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MENTAL HEALTH COUNSELING MASTER OF ARTS
PROGRAM MANUAL
Bethel Seminary San Diego
This handbook is neither a contract or an offer of a contract. The material contained herein is not intended to substitute for or otherwise modify the regulations that are contained in the current Bethel Seminary, Bethel University Catalog or any other official documents. This handbook was designed to document requirements specific to the Mental Health Counseling Master of Arts degree program. The University reserves the right to change any provision or requirement, including fees, at any time with or without notice. The University further reserves the right to require a student to withdraw from the University for cause at any time. Failure to read this handbook does not excuse students from the requirements and regulations described herein.
Bethel Seminary, Bethel University welcomes all qualified adult students and does not discriminate on the basis of race, color, religion, gender, sexual orientation, national origin, veteran status, or disability. This applies to all Bethel Seminary, Bethel University policies, practices, or procedures involving applicants, students, faculty members, employees, and the public. Bethel reserves the right to refuse admission to anyone the Seminary/University believes does not meet Bethel Seminary, Bethel University academic standards or demonstrates actions or behaviors not aligned with Bethel University policy.
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Table of Contents
Welcome to BSSD M.A. MHC Program……………………………………………3
Section I: Program Introduction and Organization
Introduction……………………………………………………………………………………………..5
Bethel Seminary Mission & Program Philosophy………………………………………….5
Educational Outcomes……………………………………………………………………………….8
Graph of Educational Outcomes……………………………………………………....11
Communication within the Program…………………………………………………………..12
Confidentiality Policy (FERPA)............................................................................13
Bethel Academic Policies…………………………………………………………………………..14
Program Specific Policies………………………………………………………………………….19
MHC Program Governance and Committee………………………………………………..19
BSSD MHC Department and Contact Information……………………………………...22
Section II: MHC Program Overview and Information
MHC Program Overview……………………………………………………………………………29
MHC Program Accreditation Information…………………………………………………..29
M.A. Program Guidesheet & Timeline…………………………………………………………31
Clinical Experience and Practicum……………………………………………………………..32
Section III: MHC Internship and Licensing
Licensure and Certification………………………………………………………………………..37
Clinical Experience Requirements……………………………………………………………...37
MHC Internship………………………………………………………………………………………..38
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Welcome to BSSD M.A. MHC Program
Welcome to Masters in Mental Health Counseling program at Bethel Seminary San
Diego (BSSD)! We are dedicated to helping you become a knowledgeable and
competent clinician, able to succeed in a wide variety of clinical settings. We work hard
to ensure the training you receive in our program will prepare you for a vocation to
God’s service. You will be challenged to examine how you choose to integrate Christian
theology with the latest in clinical research, theory, and practice. We hold you and our
colleagues to high academic standard.
Please read this handbook thoroughly and keep it for your records. You will find in this
handbook information about the history and philosophies of Bethel Seminary, academic
policies, the structure of the M.A. MHC program, your professors, and student services.
We hope this handbook will be a valuable resource to you as you pursue your education.
Dr. Karen Quek, Ph.D., LMFT, LPCC
Program Director
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M.A. MHC Program Manual
Introduction
This handbook is to be a practical resource of information for the faculty, staff, and
students involved in the Master of Arts in Mental Health Counseling (MHC) Program.
It offers an overview of the M.A. in MHC program at Bethel Seminary San Diego
(BSSD), including the philosophy and educational outcomes, course of study, outline of
clinical training, evaluation samples, program policies and procedures, grievance
procedure, and guidelines for pursuing licensure.
Please note that the MHC program undertakes reviews of its coursework, procedures,
and policies periodically. When changes are deemed appropriate, based on collective
professional judgement of faculty, administration, and practicum site supervisors, with
input from students and alumni, such changes will be communicated in a timely
fashion. Many forms are referred to throughout this manual and can be found outside
the MHC administrative assistant’s office.
Bethel Seminary Mission & Vision Statement
Mission
The passion of Bethel Seminary is to advance the gospel of Jesus Christ among all
people in culturally sensitive ways. As a Spirit-empowered, biblically grounded
community, Bethel strives to develop and equip whole and holy persons to serve and
lead, so that churches and ministry agencies can become all they are called to be and do
all they are called to do in the world, for the glory of God.
The first sentence of this mission ties Bethel Seminary’s purpose to the task Jesus
entrusted to His church in the Great Commission. Therefore, what matters to local
churches and ministry agencies matters to Bethel Seminary, which is why Bethel
believes that effective Christian leadership requires solid biblical learning, the highest
qualities of character and integrity, and significant leadership capacities.
Vision
Bethel Seminary aspires to increase its effectiveness in preparing leaders for a variety of
roles that build the kingdom of God.
The vision is not simply to place people in positions or roles of leadership, however. Too
many individuals take on leadership titles or tasks not realizing they lack essential
leadership capacities. So, Bethel’s vision is to prepare its students with the mindsets,
virtues, and skills required for leading.
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To implement this vision, Bethel seeks to optimize traditional academic programs for
pastors and ministry leaders of all kinds. It also seeks to leverage its leadership
development experiences to prepare any Christian for greater leadership effectiveness.
All Christian leaders need to develop proper mindsets: they must be rooted in Scripture,
shaped by theology, and connected to the real world. They need to grow biblical virtues:
they must be formed spiritually, grounded morally, and maturing relationally. And they
need to develop actual skills shared by effective leaders: they must be builders of teams,
developers of people, and nurturers of vision.
Covenant for Life Together
Bethel University is an educational community committed to integrating evangelical
Christian faith with learning and life. As people created in the image of the
covenant-keeping God, we covenant together to discover the mind of Christ and to
become like Christ. We pursue this mission as people called by Jesus to live holy lives,
according to the values, expectations, and goals of the kingdom of God. A crucial part of
our mission is to develop whole and holy persons who will go into the world to serve
others.
To be whole and holy means to be dedicated to God with purity of thought and action. It
means that we are to serve God using the gifts and abilities that we have been given.
Our community has a special calling to discover, teach, learn, and live what is true. We
strive to understand the world in light of the life, death, and resurrection of Christ. This
gives us a distinctive worldview, educational mission, and calling.
Our calling includes a commitment to nurture one another. We strive to elevate
kingdom values over personal agendas. We attempt to measure every decision and
priority in terms of our loving submission to the lordship of Christ and our commitment
to one another. Christ’s power within us and a clear sense of our calling give us a joyful
freedom to do God’s will.
