WPC D8L Pr+lj_ T\IǥbR0TJl7s`DHE&D=T-n/9qۍXz<ؚ/gl$uݦM[-5*z7/HٲY:7cHB6mTJ3ȸv4OS`/c^|`ZN[fRaTfhajf~afafafafafa 08A  CfNaPPPPPPPPPPPPPPPPPPPPPPPPPP BdHP DeskJet 720C0(,,,,0(0&d9 Z6Times New Roman RegularX($GGGHGHUSUS.,, +XXf+, W" Xf4 +XW" , \AZArial , #,GRA~1AMS3|x"U;TABLE A TABLE BTABLE Ch/TABLE DPTABLE ETABLE FpTABLE GPhTABLE H(;3$2#  0  .3  0  3#37=CIQYag1.a.i.(1)(a)(i)1)a)i)(O;$0  2#  a  .3  0` (#(#(b$0  0` (#(#2#   .3  0 ` (#` (#(xir$0  0` (#(#0 ` (#` (#2#(  0  )3  0 (# (#($0  0` (#(#0 ` (#` (#0 (# (#2#(  a  )3  0h(#(#(F$0  0` (#(#0 ` (#` (#0 (# (#0h(#(#2#(   )3  0h(#h(#($0  0` (#(#0 ` (#` (#0 (# (#0h(#(#0h(#h(#2#  0  )3  0(#(#({$0  0` (#(#0 ` (#` (#0 (# (#0h(#(#0h(#h(#0(#(#2#  a  )3  0p(#(#(F$0  0` (#(#0 ` (#` (#0 (# (#0h(#(#0h(#h(#0(#(#0p(#(#2#     )3  0p(#p(#  !"#$%xAGaeimquy}Bullet ListBullets List'&qTABLE ATABLE BTABLE CTABLE DUTABLE ESTABLE F TABLE GSTABLE HTABLE ApTABLE B(Vm$0   =TABLE I d !GGGGUSUS.,,t+XX5+,tWCX54&4XWC  _4 444&X*HX44   8CXdd8ReportonHunterCollegeSecondarySchoolCounselingProgram af  Spring,2002   A K.P(0    @  @ TableofContents  J    >   =Vm  =Vm0  G   INTRODUCTION#!#!#J#.G G ###4=Vm ݌   Ќ  =Vm  =Vm0  G   PART1A&1B.PHILOSOPHYANDKNOWLEDGEBASE#!#!#J#.gg4###4=Vm݌ af  Ќ  =Vm  =Vm0  G   PART1C.PROGRAMGOALSANDOBJECTIVES#!#!#J#.KK0###5=Vm݌   Ќ  =Vm  =Vm\0  G   PART1D:LINKSTOSTATECERTIFICATION.#!#!#J#.//1###6=Vm\x݌   Ќ  =Vm  =Vm40  G   PART2.COURSEOFSTUDY#!#!#J#.++!###6=Vm4P݌ kp  Ќ  =Vm  =Vm0  G   PART3.DESCRIPTIONOFFIELDWORK.#!#!#J#.oo+###7=Vm݌  Ќ  =Vm  =Vm0  G   PART5.PROGRAMLOCATIONANDINTERRELATIONSHIPS.#!#!#J#.  ;###8=Vm݌  Ќ  =Vm  =Vm0  G   PART6.FACULTYROLES,PREPARATION,RANK,COURSES#!#!#J#.;###8=Vm݌ uz Ќ  =Vm  =Vm 0  G   PART7.NUMBEROFGRADUATESFROMTHESCHOOLCOUNSELINGPROGRAM #( FORTHEPASTTHREEYEARS.#!#!#J#.;;'###9=Vm ݌  Ќ  =Vm  =Vm 0  G   PART8.ADMISSIONCRITERIA#""I#.$###10=Vm ݌  Ќ  =Vm  =Vm| 0  G   PART9._CACREP_ԀSTANDARDS.#""I#.######11=Vm| ݌ V[ Ќ  =Vm  =Vmg 0  G   TABLE1.EIGHTCOMMONCOREAREASWITHIDENTIFIEDCOURSES#""I#.B###12=Vmg ݌   Ќ  =Vm  =VmQ 0  G   TABLE2.SCHOOLCOUNSELINGAREASWITHIDENTIFIEDCOURSES#""I#.D###20=VmQ m ݌ !! Ќ  =Vm  =Vm=0  G   D.CLINICALINSTRUCTION._CACREP_ԀSTANDARDSFORFIELDWORK:#""I#.D###25=Vm=Y݌ `#e# Ќ  =Vm  =VmI0  G   10.PERFORMANCEBASEDASSESSMENTINPROGRAMSINCOUNSELOR %% EDUCATION#""I#.7 7 ###27=VmIe݌ %& Ќ  =Vm  =VmR0  G   CONCLUSIONANDTRANSITIONPLAN#""I#.'###31=VmRn݌ '!( Ќ  =Vm  =Vm!0  G   _Timeline_ԀforTransitionPlan#""I#. %###32=Vm!=݌ A)F#* Ќ  =Vm  =Vm0  G   References#""I#.KK###33=Vm*݌ *$, Ќ  Appendices............................................................._.34_ ,&.  K.P(0    @  @  @O ProgramsinCounselorEducation,JohnONeill,Coordinator  ReportpreparedbyMaryKopala,Spring2002  #4 4XX*H"#X*HX44    ""   INTRODUCTION      Because_NCATE_ԀdoesnothavearelationshipwiththeCouncilforAccreditationof W \ CounselingandRelatedPrograms(_CACREP_),areportoncounselingisnotsubmittedto . 