An Introduction to the Michigan State University MA Counseling Program 2008

Who we are and what we do…..

Objectives of this presentation

Identifying the key players in training Identifying curriculum and training

standards: What do we do? Identifying what makes us comparable to

other MA Counseling programs? Identifying this program’s points of

uniqueness: What makes us different than most other MA Counseling programs?

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

Presenting curriculum: What do we teach?

Developmental Issues in Counseling (CEP 801) Tests and Measurements in Counseling (CEP 821) Multicultural Counseling (CEP 860A) Counseling theory and Ethics (CEP 861) Individual and Group Counseling (CEP 862) Counseling strategies and consultation (CEP 863)

Presenting curriculum: What do we teach? (continued)

Career Counseling and Development (CEP 864)

Assessment & Research in Counseling (CEP 865)

Counseling Practicum (CEP 894C)

Counseling Internship (CEP 893C)

Two Electives based on professional interest and career goals in Counseling.

What makes the program comparable to other Programs?

Adherence to the 2001 standards of the CACREP (Council for Accreditation of Counseling and Related Educational Programs)

Using the Michigan Comprehensive Guidance Model as a guide for addressing essential competencies as School Counselors

CACREP Standards(General Curriculum)

Professional Identity (CEP 862, 863, 894C, 893C) Social and Cultural Diversity (CEP 860A + all required core

coursework) Human Growth and Development (CEP 801, 861, 862 + all

required core coursework) Career Development (CEP 864 + 821, 863, 864) Helping Relationships (CEP 860A and 862) Group Work (CEP 862) Assessment (CEP 865) Research and Program Evaluation (CEP 821, 865, Research

Team, CEP 864, CEP 894C)

Michigan Comprehensive Guidance Model

Understanding the school culture. Understanding career counseling in schools. Understanding the influence of diversity within

the schools Opportunities to develop and evaluate

programs. Opportunities to do formal presentations.

Michigan Comprehensive Guidance Model

Understanding the Role of the School Counselors

Knowing how to develop research questions and move through stages of research within the schools. (recently revised Model)

Knowing how to consult with parents, teachers, and key contacts within the community.

Identifying points of distinction:What makes us different? Counseling laboratory Dev. across lifespan Diversity infused in all

coursework Training in supervision Integrated curriculum Supervision training

available for onsite practicum/internship supervisors

Practitioner/researcher training philosophy

Research Team experience

Longitudinal programmatic research program for evaluation of training and faculty scholarship

Jury evaluation of Counseling Competence

Identifying points of distinction:What makes us different?

Consistently high graduation rates

Highly academically competitive applicants

Successful professional placement of graduates

Longstanding, successful admission of graduates to accredited doctoral programs

Extensive and ongoing supervision of trainees’ counseling competence development throughout the program

Ongoing opportunities to develop competence in self evaluation of skills

Our Future Success Includes YOU, too!

Maintaining CACREP Accreditation Attending to the quickly evolving and seemingly ever

changing professional issues associated with School and Community Counseling

Attending to the critical issues represented in the client populations that we serve.

Identifying and attending to your professional needs as we work together to provide the best training for our students.

M.A. Counseling Internship and Practicum

Fall 2008

Spring 2009

Pre-Practicum/Internship Students participate in a pre-practicum

orientation (first semester of program) Students are required to visit/interview with

potential sites/supervisors (second semester CEP 865 & CEP 863) Visits may include current intern site(s) Visits may occur independent of current sites Students are encouraged to identify a practicum

site before the end of Spring Semester (first year)

Clinical Training Standards

MSU Program MSU training occurs in

classrooms; sites commit to provide office space

Sites agree to provide private space for students to practice

Students are required to audio-tape (with consent)

Students are required to use site form to secure consent before work

Site supervisors are contacted annually through site visits and/or orientation meetings on the MSU campus

CACREP Setting conducive to modeling

and demonstration of skills Private space for individual and

group counseling Observational ability: video and/or

audio taping Procedures ensuring client

confidentiality and legal rights Orientation and support provided

by program faculty to site supervisors

Internship Standards

MSU Program CACREP 600 hr internship 240 direct hours 1 hr/wk on-site supervision 3 hrs/wk group supervision (faculty

student ratio 1:7) Students are required to become

familiar with site policies regarding records (supplementation as req.)

Students are required to audio tape and present client cases

Students receive pre-practicum training in the use of assessments and students are invited to participate in research activities w/faculty.