Jesus taught us that right motives and loving relationships are at the core of whole and
holy living. His two greatest commands are to love God with all of our heart, soul, and
mind, and to love our neighbors as ourselves (Matthew 22:37-40). These connect
serving God and serving others. In grace, Scripture also gives us specific rules to guide
us in living. Jesus taught that keeping these rules is an expression of love for God (John
14:15, 21). The Bible condemns legalistic rule keeping. It emphasizes loving
relationships and pure motives in living out these rules (Micah 6:8, Matthew 23:23-24).
Statement of Diversity
Bethel University is committed to creating an environment that welcomes all students,
uniting them around a common allegiance to Jesus Christ. Bethel does not discriminate
against any worth student on the basis of race, color, religion, spiritual values, gender,
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sexual orientation, SES, learning disabilities, physical limitations, age, veteran status,
and belief systems. Respect for diversity is embedded in the nature of the MFT Program
at Bethel Seminary, Bethel University. The Program is committed to acknowledging and
discussing issues of diversity. The importance of diversity is seen in the actual diversity
of our students, faculty members, and supervisors, and also throughout our curriculum,
clinical training, and educational outcomes.
MHC Program Mission
Our mission is to graduate ethical, competent, and biblically-informed professional
clinical counselors to go as God’s servants to work with a diverse client base across a
spectrum of mental and emotional disorders as well as to promote mental health and
wellness.
MHC Program Philosophy
1. Truth does exist, is able to be found, is knowable, yet not completely knowable.
Truth is both revealed and discovered and because all truth is from God and
consistent with God, there is a unity of all truth. People can tenaciously believe in
the existence of truth, while humbly holding and presenting their perceptions of
that truth.
2. The foregoing proposition forms the basis for meaningful integration of the
studies of theology, spiritually, clinical theory and clinical practice which are the
broad domains which form the knowledge base upon which our teaching and
training is built.
3. The biopsychosocial-spiritual framework forms the domains and boundaries of
our anthropology. From this framework, we seek to understand humankind’s
developmental processes, relational patterns (especially in coupling and living in
families), and great diversities, including systemic expressions of power, poverty,
and marginalization.
4. BSSD’s MHC department has adopted Bethel Seminary’s “Three Centers of
Emphasis” philosophy:
“To fulfill the vision of Bethel Seminary, we structure our educational
resources around three centers of emphasis, each charged with
implementing part of the vision statement. Our three centers of emphasis
are: 1) The Center for Biblical and Theological Foundations, 2) The Center
for Spiritual and Personal Formation, 3) The Center for Transformational
Leadership.”
Our specific adaptation focuses on teaching and training MHC students in:
1) knowing theology and theory, 2) being or becoming whole and mature,
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and 3) doing the applied practices of professional mental health
counseling.
Educational Outcomes
The program’s educational outcomes emanate in part from its mission. They express
the goals or anticipated results for the program’s graduates, students, and faculty. Being
mindful of these outcomes informs faculty, supervisors, and others how they can best
facilitate graduates, students, and faculty in developing the qualities, skills, and
competencies required to achieve the desired outcomes.
Program Goals
Program goals express the goals and anticipated results for program graduates.
Practicum professors and site supervisors should be especially aware of these outcomes
as they supervise program trainees. It is also useful for supervisors of program graduate
interns to understand the outcomes around which the program has been designed.
Program graduates are expected to demonstrate the following core competencies:
1. Knowledge: The MHC program will equip students with a wide range of
counseling and psychotherapeutic orientation that strengthens students’ identity
as professional clinical counselors.
2. Diversity: The MHC program will equip students with intercultural competence
necessary to contextualize clinical theory and therapeutic approaches for diverse
client populations and marginalized groups.
3. Research: The MHC program will prepare students who demonstrate familiarity
with scholarly research and critical thinking competencies, to intentionally
integrate systemic theoretical formulations, biblical and theological convictions,
personal experience, and clinical practice.
4. Law & Ethics: The MHC program will equip students to become professional
clinical counselors who practice according to the laws and regulations of their
profession, and provide services in an ethical manner.
5. Practice: The MHC program will cultivate in students’ competencies in clinical
skills, assessment, diagnosis, treatment planning & implementation, and
evaluation in order to provide high quality direct clinical services.
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6. Self of Therapist & Professionalism: The MHC program will prepare students
who will demonstrate knowledge of self through engaging in thoughtful
family-of-origin, biblical, and theological reflection, and who will demonstrate
professionalism in their work environment.
7. Student Achievement: The MHC program will produce graduates with adequate
student achievement associated with the program and BBS requirements.
Student Learning Outcomes (SLO)
For each program goal, there are specific student learning outcomes achieved through
coursework and practice. Each course and its syllabus are designed to achieve specific
SLOs. Professors are to specify for each SLO and competency which assignment(s)
and/or elements of their course are designed for their achievement.
Program students are expected to:
1. Knowledge
a. Student will demonstrate knowledge in counseling and psychotherapeutic
theories and evidence-based models and practice strategies.
b. Student will demonstrate the ability to work clinically using selected
counseling and psychotherapeutic theories and techniques with
individuals, groups, and couples/families.
2. Diversity
a. Student will be culturally competent to work with diverse client
populations including marginalized groups.
b. Student will demonstrate the intercultural competence to work clinically
using selected counseling and psychotherapeutic theories and techniques
with individuals and groups in their enculturative and acculturative
contexts.
3. Research
a. Student will demonstrate an understanding of research in the field of
mental health counseling.
b. Student will demonstrate ability to utilize empirical research and
published literature from mental health counseling and related fields to
enhance therapeutic services.
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4. Law and Ethics
a. Student will demonstrate ability to apply current California statutes and
regulations relating to the practice of professional clinical counseling
b. Student will demonstrate applied ethical principles that are consistent
with ACA code of ethics.
5. Practice
a. Student will demonstrate beginner level ability to deliver direct clinical
services to individuals, groups, and couples/families.
b. Student will demonstrate ability to work in an interdisciplinary context
and from a Recovery Model perspective.
6. Self of the Therapist and Professionalism
a. Student will demonstrate knowledge of their personal and spiritual
formation as a professional clinical counselor.
b. Student will demonstrate professionalism in clinical practice.