3 _NCATE_.Further,becausetheNewYorkStateEducationDepartmenthasnotcompleted   andreleasedtherevisionoftheregulationsforcounselingprograms,theHunterCollege   schoolcounselingprogramhasnotengagedintherevisionprocess.However,   individualsattheStateBoardofEducationhaveconsistentlyindicatedthatanyprogram    changesthataremadeintheinterimshouldreflect_CACREP_ԀStandards.Further, af  counseloreducatorsat_Hofstra_ԀUniversityandLehmanCollegehaveindicatedthat 8=  _NCATE_Ԁsitevisitorsareinterestedinknowingtheprogressthatcounselingprogramsare   makinginmovingtowardcompliancewiththe_CACREP_ԀStandards.Consequently,this   documenthasbeenwritten(a)toresemblean_NCATE_Ԁdocument,(b)todocumentthe   progresstowardcompliancewith_CACREP_ԀStandards.#4 4XX*H#X*HX44      PART1A&1B.PHILOSOPHYANDKNOWLEDGEBASE  g BG   Centraltoallmainstreamcontemporarycounselingapproachesisthebeliefthat  peoplecandevelop,assumeresponsibility,achieveautonomy,andengageinproblem  solving(_Corey_,2000).Effectivecounselingrequirescounselorstounderstandand  acceptclients,developrapport,andestablishcollaborativeworkingrelationships uz (_Capuzzi_Ԁ&Gross,2001).Toachievetheseends,counselorsneedtounderstandthe LQ psychosocialaspectsofhumandevelopment,counselingtheories,theimpactofdiversity #( (e.g.,gender,disability,ethnicity,religion,age,sexualorientation)onhumanexperience,  ethics,andhumanservicesystems,andmustdevelopskillsincounselingand  assessment,andhaveanunderstandingofcurrentissuesincounselingandresearch.In  addition,counselorsmustbeselfawareandunderstandtheirownvalues,judgements,  andbeliefs(Baker,2000;_Capuzzi_Ԁ&Gross,2001;_Corey_,2000).Courseworkand V[ supervisedpracticeinschoolsandagenciesprovidestudentswiththeskillsneededfor -2 employment.     TheHunterCollegeProgramsinCounselorEducationpreparecarefullyselected    andqualifiedstudentsfortheprofessionofcounseling.AtHunter,theprofessional !! preparationofcounselorsemphasizesnurturingpeoplewithinanurbancontext. "" CounselorsintrainingatHunterCollegeareencouragedtojoininapartnershipwith `#e# communityorganizationstoprovidequalitypersonalandcareercounselingtoindividuals, 7$<$ particularlyunderservedpopulations. %%   TheprogramsinCounselorEducationofferasequenceofcohesive,unified %& coursesandexperiencesthatcombinetheorywithpracticesothatstudentscandevelop & ' skillsandknowledgeininterpersonalandgrouprelations;careercounselingand '!