group Dynamics, Process & Counseling 55100 or 55300 Social and Cultural Foundations of 56200 52100 Counseling 58100 Appraisal of the Individual 52100 58200 Lifestyle and Career Development 52100 52400, 56100, 56200; 59000 Counseling Internship (first semester) 3.0 GPA 1st semester Counseling 59000 Counseling Internship (second semester) Internship; 3.0 GPA 18 hours of core

Elective Courses (Select Two) curriculum completed 54200 Statistical Analysis 54100 53100 Family Counseling 55100 or 55300 53200 Marital Counseling 55100 or 55300 55300 Theories of Counseling Children & Adol. 52100, 52300 56400 Crisis Intervention 55100 or 55300 56500 Intro. to Substance Abuse Counseling 55100 or 55300 57500 Family and School Consulting 55100 or 55300 58300 Analysis of the Individual 58100 59800 Special Topics in Counseling 55100 or 55300

Exit Requirements Must be completed during 60500 Comprehensive Exam (CPCE) 2nd semester of 59000 OR 54100; Must be completed 60500 Scholarly Paper during 2nd semester of 59000

Professional Counseling Program Planner

Illinois

48 Credit Hour Program

Student ______Advisor ______Date ______

IPC Core Curriculum Prerequisite(s) Completed 51100 Foundations of Professional Counseling None 51200 Ethics and Professional Issues 51100 or concurrently 52100 Human Growth and Development 51100 or concurrently 52200 Personality Theories & Psychopathology 51100 or concurrently 52400 Adult Diagnosis and Treatment Planning 52100, 52200 or concurrently 53100 Family Counseling 55100 or 55300 54100 Research Methods & Program Evaluation 58100 52100, 52200, concurrently 55100 Counseling Theory and Practice with 55200 52100, 52200, concurrently 55200 Counseling Skills Lab with 55100 56100 Group Dynamics, Process & Counseling 55100 or 55300 Social and Cultural Foundations of 56200 52100 Counseling 58100 Appraisal of the Individual 52100 58200 Lifestyle and Career Development 52100 56500 Intro. to Substance Abuse Counseling 55100 or 55300 52400, 56100, 56200; 59000 Counseling Internship (first semester) 3.0 GPA 1st semester Counseling 59000 Counseling Internship (second semester) Internship; 3.0 GPA

Exit Requirements Must be completed during 2nd 60500 Comprehensive Exam (CPCE) semester of 59000 OR 54100; Must be completed 60600 Scholarly Paper during 2nd semester of 59000

School Counseling Program Planner

48-57 Credit Hour Program

Student ______Advisor ______Date ______

IPC Core Curriculum Prerequisite(s) Completed 51000 Foundations of School Counseling None 51200 Ethics & Professional Issues 51000 or concurrently 51300 Principles of School Counseling 51000 or concurrently 52100 Human Growth and Development 51000 or concurrently Adjustment and Learning Issues in 52300 51000 or concurrently Children and Adolescents 54100 Research Methods and Program Eval. 58100 52100, 52300 or 55300 Theories of Counseling Children & Adol. concurrently 56100 Group Dynamics, Process & Counseling 55300 or 55100 Social and Cultural Foundations of 56200 52100 Counseling 57500 Family and School Consulting 55300 or 55100 58100 Appraisal of the Individual 52100 58200 Lifestyle and Career Development 52100 58300 Analysis of the Individual 58100 55300, 56100, 56200, 59100 Field Placement 1 57500, 58200; 3.0 GPA 59200 Field Placement 2 (K-8) 59300 Field Placement 2 (7-12) 59000 or 59100; 3.0 GPA 59400 Field Placement 2 (K-12) 18 hours of core curriculum

Elective Courses (Select One) completed 53100 Family Counseling 55300 or 55100 53200 Marital Counseling 55300 or 55100 54200 Statistical Analysis 54100 56400 Crisis Intervention 55300 or 55100 56500 Intro. to Substance Abuse Counseling 55300 or 55100 58400 Individual Intelligence Testing 58100 58500 Individual Diagnostic Assessment 58100 59800 Special Topics in Counseling 55300 or 55100 Education Courses (or equivalent) for Students without Teacher Certification EDC Classroom Teaching & Management for