7. Student Achievement
a. MHC students will graduate in a timely manner.
b. MHC graduates will gain employment in mental health or gain acceptance
into doctoral programs after graduation.
c. MHC graduates will pass the CA law and ethics exam.
d. MHC graduates will pass the CA clinical licensure exam.
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Communication within the Program
Communication between the MHC department and students is available by way of the
following online applications:
Blink
All Bethel information is accessible through Bethel’s internal web hub, Blink
(blink.bethel.edu). Blink has features and information customized for each individual
depending on his or her role within the university and seminary. Blink is made
accessible after a community account has been created. Blink is where students can
access online services such as registration, course schedules, grades, degree evaluations,
Moodle, student accounts, and payroll information for student workers.
Moodle
Moodle is an online learning platform used in each course by Bethel Seminary
professors and students for course information, tracking assignments and grades, online
forums, and more. Moodle is accessible through Blink and at moodle.bethel.edu.
All students will be assigned a Bethel email address. Bethel Seminary uses the Bethel
community email account for all official correspondence. Therefore, it is essential for
students to check their Bethel email regularly for pertinent communication from faculty
and administration. Students should also use their Bethel email for correspondence to
faculty and staff members. Bethel email may be redirected to a home or business email
address if necessary. Bethel community email addresses are associated with the Google
Suite and give students access to Google applications such as Google Drive, Documents,
Slides, etc. These tools will be useful for students in collaborative projects.
Mailboxes
Students, full-time faculty, current-term adjuncts, and some staff members are assigned
mailboxes for intercampus mail such as returned papers and departmental
correspondence. Mailboxes are located on the lower level of BSSD near the student
lounge and kitchen.
Academic Resources
Additional academic resources such as the program library and student support services
can be found at Bethel Seminary San Diego. To learn more about specific student
services please refer to the MHC Student Handbook.
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MHC Administrative Assistant
The administrative assistant is the gateway between the students and the faculty within
the MHC program. He or she provides students with academic advising and guidance
throughout the program so that, by graduation, each student has been given the tools
necessary to reach their educational and career goals.
Confidentiality of Student Records (FERPA)
In compliance with the Family Educational Rights and Privacy Act of 1974 (FERPA),
students have certain rights with respect to their education records. The rights are
listed below.
1. The right to inspect and review their education records within 45 days of the day
the University receives request for access. Students should submit to the
registrar, dean, head of academic department, or other appropriate official a
written request that identifies the record(s) they wish to inspect. The University
official will make arrangements for access and notify the student of the time and
place where the records may be inspected. If the records are not maintained by
the University official to whom the request was submitted, that official shall
advise the student of the correct official to whom the request should be
addressed.
2. The right to request the amendment of the student’s education records that the
student believes is inaccurate or misleading. They should write the University
official responsible for the records, clearly identify the part of the record they
want changed, and specify why it is inaccurate or misleading. If the University
decides not to amend the record as requested by the student, the University will
notify the student of the decision and advise the student of his or her right to a
hearing regarding the request for amendment. Additional information regarding
the hearing procedures will be provided to the student when notified of the right
to a hearing.
3. The right to consent to disclosures of personally identifiable information
contained in the student’s education records, except to the extent that FERPA
authorizes disclosure without consent. One exception that permits disclosure
without consent is disclosure to school officials with legitimate educational
interest. A school official is a person employed by the University in an
administrative, supervisory, academic or research, or support staff position
(including law enforcement unit personnel and health staff); a person or
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company with whom the University has contracted (such as an attorney, auditor,
or collection agency); a person serving on the Board of Trustees; or a student
serving on an official committee, such as a disciplinary or grievance committee,
or assisting another school official in performing his or her tasks. A school
official has a legitimate educational interest if the official needs to review an
education record in order to fulfill his or her professional responsibility.
4. The right to file a complaint with the U.S. Department of Education concerning
alleged failures by Bethel University to comply with the requirements of FERPA.
The name and address of the office that administers FERPA is:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue
SW Washington, D.C.
20202-4605
Bethel Academic Policies
Academic Advising
Each incoming degree program student is assigned an advisor who seeks to understand
the academic and vocational goals of the student, as well as their personal needs. In
some cases, returning students are assigned advisors according to their concentrations
and are encouraged to attend all of the group advisee/advisor meetings during the year.
Appeal Process
Students who have concern about any academic policy matter (e.g. grades, supervised
ministry, etc.) should first confer with the instructor. If a satisfactory solution is not
reached, an appeal may be made to the Academic Appeals Committee (AAC). Students
should submit their appeals either in writing to the Seminary’s Registrar’s Office (San
Diego), or online through the form available on the Seminary registrar’s office website
(St. Paul). The appeal must be submitted by the student using the appropriate form
within six months of the date the problem arose. The AAC will advise the student in
writing of its decision. AAC decisions may be appealed to the Vice President and Dean.
Academic Integrity
Written material submitted must be the original work of the student. Academic
dishonesty constitutes a serious violation of scholarship standards at Bethel and can
result in denial of credit and possible dismissal from the school. Any act that involves
misrepresentation regarding the student’s academic work is forbidden. Academic
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dishonesty includes cheating on assignments or exams, plagiarism, fabrication of
research, multiple submissions of work in different courses, misrepresentation of
academic records, the facilitation of academic dishonesty, and depriving others of
necessary academic resources.
Students are expected to be good stewards of the learning resources available to them.
Misuse of library or technological resources will not be tolerated. This includes
destroying, hiding, removing, or keeping library materials and damaging or modifying
computer programs without permission. Engaging in software piracy, hacking,
constructing viruses, and knowingly introducing viruses into a system will be considered
breaches of integrity.
Students charged with academic dishonesty have the right to appeal any disciplinary
action. Contact the chair of the appropriate academic appeals committee on each
campus for details on the appeal process. For more information, consult the Academic
Integrity brochure available in the associate registrar’s office.
Admissions and Student Recruitment
All faculty members are expected to be actively involved in student recruitment
throughout the year. Bethel Seminary San Diego actively recruits students from all over
Southern California and the United States to ensure its longevity and sustainability.
Given Bethel and the program’s commitment to integration of MHC practices and
Christian theology, student recruitment is particularly geared toward attracting
applicants from diverse backgrounds and faith-based orientations.
Admission to the M.A. MHC program requires a four-year degree from a regionally
accredited college or university as per the Bethel Seminary Catalogue. More
information on admission requirements can be found in the Academic Catalogue and
the M.A. MHC Student Handbook.