( development,familysystems,lifespanhumandevelopment,socialsystems, j(o") psychologicaldynamics,educational,occupational,medicalandpsychiatricinformation; A)F#* researchandcommunityresources.Courses,fieldwork,andintegratedseminarsprovide *$+ detailedknowledgeandskillsincounseling,assessment,andthelatestdevelopmentsin *$, thefieldofcounseling. +%-   Counselorsmustpossesstheknowledgeandskillstofunctioneffectivelyinvarious ,&. systemsthataffectpeoplelivinginourcity.Ourpreparationofcounselorsgoesbeyond t-y'/ theacquisitionofspecificskillsandmethods.Wefocusonthepersonaldevelopment K.P(0 andprofessionalidentityofstudentssothattheyunderstandandinfluencethesocial,  political,andeconomiccontextwithinwhichtheyfunction.Asacounselortraining  programinanurbanarea,ourstudentshavetheopportunitytolearnfromandworkwith  individualsfrommanydiversebackgrounds.Ourstudentslearnabouttheneedsof  specificpopulationsandhaveaccesstoamultitudeofcommunityresourcesthatmake W \ ourprogramsunique. . 3   Specifically,theHunterCollegeMastersprograminschoolcounselingfocuseson   developingleadersintheprofessionandadvocatesforstudentsastheynegotiatethe   schoolsysteminwhichtheyareenrolled(Baker,2000;Schmidt,1999.)Theprogram   takesabalancedapproachinthatitpromotesschoolbasedcounselingprogramsthat    includebothremedialanddevelopmentalcomponents(Baker,2000).Further,theHunter af  Collegeschoolcounselingprogramisaimedatequippingcounselorsintrainingwiththe 8=  skillsthattheyneedtopromotetheacademic,career,andpersonal/socialdevelopmentof   thechildrenandadolescentsthattheyserve(Campbell&_Dahir_,1997).Inaddition,   counselorsintraininglearnaboutinteractingwithparents,teachersandotherschool   personnel,aswellascommunitymentalhealthprovidersinordertoprovideschool   studentswiththepersonalandacademicsupportthattheyneedtosucceed.Finally,the kp  HunterCollegeMastersdegreeprograminschoolcounselinghasastrong_multicultural_ BG componentthatfocusesonracialethnicdiversity,disability,genderissues,andsexual  orientationinanefforttodevelopcompetentpractitionerscapableofworkingindiverse  schoolsettingswithallstudents.Thisthemeisincorporatedinallthe_coursework_,andin  additiontherearetwoseparatecoursesthatfocusondisabilityand_multicultural_  counseling. uz   PART1C.PROGRAMGOALSANDOBJECTIVES  1 #(   Schoolcounselingstudentsarepreparedtoworkinschools,K12,andtoprovide  counselingandconsultingservicestostudentsandtheirfamiliesaswellasother  membersoftheschoolcommunity.Tothatend,thefollowinggoalsandobjectiveshave  beenidentified: V[ Ѐ  ProgramGoals  `3    ' !"#$%&(Ay3"3"  3&42A3  0    Recruitandenrollqualifiedstudentseachyearfromdiversebackgroundswho    demonstrateadistinctinterestinschoolcounseling3&4S4݌!!## Ќ  "3"  3q52A3  0    GraduateandplacequalifiedSchoolCounselorseachyearwithinpublicand "" privatesettingsintheGreaterNewYorkarea.3q55݌`#e### Ќ  "3"  362A3  0    Facilitateopportunitiesfortheprofessionaldevelopmentofstudentsenrolledin 7$<$ schoolcounseling.366݌%%## Ќ  "3"  372A3  0    Maintainasolidcoreofacademicofferingsandenhancecurriculumcontent %& consistentwiththegrowthoftheschoolcounselingprofession.378݌& '## Ќ  "3"  3692A3  0    Providestudentswithasequenceofcounselingexperiencesthroughinstruction, '!