52100 Counselors EDC Methods of Teaching for Counselors 53500 EDC Education of the Exceptional Child for

54100 Counselors

Exit Requirements Must be completed during 60500 Comprehensive Exam (PRAXIS II) 59200/59300/59400 Must be completed during MO STEP Standards Portfolio 59200/59300/59400 24

School Psychological Examiner Certification Program Planner

27 Credit Hour Program

Student ______Advisor ______Date ______

IPC Core Curriculum Prerequisite(s) Completed 52100 Human Growth and Development None Adjustment and Learning Issues in 52300 None Children and Adolescents 54200 Statistical Analysis None

58100 Appraisal of the Individual 52100

58400 Individual Intelligence Testing 58100

58500 Individual Diagnostic Assessment 58100

58600 Internship in Diagnostic Assessment 58400, 58500, and 3.0 GPA

Education Courses (or equivalent) EDU Psychology of Teaching and Learning 50200 EDU Education of the Exceptional Child 54100

Degree Requirement Students seeking School Psychological Examiner Certification must hold a Master’s degree in Counseling, Education, Psychology, or Educational Psychology from an approved college or university. Students seeking School Psychological Examiner Certification must hold some form of prior teacher certification (i.e., teacher, school counselor, etc.).

The Scholarly Paper Project Directive

The Scholarly Paper project is the final demonstration of the Professional Counseling student’s academic ability. Any student opting to complete the Scholarly Paper project will be expected to design, conduct, and report a research review in an area pertaining to counseling and related fields of psychology. There are a number of kinds of research reviews: describing a phenomenon, reviewing an existing theory or presenting a new one, critically evaluating how one theory accounts for some data as compared to some other theory, etc. Whatever type of review is conducted, the goal is to organize, integrate, and evaluate previous research in order to clarify a particular problem or issue.

The Scholarly Paper project provides a concrete example of the student’s ability to collect and evaluate resources, to effectively report their findings, and to demonstrate competence using the APA guidelines for research and documentation. Each student who opts to satisfy their exit requirement through the Scholarly Paper will submit the completed project to his or her advisor one semester before expected graduation. The project is graded pass or fail. The advisor will grade the work and inform the student of any changes that need to be made before approval can be granted. The following guidelines are intended to provide the student with information regarding the requirements for the project.

The Scholarly Paper will be subjected to Turnitin and evaluated for plagiarism. If academic dishonesty is determined, the student will fail the Scholarly Paper and a report will be sent to the Provost. No additional scholarly paper submissions will be accepted.

General Guidelines

The Scholarly Paper project is a research paper of no less than fifteen pages of text, excluding the title page, abstract, and reference page. Students must follow APA guidelines. All margins must be one inch and justified on the left only. The paper should be double-spaced using a size twelve-point font. Preferred typefaces include Times New Roman or Courier New. There should be no first person references in the paper. Title Page

The title page should include the Scholarly Paper project title, the student’s name, the Faculty Advisor’s name, the date of submission, the institutional affiliation statement, the authenticity certification statement, and the student’s signature and date. See the sample title page for wording and formatting included in the Appendix.

Abstract

The abstract for a research review should include the topic and purpose, the scope of the material covered, the sources used and the conclusions. The abstract begins on page two and includes the word Abstract as the heading. It should be written as one paragraph, not exceeding 120 words in length.

Introduction

The introduction begins on page three, subsequent to the title page and abstract. The introduction should clearly define the problem or issue. The introduction should include a paragraph communicating the outline and organization of the paper to the reader.

Body

This section should present the relevant literature and ideas. Try to identify relationships, contradictions, gaps, and inconsistencies in the literature. Suggest possible solutions to any problem(s) identified and/or suggest future directions for research to take. This section can be lengthy. The length will vary depending upon the amount of material presented. It is often useful to use headings (and perhaps subheadings) in the body of the research report to help organize the paper. The format of headings must follow APA style.

Often the instructor will set a minimum number of references that are required. These references will be listed in the Reference section and must be cited using APA style. A common mistake that students make is to organize the paper around the specific references they are using. The paper should be organized around the relevant phenomenon or theory and not by the specific references that one uses in the paper.