Attendance
Students are expected to attend classes regularly. Those who find themselves unable to
do so should drop the course completely. Students participating in a course with a
week-long intensive cannot pass the course if they miss more than one day of the
intensive.
Since the chapel experience and the Community Life Gatherings are both symbolic and
expressive of our corporate life as a Christian community, students are expected to
attend when they are on campus. Set within the context of various traditions, the
primary emphasis of the chapel service is the worship of God expressed in a variety of
ways, including the proclamation of the Word, prayer, music, and meditation. Time is
also set aside for focusing on other aspects of our corporate life, such as fellowship,
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growth in mind and spirit, small group experiences, the sharing of concerns,
lectureships, and forums.
Specific class attendance information is provided in each class syllabus. Upon review of
the syllabus, if any questions/concerns should arise, such inquiries should be brought
directly to the professor for final determination.
Graduation
Students are responsible for meeting the graduation requirements set forth in the
catalogue at the time of their matriculation. Students who take extended leaves of
absence of four or more consecutive terms are subject to the graduation requirements
set forth in the catalogue at the time of their reinstatement, unless written permission
was obtained from the Office of the Registrar before the extended leave. If prior
permission was obtained, the student may follow the catalogue requirements under
which the student was initially admitted. Candidates for a degree in the Master of Arts
programs must meet residency requirements for their degree.
Commencement is held only in the spring of each year. Students must make written
application to graduate during the fall semester of the year in which they anticipate
graduation. Any student who fails to do so by February 1 will not be listed for
graduation that year. All degrees are voted on by the Board of Trustees upon the
recommendation of the faculty.
The associate registrar will complete a curriculum check at the end of the fall semester
of the year in which the student has applied for graduation. In addition to academic
requirements for graduation, students must fulfill the following requirements:
1. Participate in the required assessment and evaluation program;
2. Participate in formation experiences and assessments as indicated in the degree
requirements;
3. Complete Supervised Ministry or Practicum requirements;
4. Achieve a GPA of 2.0 or above (Students in the M.A. MHC program must achieve
a cumulative GPA of 3.0 in their MHC program courses);
5. Present a clearance on financial accounts,
Participation in graduation ceremonies is expected. Students must request permission
to graduate in absentia in writing to the Office of the Registrar by April 1. Students
whose attendance status changes must contact the registrar’s office to notify it of the
change and will be charged an administrative fee. Students must complete all degree
requirements in the academic year in which they plan to graduate.
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Additionally, as stated in the Bethel Seminary Catalogue, there is a time limit on
reaching completion of degree requirements. The catalogue states, “All requirements
for the Master of the Arts degree are to be met within eight years of the time of the
student’s initial enrollment. Students are encouraged to consider all other
commitments, including family, ministry, and work when planning their course
schedules. Approvals for extensions of the time limit in the master’s program require
special action of the Academic Appeals Committee (AAC) upon written student appeal.”
Harassment Policies
Bethel Seminary is committed to providing a Christ-centered community where
students, faculty, and staff can work together in an atmosphere free from all forms of
harassment, exploitation, or intimidation, including racial and sexual harassment. All
members of the Bethel community are expected to educate themselves about sexual and
racial harassment. Copies of the harassment policies are available in the Office of the
University Provost in St. Paul and the Office of the Dean and Executive Officer in San
Diego, as well as in the libraries and the St. Paul Office of Student Development and
Support. To file an informal or formal complaint, please contact the compliance office
in St. Paul or the dean at San Diego.
Incomplete Grades
A grade of Incomplete is granted for emergency situations only. Students are expected
to submit all work by the dates set by the course instructors and complete all course
requirements on or before the last day of the term. The grade “Incomplete” is
temporary and will be granted only in unusual circumstances (such as serious illness or
critical emergencies) and will not be considered for a student who is simply behind in
the assignments.
No Incomplete will be granted automatically, except as noted below. The date for
completion of the work will be determined by the instructor, but that date cannot extend
beyond one semester. If the work is not completed by the specified date, the grade
earned will be entered on the student’s record. Special problems regarding a student’s
eligibility to receive the Incomplete will be referred to the Academic Appeals Committee.
For Independent Studies, Thesis Projects, and Clinical Pastoral Education, the grade of
Incomplete will be awarded automatically at the end of the first term to allow two
semesters for completion of the course.
The grade of Incomplete may also be awarded for Professional Internship to allow one
year maximum extension.
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Registration
New students register for their first term classes during their orientation session. In San
Diego, the registrar can help to plan course selections. Continuing students may change
their registration, or register for upcoming semesters in October (for interim and spring
terms), March (for summer term), and May-July (for fall term). Those who register
outside the regular registration times will be subject to fines. Students not on the
official class list will be asked to leave class to complete registration. In no case will
students be permitted to register for two classes that overlap meeting times. Students
should consult the registrar’s office for information on registration dates and times.
Students wanting to drop or add courses must fill out a Change in Registration form and
submit the form to the registrar’s office. Mere absence from class sessions will not
constitute withdrawal. Courses may not be added or changed from audit to credit after
the first week of semester, but students may change from credit to audit, or withdraw
from the course through the 11th week of the semester.
After the third week of class, a grade of W will be entered for each dropped course.
From the 12th week, a grade of F will be recorded for any dropped course unless the
student appeals to the to the Academic Appeals Committee (AAC) citing exceptional
circumstances. Failure to submit a written petition form will result in an automatic F.
Retention
We take seriously our goal to prepare whole and holy Christian leaders. Consequently,
we are concerned not only with academic preparation, but also with spiritual and
personal formation. Students who fail to make adequate progress in areas of
development and/or formation may be placed on probation and required to follow a
developmental plan to continue in their degree program. Students will be notified if they are being placed on probation or if their continuance in a degree program is in
question.
Specifically, our MHC Program Director, full time faculty, and the Clinical Training
Coordinator conduct annual reviews on each of our students who are currently enrolled
in our M.A. MHC program. The review will detail academic and clinical progress of the
previous academic year. With this review process, we can track a student’s progress in
our program as well as allow for comments from the appropriate faculty advisor.
Faculty advisors will formally meet with students whose academic and clinical
performances may begin to fall or actually fall below the minimum standards. A
corrective action plan will be proposed by the faculty advisor and negotiated with the
involved student to rectify academic and clinical deficiencies and/or unprofessional
behavior that are interfering with the student’s capacity to satisfactory complete the
requirements for the MHC program. Each student’s annual review and corrective action
plan must be filed in the student’s folder to record academic progress.