( laboratoryexperience,andfieldworkathighqualitysites.369c9݌j(o")## Ќ  "3"  3:2A3  0    Enhancetheprogramsresponsivenesstotheongoingneedsofourstudentsby A)F#* conductingformativeandsummativeevaluations3::݌*$+## Ќ    StudentGoals  ; *$, "3"  3<2A3  0    Studentswilldevelopskillsandtechniquestoeffectivelyprovidepersonaland +%- careercounselingservicesforclients.3<I<݌,&.## Ќ  "3"  3]=2A3  0    Studentswilldevelopandmaintainhighstandardsofprofessionalethics.3]==݌t-y'/## Ќ  "3"  3\>2A3  0    Studentswillbecomeawareoftheircontributionstothecounselorclient K.P(0 relationshipthroughselfawarenessandtheabilitytoidentifyandacceptindividual  differences.3\>>݌## Ќ  "3 "  3?2A3  0    StudentswillformanidentificationwiththeprofessionalroleofSchoolCounselor  andrecognizetheuniqueservicesprovidedbytheirprofession3?@݌## Ќ  "3 "  ` G3BA2A3  0    Studentswillacquiretheknowledgeandskillsnecessarytowork W \ effectivelywithincomplexorganizations.Thisincludes . 3 understandingorganizationalstructure,workingconditions,and   followingprocedures,processes,andprotocol.3BA}A݌ xx Ќ    FacultyGoals  -C   "3 "  3rC2A3  0    Facultyandstaffwillcontributetothecounselingprofessionthrough    scholarlyproductivity,communityservice,presentations,inservice af  training,consultations,andtechnicalassistance.3rCC݌8= xx Ќ   PART1D:LINKSTOSTATECERTIFICATION.  EԀTheNewYorkState   DepartmentofEducationhasnotcompletedtherevisionoftheregulations   forcertificationforschoolcounselingprograms.However,allindications   arethatprogramsshouldresemble_CACREP_Ԁaccreditedprograms. kp    PART2.COURSEOFSTUDY  F    Thecurriculumincludesbasiccorecoursesandspecialization  courses.Thecurriculumintegratestheoryandpracticethroughcarefully  sequencedcourseswithanemphasisonfieldworkinurbansettings. uz Studentsmustcompleteaminimumof54creditsofcourseworkto LQ graduate,andmustmaintaina3.0GPAtoremainintheprogram. #(      O     W      _   COCO701  CounselingSkills&InterviewingTechniques  COCO7030  _Psychosocial_,Cultural,andPoliticalAspectsofDisability,  Rehabilitation,andSpecialEducationxx COCO7090  ResearchMethodsV[xx COCO7020  TheoriesofCounseling-2xx COCO7070  _Multicultural_ԀAspectsofCounseling xx COCO7180  _Practicum_ԀinCounseling  xx COCO7000  LifeStageDevelopment!!xx COCO7120  CareerCounseling,Assessment,andPlacement""xx COCO7060  GroupCounseling`#e#xx COCO7250  InternshipinCounselingI7$<$xx COCO7260  InternshipII%%xx COCO7190  IndividualSupervisioninCounseling%&xx COCO7080  MeasurementandAppraisal& 'xx COCO7110  SupervisionandAdministration'!