Conclusion

The concluding paragraph should give the reader a sense of closure or completion. Conclude the paper by summarizing the main points presented in the paper. The conclusion should explain the significance of the findings and discuss implications for further research.

Reference Page

The Reference page begins on a new page and includes the word References as the heading. All sources included in the References section must be cited in the body of the paper and all sources cited in the paper must be included in the References section. Presentation of sources in the Reference section must follow APA style.

Title Student Name Faculty Advisor Name Date of Submission

Submitted in partial fulfillment of the requirements for the degree of Master of Arts Lindenwood University

I certify that I am the author of this paper and that any assistance I received in its preparation is fully acknowledged and disclosed in this paper. I have also cited sources from which I used data, ideas, or words, either quoted directly or paraphrased.

______Signature Date

Comprehensive Counselor Candidate Assessment (CCCA) Procedures Lindenwood University, Department of Counseling

The faculty members of the Department of Counseling at Lindenwood University have the ethical responsibility to endorse candidates for school counselor certification, school psychological examiner certification, or professional licensure who are academically, professionally, and ethically fit to practice. The Department of Counseling believes that counseling knowledge, clinical skills, ethical practice, and appropriate counselor disposition are crucial to success as a counseling practitioner as well as a student in the Program. Students enrolled in the School Counseling Program are expected to consistently demonstrate the competencies set forth by the Program. Each student enrolled in the School Counseling Program will:

7. demonstrate nonjudgmental warmth and acceptance of others without regard to ethnic group, race, religion, gender, sexual orientation, age, and/or disability; 8. demonstrate concern for and accurate understanding of the thoughts and feelings of others; 9. demonstrate compliance with the Code of Ethics of the American Counseling Association and/or the American School Counselor Association and abide by accepted social/moral codes of behavior; 10. utilize interactions and communications that are facilitative; 11. demonstrate the ability to consult with peers, supervisors, and instructors to make appropriate changes in dispositions and behavior resulting in accurate self-evaluation, and engage in learning activities to enhance knowledge and skill; 12. demonstrate the ability to model appropriate human behavior and adaptive coping processes.

3. Students will be informed of the competencies in the first course in which they enroll, IPC 51000 Foundations of School Counseling or 51100 Foundations of Professional Counseling. Students will complete a self-assessment and will be evaluated by their instructor using the CCCA form in several courses throughout the program: IPC 51000 Foundations of School Counseling or IPC 51100 Foundations of Professional Counseling, IPC 55100 Counseling Theory and Practice or IPC 55300 Theories of Counseling Children and Adolescents, IPC 59000 Counseling Internship or IPC 59200/59300/59400 Field Placement. Results of the self-assessment and the instructor evaluation will be discussed with the student at the end of each course. Students will receive a copy of the instructor’s evaluation. The original evaluation, along with the student’s self- assessment, will be placed in the student’s permanent file within the Department of Counseling.

4. Should a faculty member express concerns regarding a student’s competencies, such concern will be documented using the CCCA and brought before the Faculty Review Board. The Faculty Review Board will determine the next step to be taken. The Faculty Review Board will either propose a direct action be taken or arrange a meeting with the student, the referring faculty member, and the Faculty Review Board. It will be determined whether the student will enter a probationary period and complete a remediation agreement. Students who complete a remediation agreement will periodically be reevaluated by the Faculty Review Board.

Comprehensive Counselor Candidate Assessment (CCCA) Instrument Lindenwood University, Department of Counseling

Student Name: ______Date: ______

Student ID: ______Term: ______

Course Title: ______Course Number: ______

Individual completing this form: ______

The following six competencies will be assessed through self-assessment and instructor evaluation as students matriculate through the program. For each indicator, circle the number representing the level of development exhibited by the student. Calculate the average score for each competency and an average score inclusive of all competencies.

Competency 1: Respect for Cultural and Individual Differences The counseling candidate communicates nonjudgmental warmth and acceptance of others without regard to ethnic group, race, religion, gender, sexual orientation, age, and/or disability.

Indicator 1: Tolerance of others 5 Fully Developed Believes in the acceptance of the totality of the person. 4 Emerging Believes others have worth as a person. 3 Underdeveloped Believes that limited aspects of others are acceptable. 2 Indifferent Believes others who are similar to self are acceptable. 1 Rejects Believes others points of view are of little importance.