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Program Specific Policies
Personal Therapy
Therapists in training are expected to engage in a process of self-reflection and
development. As part of the M.A. MHC program goals and student learning outcomes,
course requirements will often offer opportunities for students to reflect inward during
assignments, discussion, and/or role play. It is strongly recommended that students
and trainees complete at least 15 hours of personal psychotherapy throughout the
duration of the program. It is believed that having a personal therapeutic experience
will provide students with both a vehicle of self-care while in the program as well as
personal experiences to speak to as a professional clinical counselor.
Program Governance and Committees
Student Governance
The M.A. MHC program has a self-governance system in place in which students may
provide feedback to the Student Leadership Committee (SLC). The Student Leadership
Committee will serve as a liaison between students, faculty, and administration. SLC
members will work together to evaluate and provide recommendations to MHC policy
and programs and work towards increasing student awareness and participation with
MHC opportunities. More specifically, this committee will be expected to:
● Identify issues important to the future of the MHC Program
● Provide feedback and recommendations regarding the program
MHC Program Governance and Committee
Governance
The M.A. MHC program has in place a self-governance system in which a student
community of interest provides feedback that is used to help improve the program.
Below is a tentative schedule of the reports and meetings used in this process.
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MFT/MHC Committee
The BSSD MHC department has its own leadership team that meets once a
month to discuss necessary administrative, supervisory, and evaluative functions within
the MFT Program. Members of this committee include the Program Director, full-time
MHC faculty,
MHC Leadership Team
The BSSD MHC department has its own leadership team that meets once a semester to
discuss necessary administrative, supervisory, and evaluative functions within the MHC
Program. Members of this committee include the Program Director, core MHC faculty,
the clinical training coordinator, the MHC administrative coordinator, a Bethel MHC
alumni representative, and a MHC member of the student body.
MHC faculty meetings are also set up to discuss information provided from stakeholders
(e.g. supervisors, alumni, students, faculty, administration, professional organizations)
to improve the quality and delivery of the M.A. MHC program. The core faculty meets 2
times a month. Additionally, the program has implemented an all-faculty meeting for all
core and adjunct faculty once a semester.
The following items are open to discussion and evaluation during these monthly
meetings:
● Program evaluation surveys
● Faculty training
● Academic scheduling updates
● Practicum report
● General updates
● PQE updates
● Senior integrative project updates
● MFT/MHC student leadership team report
● Alumni committee report
● COAMFTE updates
● MHC update
● Students of concern
● Other business
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Program Faculty and Staff
The BSSD faculty and staff members are selected among local professionals who
demonstrate a high quality of practice and expertise in the various core competencies of
the M.A. MHC program
Associate Professor and Program Director
Karen Quek, Ph.D., LMFT, LPCC, AAMFT approved
supervisor Email: [email protected]
Karen Quek, PhD. is a dual licensed marriage & family
therapist (LMFT) and professional clinical counselor (LPCC).
Karen has been providing therapy for individuals, couples and
families from diverse background and experiences for more
than 20 years and has been a core faculty in couple and family
therapy programs for more than 10 years. Karen holds a PhD
in marital and family therapy from Loma Linda University,
CA and has a Masters degree in Christian Education from Talbot School of Theology,
Biola University, CA. She has achieved national “Approved Supervisor” status of the
American Association for Marriage and Family Therapy. She was a commissioner for the
Commission on Accreditation for Marriage and Family Therapy Education. Karen has
published articles using qualitative and quantitative international data and has made
numerous presentations at international, national and local conferences.
Specializations: gender construction in couples’ therapy; international couples’
relational dynamics; cultural competency in clinical supervision; development of the
therapist; & family and couples’ processes.
Program Administrative Coordinator
Julie Stockton, B.S.
Email: [email protected]
Julie has been a part of the Bethel Seminary San Diego Marital and
Family Therapy team since May 2015. She is the Administrative
Assistant Coordinator for the programs. Julie provides administrative support for the MFT/MHC programs and manage relations between the programs’ (and programs’ director), faculty, students, prospective students, the academic institution (BSSD, Bethel Seminary, Bethel University), governing boards (CA Board of Behavioral Sciences),
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accrediting agencies (COAMFTE, ATS, HLC), professional associations (CAPS, AAMFT, CAMFT, CACREP), etc.
Program Faculty
Paula Bunn, M.A., LMFT, AAMFT supervisor candidate
Email: [email protected]
Paula Bunn is the Counseling Supervisor at the Center for
Compassionate Care of The Elizabeth Hospice. She provides
leadership and counseling services for hospice and community
bereavement support. Paula began teaching at Bethel in 2011.
Minoa Chang, M.D., Ph.D., LCP
Email: [email protected]
Minoa Chang serves as a Licensed Clinical Psychologist in
California where she works mainly with adults in life
transitions, cultural and spiritual issues, and chronic mental
illness. Minoa offers her services in English, Spanish, and
Portuguese.
Specializations: life transitions, grief, divorce, acculturation,
bicultural marriage and relationships, spiritual issues, chronic
mental issues.
Kathryn de Bruin, M.A., LMFT, AAMFT Supervisor,
Registered Play Therapy Supervisor
Email: [email protected]
Kathryn de Bruin is a Licensed Marriage and Family
Therapist, Certified EFT Trainer and Supervisor. She has a
full time private practice in San Diego, CA where she works
with children and families. Kathryn teaches Play Therapy
at the University of California San Diego, in the Play Therapy Program, and at Bethel.
With a heart for her homeland South Africa, Kathryn started www.eftsouthafrica.com
She travels back frequently to provide trainings. As a AAMFT supervisor, Kathryn
enjoys providing supervision in person and online. She began teaching at BSSD in 2017.
Specializations: Emotionally Focused Therapy, play therapy, therapist training and
supervision.
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M.A. MHC Program Manual
Mary Helms, M.A., Psy.D., LMFT
Email: [email protected]
Mary Helms has provided therapeutic services within the
educational community for almost 10 years. She is a Licensed
Marriage and Family Therapist and an adjunct assistant professor
at two local universities. She has experience working with
students with both learning and emotional difficulties. Mary is a
former recipient of the American Association of Marriage and
Family Therapy (AAMFT) Substance Abuse and Mental Health Services Administration
(SAMSHA) Minority Fellowship and received intensive training related to clinical work,
teaching, and scholarship focused on community and minority populations. She began
teaching at BSSD in 2017.