(xx _COUNS_Ԁ7200  CulminatingSeminarinSchoolCounselingj(o")xx Electives: *$+ Studentscanchoosefromthefollowingelectivecourses: *$, COCO7100  ChemicalDependency,&.xx COCO7350  SeminarinChemicalDependencyt-y'/xx COCO7230  TransitionfromSchooltoAdultLifeforStudentswith K.P(0 Disabilitiesxx COCO7150  FamilyCounselingxx Inadditiontothebasiccurriculum,studentsmayobtainaBilingual  (Spanish/English)ExtensioninPupilPersonnelServices.Studentswho W \ electthisoptionwillbeevaluatedforwrittenandoralproficiencyinboth . 3 SpanishandEnglish.Thefollowingfourcoursesarerequired:   _BILED_Ԁ7010  Principles&PracticesinBilingualEducation xx _BILED_Ԁ7790  _Multicultural_ԀEducation  xx _BILED_Ԁ7070  _Multicultural_ԀAspectsofCounselingaf xx COCO7180  _Practicum_ԀinCounseling(100hrs).This_practicum_Ԁmustbe 8=  doneatasitewheretheclientsareSpanishspeakers. xx   PART3.DESCRIPTIONOFFIELDWORK. ieT     Allcounselingstudentsarerequiredtocompletethreesemestersof kp  fieldwork.Theseexperiencesaredesignedtoprovidestudentswith BG opportunitiestodevelopandpracticecounselingskillswithinaworksetting  underthesupervisionof(a)collegefaculty,and(b)schoolpersonnel.  Studentshavetheopportunitytoengageincounselingactivitiesthatallow  themtodeveloptheiridentityandgainconfidenceasprofessionalsinthe  fieldofcounseling.Suchactivitiesincludeindividualandgroup uz counseling,educationalassessmentandadvisement(includingtest LQ administrationandscoring),referral,vocationalevaluationandplacement. #(   The_practicum_Ԁisaonesemestercourseandrequiresstudentsto  spendonedayperweek(total=100hours)atthefieldplacement.  StudentsattendaweeklyseminaratHunterCollegeandalsoreceiveone  hourofindividualsupervisionfromafacultymembereachweek.The  Internshipisatwosemestercourseandstudentsarerequiredtospend20 V[ hoursperweek(total=300hourseachsemester)atthefieldplacement. -2 InternsalsoattendaweeklyseminaratHunterCollege.Toprovide   studentswitharangeofexperiences,thefollowingrulesapply.    1.Studentscompletethe_Practicum_ԀandInternshipatdifferentsitessothat !! theyhavedifferentexperiencesandgainabroaderunderstandingof "" differentschools. `#e# 2.OnceanInternshiphasbegun,thestudentmustcompleteboth 7$<$ semestersatthesamesite.Thus,theinternmay rotatewithintheschool, %% butnotchangeplacementsduringthecourseoftheinternship. %& 3.AllfieldplacementsmustbeapprovedbytheHunterCollegeFieldwork & ' Coordinator.AllstudentsmustattendaFieldPlacementOrientation '!( meetingduringthesemesterthatprecedesthefieldwork.Thestudent j(o") reviewstheFieldworkManualpriortothebeginningofanyfieldwork.At A)F#* theFieldPlacementOrientationMeeting,studentslearnabouttheuseof *$+ variousforms(e.g.,supervisorandsiteevaluationforms),andtheir *$, questionsareanswered. +%- 4.Studentsmustbeginthefieldworknolaterthanoneweekpriortothe ,&. firstweekofHunterCollegeclassessothattheycancompletethe t-y'/ orientationperiodatthefieldworksiteandstarttheirworkwithclientsby K.P(0 thesecondorthirdweekofthesemester.Forstudentsbeginningtheir  fieldworkinthefall,fieldworkbeginsbymidAugustbecauseclassesbegin  duringthelastweekofAugust.Forthespringsemester,studentsbegin  theirfieldworknolaterthanmidJanuarybecauseclassesbeginattheend  ofJanuary. W \   Thereisoneexceptiontothisrule:Ifastudentbeginsanew . 