Students are free to choose the population(s) that they will serve

Formalized mid- and final-evaluations are submitted by all supervisors

600 hr internship 240 direct hours 1 hr/wk on-site supervision 1.5 hr/wk group supervision

(campus) Opportunities for students to

become familiar with record keeping, supervision, etc.

Development of recordings of student’s work for supervision

Supervised experience in the use of assessment instruments, technologies, professional literature, and research

Experience w/diverse client populations

Formal evaluation process

Additional MSU Training Standards Students are required to select one case with which to develop a case

conceptualization over the course of the semester (Assessment, Treatment, Summary)

Students submit self-critiques of their counseling work

Students develop a professional portfolio highlighting their professional development experience

Students receive training and practice in the process of providing counseling supervision to a junior student (1st year training dyads)

Students working in schools design, deliver, and evaluate a career counseling program, intervention, or module in accordance with the Michigan Comprehensive Guidance Model

Students working in community based settings design, deliver, and evaluate a program, intervention, or module consistent with their service population

Supervision

Program policies & practicesDesired outcomes

CACREP standards

Supervision Overview

Students receive group and individual supervision from program faculty and affiliates

Training objectives: Toward increasing autonomy, professional identity, and theoretical clarity and consistency

Training undergirded by models of counselor development, such as Stoltenberg & Delworth’s IDP model Core training issues of autonomy, motivation, and self/other

awareness Students tend to have common set of developmental issues, and

then contribute their own nuances and struggles to supervision

Training Activities

Students transcribe every counseling session Students complete case conceptualization of client

from three perspectives Faculty provide group supervision Faculty review every transcript and provide feedback Faculty consult and collaborate with on-site and

individual supervisors One faculty member individually supervises several

students as well Faculty consult regarding potential problems and

training challenges

Supervision Activities

Didactic activities related to theory, skill development, and conceptualization

Role playing clinical interactions and interventions Support with regard to emotions that arise during

clinical training “Dealing with difficult clients” Facilitating cultural competence (counselor and

client) and identity development Attendance to countertransference and

transference as well

Desired Outcomes of Supervision Autonomy: Students “know what they don’t know”

Learn boundaries of competence and when/how to consult and seek supervision

Students have articulated theoretical orientation Students develop self-care strategies and learn

limits (their own & of counseling) Students develop cultural competence and attend

to diversity in an integrated manner with traditional clinical goals

Students begin to recognize their contributions to counseling process and how to harness this

CACREP Supervision Standards

CACREP requirement Practicum: 40 direct

service hours Cap of 10 students in

group supervision 1.5 hours/week group

supervision 1 hour/week of individual

or triadic supervision No standards regarding

transcription of sessions

Program standard Practicum: 50 direct

service hours Cap of 7 students in

group supervision 3 hours/week group sup.

provided 1 hour/week of individual

supervision provided All sessions transcribed

and reviewed by faculty

CACREP Data: Students’ Perceptions N Minimum Maximum Mean Std. Deviation

Program Policies, Practices, and Curriculum (24 possible points) 58 6.00 24.00 18.7069 4.59599

Student-Faculty Relations/ Perceptions of Faculty

(55 possible points)58 20.00 55.00 42.3621 8.83513

Student-Faculty Relations/ Self-Perceptions

(out of 50 points)58 15.00 50.00 36.6552 7.30429

Student-Student Relations (25 possible points) 58 14.00 25.00 21.5000 3.23495

Faculty-Faculty Relationships (30 possible points) 58 15.00 30.00 24.3103 4.39380

Future Professional Goal (10 possible points) 35 2.00 10.00 7.4571 2.13297

Current Work Environment (15 possible points) 32 7.00 19.00 12.0313 2.34843

Current Doctoral Training Environment

(15 possible points)

9 9.00 15.00 12.1111 1.76383

4

Graduates’ Racial/Ethnic Origin

Counseling Graduates Ethnic Origin

Amer. Indian1% Asian/Pacific

11%

Black/Afro Am12%

Other2%White/Cauc.

71%

Chicano3%

Spanish Amer0%

Graduates’ Gender Demographics

Counseling Graduates Gender

Female

Male

School Counseling Licensure

School Counseling License

20022003

2004

2005

School Counseling Graduates

0

5

10

15

20

25

301

99

6

19

97

19

98

19

99

20

00

20

01

20

02

20

03

20

04

20

05

Counseling Graduates 1996-2005

# Guidance Endorsements

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

1998 2000 2001 2002 2003 2004

Guidance Counseling Endorsement