Terri Hightower, LMFT, AAMFT approved supervisor,
Registered Play Therapist
Email: [email protected]
Terri Hightower serves as the Senior Mental Health Clinician at
St. Vincent de Paul where she works with the homeless
population of San Diego County. Hightower offers therapy to
the adults, children, and families within the shelter.
Additionally, she is an associate at Reinicke Counseling
Associates and an adjunct professor at BSSD.
Specializations: play therapy, child therapy.
Heather Hoshiko, Psy.D.
Email: [email protected]
Heather Hoshiko is an associate of Phillips Medstone, a
behavioral pain management clinic and serves as a consultant
for Taylor Study Method, an EPPP licensing study aid company.
Heather has extensive clinical experience in private and
community practice settings emphasizing in biofeedback,
neuropsychology, pain management, child and adolescent
therapy, and disordered eating. She began teaching at BSSD in
2015.
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M.A. MHC Program Manual
Specializations: community psychology, biofeedback, neuropsychology, pain
management, child and adolescent therapy, disordered eating treatment, couples
therapy, intimacy in relationships, curriculum development
Benjamin M.H. Kim, M.S., M.Div., Th.M., Ph.D., LMFT
* Visiting professor from August 1, 2017-July 31, 2018
Email: [email protected]
Ben Kim has counseled and pastored as an ordained minister for
over 10 years, practiced clinically as a licensed marriage and
family therapist in both mental health and private practice, and
taught in different venues all with the singular focus of spiritual
formation. Born in Korea and growing up in Southern California,
Ben received his M.Div. and M.S. from Fuller Theological
Seminary, Th.M. from Princeton Seminary, and Ph.D. from
Trinity Evangelical Divinity School.
Daniel Kim, M.A., LMFT
Email:
Daniel serves as a Licensed Marriage and Family Therapist at
Potentia Therapy in San Diego, where he works with individuals,
couples, and families. His clinical focus areas are men's issues,
trauma, self-worth, addictions/compulsions, marital
disconnection, and grief. Daniel also serves at Chinese Evangelical
Church of San Diego, where he focuses on spiritual formation,
discipleship, and small group leadership. Dan joined as an adjunct
faculty in 2017.
Jennifer Konzen, M.A., Psy.D., LMFT, CST, CCDC
Email: [email protected]
Konzen owns a private practice where she provides services in
parent education, child and adolescent therapy, couples therapy,
and individual therapy. She is also a Certified Sex Therapist and
Chemical Dependency Counselor.
Specializations: parent education, attention and impulse control
in children, adolescent therapy, depression, self-harm, eating
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M.A. MHC Program Manual
disorder, addictions, trauma, anxiety, grief, sexual abuse, child abuse.
David Leatherberry, JD
Email: [email protected]
Leatherberry is Gordon and Rees’s San Diego partner for
healthcare related business transactions and civil litigation
through trial including licensing and regulatory matters. He
also serves as outside legal counsel for the San Diego
Psychological Association and as a vice chair on the Health Law
Committee of the California State Bar’s Business Law Section.
Leatherberry is also the editor of lawandethicsresresource.com
and a welcomed addition to the Bethel faculty to train our
students in law and ethics.
Specializations: HIPPA, HITECH, CIMA, and related privacy
rules, physician compensation and recruitment laws, practice formation, law and ethics
Ben Lim, Ph.D., LMFT, AAMFT approved supervisor
* On sabbatical August 1, 2017-July 31, 2018
Email: [email protected]
Ben Lim is a licensed therapist and a member of the core
teaching faculty at BSSD. In addition to training therapists,
Ben has pastored for many years in different churches around
the world including churches in Malaysia, Singapore, Texas,
and California.
Specializations: premarital counseling, marriage enrichment,
parenting, marital and family therapy, multi-cultural therapy, spiritual issues,
missionaries and pastoral self-care, grief and loss, relational difficulties.
Donna Scott, M.A., LMFT
Email: [email protected]
Donna Scott has over 25 years of experience providing
individual, couples, family, and play therapy in a variety of
settings. She is a member of the teaching faculty at Bethel,
often interacting with first year students in some of their first
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M.A. MHC Program Manual
courses. She is a member of CAMFT and Black African American Christian Counselors.
Katherine Turner, Ph.D.
Email: [email protected]
Katherine Turner is an Adjunct Professor at Bethel Seminary as
well as the Associate Director of Psychology Undergraduate
Advising Program at SDSU where she coordinates the Honors
Thesis Program. She is currently researching the roles of
attention and forensics in developmental research.
Specializations: functional connectivity and visual processing in
Autism, research quality control.
Andee Woolf, M.A., LMFT, AAMFT approved supervisor
Email: [email protected]
Andee Woolf is an experienced therapist at Mental Health
Systems where she focuses primarily on school aged youth and
immigrant families. She is the Clinical Supervisor at MHS
School-Based Program, qualifying her to teach practicum
courses as an adjunct faculty member at BSSD.
Specializations: SFBT, CBT, children therapy, family therapy,
training MFT students, marginalized populations, practicum
process and requirements.
Teaching Faculty Members are responsible for teaching all content courses within the MFT programs including participation in collaborative curriculum reviews, revision and development; direct interaction and mentoring of program students via email, phone, and video conferencing as needed; grading/evaluating student assignments/activities; participation in and evaluation of course discussions; and attend the all- faculty meetings. They report to the Program Director. Clinical Faculty Members are responsible for teaching and facilitating the clinical training courses (practicum and internship) (includes all responsibilities of Teaching Faculty with specific focus on clinical courses); may serve on faculty panel for a student’s Final Clinical Presentation; and attend the all- faculty meetings. They report to the Clinical Training Coordinator..
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M.A. MHC Program Manual
MHC Program Overview
The Master of Arts in Mental Health Counseling (M.A. MHC) provides all of the
academic requirements for licensure in California as a Licensed Professional Clinical
Counselor (LPCC). It is designed specifically for students who are committed to
integrating Christian theology, Christian spirituality, clinical theory, and clinical
practice. Seminary level courses in theology, biblical studies, and Christian social ethics
are taken along clinical courses and a senior year nine-month practicum. Students may
select between full-time and part-time pathways in a learning environment that
stimulates personal, spiritual, and professional development. Graduates will be
equipped to work professionally in a wide variety of secular and Christian mental health
settings.