3 positionataschoolwithinthreemonthsbeforethebeginningofthe   fieldwork,thejobmaybeusedforthefieldworkaslongasitisapprovedby   theFieldworkCoordinatorandtheworkmeetsallofthefieldwork   requirements.    5.Allstudentsarerequiredtoaudiotapeindividualcounselingsessions af  andtranscribethetapesforsupervisionandevaluation.Eachstudent 8=  receivesprototypesofconsentformsthatcanbeusedasguidestoobtain   writtenconsentfromtheclient(orguardian)priortotapingtoensure   ethicalpracticeandconfidentiality.   6.Uponcompletionofthefieldwork,theagencysupervisorcompletesthe   StudentEvaluationForm.Theevaluationisdiscussedwiththestudent kp  andthenmailedtotheFieldworkCoordinatorforreview.Itisthenplaced BG inthestudentsfile.  7.Uponcompletionofthefieldwork,thestudentcompletestheSite  EvaluationFormandreturnsittotheFieldworkCoordinatorbeforethelast  classofthesemester.Thisevaluationisreviewedandplacedonfile.    PART4.PROGRAMLOCATIONANDINTERRELATIONSHIPS. oug LQ   ThegraduateprograminSchoolCounselingandthegraduate  programinRehabilitationCounselingarethetwomastersdegreesin  counselingofferedatHunterCollege.TheProgramsinCounselor  EducationarelocatedintheDepartmentofEducationalFoundationsand  CounselingwhichisoneofthreedepartmentsintheHunterCollege V[ SchoolofEducation.Thetworemainingdepartmentsare(a)Special -2 Educationand(b)CurriculumandTeaching.Thetwocounselingdegrees   areparallelintheirrequirements,andfacultyteachcoursesinboth    programs.Facultyincounselingalsoofferseveralcourses(Counseling !! SkillsandInterviewingTechniques,MedicalAspectsofDisability,and "" CounselingWiththeAging)tostudentsenrolledinSpecialEducation. `#e#   _Fulltime_ԀfacultywhoteachintheProgramsinCounselorEducation 7$<$ serveonvariouscommitteesandgoverningbodieswiththeSchoolof %% Education,andwithinHunterCollege.Twomembersofthecounseling %& facultycurrentlyserveonthePersonnelandBudgetCommitteeinthe & ' DepartmentofEducationalFoundationsandCounseling.Thiscommittee '!( makesdecisionsregardingpromotionandtenuredecisions,requestsfor j(o") sabbaticalandotherunpaidleaves,andisresponsibleforconducting A)F#* facultysearchesforthedepartment.Onememberofthecounseling *$+ facultyservesasarepresentativetotheHunterCollegeSenateandthe *$, SchoolofEducationcurriculumcommittee. +%-   ,&.   PART5.FACULTYROLES,PREPARATION,RANK,COURSES ouo  ` *9Z:ddd Xdd Xdd XGYGY,dd ,dd ,dd ,dd ,dd ,Fdd ,Fdd +   #4 4XX*H2# 44 DEGRE  E    FIRST  NAME    LASTNAME   TENURE    RANK    DEPART.    COURSES    Ph.D.    _Rehab_.   _Couns_. E J Ed.,M.S.   _Rehab_   _Couns_.  