Indicator 2: Appreciation of others 5 Fully Developed Genuinely appreciates others point of view. 4 Emerging Acceptance toward others beliefs and behaviors. 3 Underdeveloped Comfortable with others who have different beliefs or behaviors. 2 Indifferent Reluctant to accept others beliefs, values or differences. 1 Rejects Judgmental or defensive toward the beliefs and statements of others.

Indicator 3: Openness to others’ viewpoints 5 Fully Developed Eagerly pursues understanding of others point of view. 4 Emerging Seeks information about others point of view. 3 Underdeveloped Attempts to tell or show others their own point of view. 2 Indifferent Responds mechanically, passively or ignores others beliefs. Avoids interactions with others who seem to have a different point of view or 1 Rejects attempts to convince others to own point of view. Average

Competency 2: Compassion and Empathy The counseling candidate communicates concern for and accurate understanding of the thoughts and feelings of others.

Indicator 1: Understanding of others

Believes accurate understanding of the thoughts and feelings experienced by 5 Fully Developed others is of vital importance. Believes others have important feelings and thoughts and a need to share their 4 Emerging experiences. Believes everyone has a right to their own feelings and thoughts and could share 3 Underdeveloped them if they are not too personal. Believes it is alright to share limited positive feelings or thoughts but most 2 Indifferent negative or difficult feelings should be kept to self. Believes it is unnecessary and weak to talk about or listen to others feelings, 1 Rejects thoughts or concerns.

Indicator 2: Concern for others

Genuinely interested in and concerned about both positive and negative feelings 5 Fully Developed and thoughts expressed by a wide range of individuals. Cares for and is concerned about the feelings and thoughts of others beyond the 4 Emerging inner circle of friends and family. Cares about how friends and family are feeling and thinking about their own 3 Underdeveloped experiences. May be concerned about friends and family but often is too self-involved to care 2 Indifferent about others issues. Is usually uncomfortable or repelled by a discussion of the feelings and thoughts 1 Rejects experienced by others.

Indicator 3: Encouragement of others

Eagerly encourages others to explore feelings and thoughts, reflects back, and 5 Fully Developed seeks confirmation of understanding Encourages others to talk about their experiences and often communicates his/her 4 Emerging understanding to the person sharing. Listens when others share and attempts to understand what they are feeling and 3 Underdeveloped thinking. Listens to others if cannot avoid, however often after a short time removes self 2 Indifferent from the discussion. Discourages others from sharing by turning away, talking about self, or changing 1 Rejects the subject. Average

Competency 3: Ethical Behavior and Practice The counseling candidate complies with the Code of Ethics of the American Counseling Association and/or the American School Counselor Association, and abides by accepted social/moral codes of behavior.

Indicator 1: Moral and ethical foundation

Believes it is best to consult social and moral codes of behavior and the 5 Fully Developed professional code of ethics and to abide by the codes to the greatest extent possible. Believes one needs to consider the social and moral codes and the professional 4 Emerging code of ethics when deciding on an action. Believes it is helpful to refer to expected social and moral codes and the code of 3 Underdeveloped ethics of their profession when deciding on an action, but considers it impossible to follow the codes all of the time. Believes there are times when one can consider social, moral and professional 2 Indifferent codes while using one’s own personal needs to guide decision making. Believes it is unnecessary to consider social and moral codes of behavior or the 1 Rejects code of ethics of the profession when deciding what they will do.

Indicator 2: Utilization of moral and ethical codes

Genuinely appreciates the social, moral and professional codes as guides to 5 Fully Developed decision making for his/her own actions. Values the social and moral codes of society and the code of ethics of the 4 Emerging profession. Cares about the social and moral code of society and the ethical code of the 3 Underdeveloped profession, however is sometimes unsure of what steps to take next. Confused about the importance of social and moral codes and code of ethics of the 2 Indifferent profession in the process of making decisions. Dislikes the idea of a code that encourages taking any position that does not suit 1 Rejects his/her personal desires.