All students admitted to the Master of the Arts in Mental Health Counseling program
must complete the assessment process required of all seminary students during their
first year of study. A cumulative GPA of 2.0 or higher (C average), and a cumulative
GPA of 3.0 or higher (B average) in their required clinical courses (MH and MF courses)
are required to graduate with the M.A. MHC degree.
Program Accreditation Information
As stated above Bethel Seminary San Diego’s M.A. MHC follows standards for MHC
programs assigned by BBS. According to accreditation standards and program
expectations, Bethel Seminary is required to uphold policies set forth by the BBS.
MHC Program Guidesheet
The following is a guide to all courses required to obtain the M.A. MHC degree including
information regarding which part of the year each course is offered. More details about
the courses can be found in the current Bethel Seminary Catalogue, in upcoming
semester schedules posted on Blink, or in the MHC Pathway Guides, which can be found
outside the program administrator’s office. If you need help accessing any of these
documents, please refer to Blink, the website, or contact the program administrator for
assistance.
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Typical Course Timeline
Below are the M.A. MHC courses divided by the year students will typically take the
course. This is the general framework of program progression. More specific pathways
based on year of admission can be found by contacting the Program Administrator.
Each course is listed with the program and professional requirements it meets or helps
students develop according to the BBS.
Year 1
● MH 625: Theories of Mental Health Counseling (3; BBS CCA 1)
● MH 626: Advanced Psychotherapy Theories & Techniques (3; BBS CCA 1, 13)
● MF 662: Clinical Issues in Human Diversity (3; BBS CCA 6)
● MF 627: Research, Design, and Evaluation (3; BBS CCA 8)
● MF 635: Individual Development, Family Life Cycle, and Aging (3; BBS CCA 2)
● MH 649: Counseling Couples in Relationship (3)
● MH 656: Crisis Intervention and Trauma Response (3; BBS CCA 12)
● MF 629: Community Mental Health (3)
● SP002: Formation Assessments (0)
Year 2
● MF 646: Individual and Family Psychopathology (3)
● MH 638: Counseling Children, Adolescents, and Their Families (3)
● MF 675: Law, Ethics, and Professional Issues (3; BBS CCA 9)
● MH 655: Chemical Dependence, Addictions, and Co-Occurring Disorders (3; BBS
CCA 4, 11)
● MF 645: Psychological Assessment (3; BBS CCA 5)
● MH 656: Crisis Intervention and Trauma Response (3)
● MH 636: Career Development (3; BBS CCA 3)
Year 3
● MH 715-716: MHC Practicum I-II (3 each)
● MH 785: MHC Senior Integrative Seminar (1) (taken concurrently with MH 716)
● MH 627: Group Psychotherapy (3; BBS CCA 4)
● MH 645: Psychopharamcology and Psychobiology (3; BBS CCA 10)
Total Degree Program Credits: 67
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M.A. MHC Program Manual
Clinical Experience and Practicum
Supervised clinical experience, also known as practicum, is a nine-month long
opportunity for students to practice and integrate theory, style, and skills as a mental
health counselor. While enrolled in Practicum, students work in a community agency for
nine months seeing clients with supervision from the agency.
These six semester units constitute a 9-month practicum including 350 face-to-face
client contact hours and a minimum of 70 hours of supervision by a qualified California
Licensed Professional Clinical Counselor and/or other approved supervisor. The
practicum fulfills the requirements of the BBS for face-to-face experience counseling
individuals, couples, families, or groups.
For more detailed information about the practicum and clinical experience portion of
the program, see the Supervised Clinical Experience MHC Practicum Manual or speak
with the Practicum Coordinator.
Supervision Requirements
Bethel Seminary follows supervision requirements in accordance with BBS standards.
Students are required to have a minimum of 70 units of supervision (a unit of
supervision is defined as one hour of individual supervision or two hours of group
supervision) by a qualified California Licensed Professional Clinical Counselor,
Marriage and Family Therapist, Clinical Psychologist, Licensed Clinical Social Worker,
or Board-Certified Psychiatrist. The supervisor must be licensed in the state of
California for two years prior to commencing supervision.
A minimum of 35 of the 70 required supervision hours must include “raw data” and is
therefore based on direct observation via the following methods:
○ One-way mirror
○ Co-therapy
○ Video recording
○ Audio recording
Practicum Courses
The program’s administrative assistant will register students for the practicum courses
once they qualify. Once the MHC student has reached practicum, regular attendance is
a must. Practicum courses in the MHC program are listed as MH715 and MH716 and
constitute 6 credits of the program total.
Practicum Requirements
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M.A. MHC Program Manual
The Supervised Clinical Experience MHC Practicum Manual has the information needed
to complete the practicum portion of the program successfully. Refer to the Supervised
Clinical Experience MHC Practicum handbook for more detailed information; however,
use the abbreviated requirement checklist below for your reference.
Prior to beginning Practicum work:
● Completion of 4 MHC classes prior to beginning of MH 715. Required are
MH625, MH626, MF675, and MF646.
● Complete the Practicum Self-Assessment form and turn into the program’s
Practicum Coordinator.
● Complete Practicum Qualifying Exam (PQE) with a passing grade of at
least 70% in both the writing and the quantitative portions.
● Receive an approval letter from the Practicum Coordinator prior to
beginning practicum (to be placed in student file).
● Attend “Orientation to Practicum” meetings
● Register for Supervised Clinical Experience (MH 715, 716): This will be
done for students by the Administrative Assistant.
● Make a 9-month long commitment with a practicum site offering at least
15-25 hours per week. The commitment will run from September-June or
January-August.
● Purchase a liability insurance policy prior to first day of class.
During Practicum work:
● Students must begin their first semester of practicum class before
beginning clinical hours.
● The practicum site must be a counseling agency that is a nonprofit,
charitable, hospital, educational, or church setting. The agency must
supply an AAMFT approved or CAMFT certified (or candidate) supervisor.
● Obtain a signed Site Agreement between you, the counseling agency, and
Bethel.
● 350 hours of direct client contact.
● Maintain supervisory requirements as prescribed by Bethel’s MHC
program and BBS requirements.
○ Minimum of 70 units supervision (1 hour of individual supervision
or 2 hours of group supervision = 1 unit)
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M.A. MHC Program Manual
○ Minimum of 35 units must include “raw data” including a one-way
mirror, co-therapy, video/audio recording and can, therefore, count
as direct observation.
