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