Indicator 3: Approach to ethical decision-making

Eagerly considers the social and moral expectations of society and consults with 5 Fully Developed trusted others regarding their perceptions of the professional code to gain deeper understanding to make the most appropriate decisions for actions. Studies the social and moral code of society and the ethical code of the profession 4 Emerging and consults with trusted others when faced with issues that require decisions. Checks written codes and listens to others about how to use the codes for guidance 3 Underdeveloped in decisions for actions. Sometimes considers the social and moral expectations of society and the ethical 2 Indifferent code of ethics for the profession however often proceeds without consideration of either. Does not refer to any codes and discourages others from using the social and 1 Rejects moral codes expectations or the ethical code of the profession. Average

Competency 4: Facilitative The counseling candidate utilizes interactions and communications that are facilitative.

Indicator 1: Interaction style

5 Fully Developed Believes it is essential to interact in a consistent, open and friendly style. 4 Emerging Believes it is important to be consistent, open and friendly with others. Believes it is appropriate to interact with others and works to be open and friendly 3 Underdeveloped with others. 2 Indifferent Believes it is appropriate to be open with selected friends and family. 1 Rejects Believes it is better to remain closed to interactions with others.

Indicator 2: Involvement in interpersonal activities

Genuinely enjoys other people and events, is excited about possible activities and 5 Fully Developed can also experience sadness or regret with others when such occasions arise. Enjoys other people and looks forward to activities in which a deeper level of 4 Emerging personal interaction may occur. Enjoys other people and is interested in activities however feels hesitant to discuss 3 Underdeveloped topics at a deeper level. Enjoys individuals who express views similar to his/her own ideas and when 2 Indifferent involved with familiar events. 1 Rejects Feels reticent to talk and be with other people and dislikes disruption in routine.

Indicator 3: Listening style

Listens openly to others, shares ideas in a non-threatening and calm manner and 5 Fully Developed manages traumatic situations in a direct and organized approach. Listens to others in a focused manner; manages stressful situations and yet is 4 Emerging somewhat disorganized and may have trouble with some anxiety. Listens to others point of view without complete understanding and manages 3 Underdeveloped stressful situations in an inconsistent manner and has trouble remaining in control. Attempts to listen but has trouble with focusing; may insist personal ideas are 2 Indifferent correct; attempts to manage stressful situations however may allow anger or anxiety to escalate. Ignores others, states ideas in an aggressive tone and avoids or withdraws from 1 Rejects stressful situations. Average

Competency 5: Personal Responsibility for Professional Growth and Development The counseling candidate consults with peers, supervisors and instructors and makes appropriate changes in dispositions and behavior resulting in accurate self-evaluation, and engages in learning activities to enhance knowledge and skill.

Indicator 1: Locus of responsibility for professional growth Believes he/she is fully responsible for professional growth and development 5 Fully Developed through a high level of personal effort to learn and views feedback as extremely useful. Believes it is important to assume responsibility for professional growth and 4 Emerging development through own effort to learn and believes feedback is somewhat useful. Believes he/she needs to assume responsibility for own professional growth and 3 Underdeveloped believes effort and feedback are not a high priority. Believes assuming responsibility for professional growth and development is 2 Indifferent unnecessary and believes personal effort and use of feedback as more than can be expected because of other obligations. Believes personal effort for professional growth and development is actually 1 Rejects unnecessary since so much of what is to be learned is common sense and has already had informative experiences.

Indicator 2: Participation in professional growth activities Is enthusiastic about participation in professional learning activities, values 5 Fully Developed consultation and feedback, and thoughtfully and eagerly considers all of these avenues for enhancement and change. Is interested in professional learning activities, accepting of consultation and 4 Emerging feedback from others, and considers feedback and new concepts. Is ambivalent about engaging in professional learning activities, and hesitant about 3 Underdeveloped consultation and feedback from others. Is reluctant to fully participate in professional learning activities or to seek 2 Indifferent consultation and receive feedback from others and often feels uncomfortable with the involvement of others. Is resentful about professional learning experiences and values working 1 Rejects independently without consulting with peers, instructors or supervisors.