● You must also be able to bring your video recordings off-site for use in
practicum class presentations.
● Students should work with a wide variety of presenting problems and
diverse clients in terms of age, culture, ethnicity, gender, race, religion,
and socioeconomic status.
● If the supervisor is off site, a Supervisor’s Agreement Form from the BBS
must be signed and maintained.
● At the end of every semester, students will submit course assignments,
clinical hours, a Supervisor’s End of Term Evaluation of Trainee, and a
Trainee Evaluation of Site.
Need for a Practicum Continuation
The California Board of Behavioral Sciences Business and Professions Code (BPC)
Section 4980.42 states, “Trainees must be enrolled in a practicum course to counsel
clients…” and, therefore, practicum continuation has been set up to allow students to
remain enrolled in a practicum course beyond the four required courses if necessary.
Any student who has not completed 350 total hours of direct client contact by the end of
MH 716 will be required to apply for a practicum continuation. A Practicum
Continuation Contract must be completed and submitted before the last day of class of
the semester prior to the continuation term. In addition, a new contract must be
submitted for every semester of continuation. Students are required to continue in
practicum and a practicum course until they have completed all required hours. No
continuation is granted without the approval of the CTC.
Upon submission of the Practicum Continuation Contract, the student will be charged a
$357 continuation fee and his/her grade for MH 716 will become an “In Progress” until
the contract has been completed. The student will continue to be responsible for course
requirements, even in a continuation.
Membership with Professional Association
All students considering becoming a licensed professional clinical counselor (LPCC)
should consider membership with California Licensed Professional Clinical Counselor
association, CALPCC. Student membership allows for future LPCCs to get connected
within a professional network prior to graduation. Information on membership can be
found on CALPCC’s website, https://www.calpcc.org. MFT and PCC Dual Licensure Option
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M.A. MHC Program Manual
All students in the MFT or MHC programs have the option to complete additional
coursework in preparation to take both the MFT and PCC clinical licensure exams.
While the students will only obtain one degree from Bethel Seminary, they will have the
necessary education to take both exams as per BBS requirements. Courses and degree
pathway should be discussed with the MFT/MHC administrative assistant to assure all
courses are completed in a timely manner.
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M.A. MHC Program Manual
Licensing and Certification
The Board of Behavioral Sciences (BBS) is the regulatory agency responsible for
licensing professional clinical counselors in the State of California. We have listed an
abbreviated version of the process for licensure according the BBS. More information is
available at http://www.bbs.ca.gov/lpcc_program/lpcc_is_traditional_path.shtml.
1. Obtain your qualifying master’s degree and earn your supervised experience as a
trainee (BSSD’s M.A. MHC program currently meets at least the minimum
program requirements according to the BBS core competencies. The program
also meets the BBS requirements of six semester units of supervised practicum).
2. Register with the BBS as a PCC Intern and begin earning supervised work
experience.
a. Registration will require an address to be listed online, transcript, photo,
and LiveScan receipt
b. Be aware of any additional educational requirements according to BBS and
CALPCC.
c. Be aware of supervisory requirements for your supervisor of the additional
post degree experience. Interns cannot receive supervised experience
hours in a private practice setting prior to becoming fully registered with
the BBS.
3. Apply for examination eligibility.
a. If you plan to practice out of state, check your state’s requirements and
examinations for licensure for a more accurate pathway and requirements.
4. Take the required examinations in proper order
a. California Law and Ethics Examination
b. National Clinical Mental Health Counselor Examination (NCMHCE)
5. Apply for initial licensure
6. Obtain your official LPCC license
Clinical Experience
According to the BBS, clinical experience gained after January 1, 2012 should meet or
exceed the listed requirements in either Option 1 or Option 2:
Option 1
Effective 2016, if an applicant plans to submit an application for licensure and
examination after the date of December 31, 2020 must qualify under the following
option:
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M.A. MHC Program Manual
1. Direct Counseling Experience (minimum 1,750 hours)
a. Must include minimum of 150 hours of clinical experience in a hospital or
community mental health setting.
2. Non-clinical Experience (maximum 1,250 hours)
a. May consist of direct supervisor contact, administering and evaluating
psychological tests, writing clinical reports, writing progress or process
notes, client centered advocacy, and workshops, seminars, training
sessions, or conferences.
Option 2
1. Direct Counseling Work Experience with individuals, groups, couples or families
(minimum 1,750 hours)
2. Group Therapy or Counseling (max 500 hours)
3. Telehealth Counseling (max 375 hours)
4. Other non-counseling work experience (no min., max. 1,250).
a. Workshops, seminars, training sessions, and conferences directly related
to professional clinical counseling (no min., max. 250 hours)
b. Administering and evaluating psychological tests of counselees, writing
clinical reports and progress or process notes (max 250 hours)
c. Client Centered Advocacy
d. Direct Supervisor Contact
*** Within both options, a minimum of 500 hours of supervised experience working
directly with couples, families, or children is required if the applicant wishes to assess or
treat couples or families after being issued a LPCC license.
MHC/PCC Internship
Post-Graduation Clinical Experience
Graduates of an MHC program start obtaining their applicable hours towards licensure
after graduation. It is important to note that hours obtained during clinical practicum
do not qualify under the 3,000 hours needed toward licensure.
Scope of Practice
The scope of practice as a licensed professional clinical counselor includes assessment
and treatment of individuals and groups, but does not include families and couples. In
order to qualify as a practicioner for couples and families, LPCC/PCCIs must meet the
following requirements listed by the BBS
(http://www.bbs.ca.gov/pdf/forms/lpc/lpc_scope_practice.pdf):
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M.A. MHC Program Manual
1. Six (6) semester units specifically focused on the theory and application of
marriage and family therapy OR a named specialization or emphasis area on the
qualifying degree in marriage and family therapy; marital and family therapy;
marriage, family, and child counseling; or couple and family therapy. AND
2. No less than 500 hours of documented supervised experience working directly
with couples, families, or children. AND
3. A minimum of six (6) hours of continuing education (CE) specific to marriage
and family therapy during each license renewal cycle. The six (6) hours will count
toward the required overall 36 hours of CE.
Additionally, as of January 2017, the BBS requires LPCCs to obtain written confirmation
from the Board stating that he or she meets the requirements to assess and treat couples
and families prior to assessing or treating a couple or family client. More information
can be found using the link above.
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