Indicator 3: Ability to receive feedback Actively engages in professional development and learning activities above and 5 Fully Developed beyond the expected, makes accurate self-evaluation and eagerly seeks input from instructors, supervisors and peers for improvement. Participates in professional development and learning activities, completes self- 4 Emerging evaluation and seeks input from instructors, supervisors and peers for change. Usually participates in professional development and learning activities, 3 Underdeveloped sometimes is realistic about self-evaluation and on occasion seeks assistance from a few others however changes are short term. Hesitates to participate in professional development and learning activities, is 2 Indifferent often inaccurate on self-evaluations and proceeds by disregarding feedback and continues ineffective behavior. Avoids work toward professional development, rejects self-evaluation and 1 Rejects disregards any assistance or guidelines provided. Average

Competency 6: Modeling The counseling candidate demonstrates the ability to model appropriate human behavior and adaptive coping processes. Indicator 1: Self-assessment Believes in self as capable, believes he/she is competent, recognizes own 5 Fully Developed limitations and believes he/she is successful with others and environment. Believes he/she is able to accomplish tasks and interact with others in a way that is 4 Emerging usually successful. Believes he/she is sometimes capable of completing tasks that are not too much of 3 Underdeveloped a challenge and can interact easily. Believes he/she is somewhat capable, yet believes tasks are often too hard to 2 Indifferent complete and interactions too problematic. Believes he/she is inadequate to carry out tasks or assume responsibility and 1 Rejects interact with others.

Indicator 2: Comfort with self Genuinely appreciates and enjoys others as potential contributors to his/her 5 Fully Developed personal growth and to the betterment of society; and feels comfortable with self, others and the environment. Enjoys others and the opportunity to engage in collaborative projects and feels at 4 Emerging ease most of the time with self, others and environment. Feels at ease most of the time with others and the environment but experiences 3 Underdeveloped inadequacy when challenged from outside usual circle of friends and family. Reluctant to be in contact with others because they seldom respond in a positive 2 Indifferent way and it feels hopeless to put forth effort to take on tasks to complete. Feels uncomfortable with others, inept to complete activities and feels rejected 1 Rejects when trying to interact.

Indicator 3: Openness to new experiences Eagerly and spontaneously pursues new experiences and interactions with others 5 Fully Developed while remaining independent and focusing on problem solving with a sense of responsibility. Actively seeks out new interactions with others, focuses on planned projects, and 4 Emerging works to solve problems that impact society and a high number of people. Makes plans to take risks in meeting new people, having new experiences but is 3 Underdeveloped sometimes stopped by others reactions to his/her efforts. Sometimes reaches out to others and yet seems hesitant to pursue new experiences 2 Indifferent or becomes dependent upon others to help focus on responsibilities. Avoids contact with most people and when does make contact, interpersonal 1 Rejects relationships are surface and often short term. Average Overall Average

Summary of student strengths: ______

Summary of student weaknesses:

______I have received a copy of the completed CCCA form. I have had the opportunity to discuss the results with my academic advisor and/or faculty member.

______Student Name (Printed)

______Student signature Date

______Instructor signature Date

Adopted from Sesser, G.R., Ferris, P.A., Cowles, J., & Forth, N.F. (2006). Professional counselor dispositions and assessment rubric. 36

Contact Information

St. Charles Campus Lindenwood Cultural Center 400 North Kingshighway, Suite 301 St. Charles, MO 63301

Dr. Michael Rankins Phone: 636.949.4186 Assistant Dean of Education E-mail: [email protected]

Dr. Joseph Cusumano Phone: 636.949.4528 Assistant Professor E-mail: [email protected]

Dr. Holly Karraker Phone: 636.949.4658 Assistant Professor E-mail: [email protected]

Mr. Jason Roddick Phone: 636.949.4527 Counseling Program Coordinator E-mail: [email protected]

Mrs. Jessica Morris Phone: 636.627.4413 Internship Site Administrator E-mail: [email protected]

Belleville Campus 2600 West Main Street Belleville, IL 62226 Fax: 618.277.6001

Dr. Ken Kubicek Phone: 618.239.6083 Assistant Professor E-mail: [email protected]

Dr. Therese Chavaux-Turnbull Phone: 618.239.6085 Assistant Professor E-mail: [email protected]

Dr. Sarah Patterson-Mills Phone: 618.239.6086 Assistant Professor E-mail: [email protected]

Florissant Campus 4500 Washington Ave Florissant, MO 63033 Phone: 314.838.7653 Fax: 314.838.3942

Mr. Jim Jump Phone: 314.838.7653 Site Director E-mail: [email protected]