RW JOHN    _ONEIL_    YES    FULLPROF.    _ED.FDNS_.&   COUNSELING   Program   coordinator    COCO701,   COCO709,   COCO718, E J COCO723,    Ph.D.   _Couns_. UZ ! Psych,  " _M.Ed_.  # School bg $ _Couns_.   % MARY   & _KOPALA_   ' YES   ( ASSOCIATE  ) PROF.  UZ * _ED.FDNS_.&  + COUNSELING  UZ , COCO702,  - COCO709, UZ . COCO706,  / COCO711,  0 _COUNS_Ԁ720  bg 1 Ph.D. ej2 _Rehab_. 3 Psych., 4 MA,_EdM_ rw5 _Rehab_ !&6 _Couns_.  7 ELIZABETH  ej8 _CARDOSO_  ej9 NO  ej: ASSISTANT ej; PROF.  < _ED.FDNS_.& ej= COUNSELING  > COCO701, ej? COCO718, @ COCO725, A COCO726  rwB Ph.D. $)C _Couns_. D Psych.  E DEBBIE  $)F _MAGIDS_  $)G NO  $)H SUBSTITUTE $)I ASSISTANT J PROF.  K _ED.FDNS_.& $)L COUNSELING  M COCO701, $)N COCO706, O COCO712, P COCO725, 16Q COCO726, R COCO718 S  #4 4 q#X*HX44   PART6.NUMBEROFGRADUATESFROMTHESCHOOLCOUNSELING .3T PROGRAMFORTHEPASTTHREEYEARS. oul}Ԁ  U NOTE:AUDREYBERMANHASREQUESTEDMOREACCURATEDATA  W FROMGRADUATEAUDIT.THESEDATAREFLECTCANDIDATESWHO !X FILEDFORGRADUATIONANDMAYNOTBEENTIRELYACCURATE. a"fY *;Z<dddd dd dd dd dd Fdd FFdd F9Z:GYGY,<dd ,<dd +  $[$ YEAR  s$x\ M.S.Ed.SCHOOLCOUNSELING 7- s$x] D@2001D@72001 VL*%^ D@2001 D@  7@237@V23 VL(%_  7@23 7@ @@2000@@V2000 6,*s'x!` @@2000 @@ 67+JUNEGRADS!FORTHCOMING 7- s'x!a <@1999<@71999 VL*("b <@1999 <@  @@33@@V338.,("c  @@33  @@ 8  *$d   Exitstandards: ouԀ  1.OverallGPAofaminimumof3.0.  2.AgradeofBorbetterinfieldwork.  3.AgradeofBorbetterin:COCO701,COCO706,COCO718,COCO725, W \ COCO726.StudentsreceivingagradeofCorbelowinanyofthese . 3 followingcoursescannotcontinueintheprogram.   4.SatisfactorycompletionofCOCO701,706,707,718,725,726atHunter   College.Thesesixcoursescannotbetakenatotherinstitutions.   3.SatisfactorycompletionoftheCulminatingSeminarinSchoolCounseling    (_COUNS_Ԁ720). af    PART7.ADMISSIONCRITERIA ou   MinimumRequirementsforAdmission.Meetingtheseminimalrequirements   doesnotguaranteeacceptancetotheprogram,whichisbasedbynecessity,   onthelimitationsofspaceandresources.Admissiontotheprogramishighly kp  competitive,andeachapplicantsgradepointaverage,counselorpotential, BG andapplicabilityofworkandlifeexperiencearecarefullyconsidered.  1.Minimumundergraduategradepointaverageof2.7.  2.1525creditsofapprovedcoursesfromthefollowingfields:anthropology, uz economics,education,guidance,healthsciences,politicalscience, LQ psychology,sociology,andrelatedareas. #( 3.Evidenceoforalandwrittenexpressionconsonantwithgraduatelevel  study.  4.Interviewswithfaculty,alumni,orcurrentlyenrolledstudents.Central V[ purposesoftheseinterviewsincludeassessingcounselorpotential, -2 applicabilityofworkandlifeexperience,andcandidateexpectationsabout   boththeprogramsandthefield.    5.Recommendationsfromappropriateprofessionaloracademicsourcesto "" aidindeterminingpotentialforworkasaprofessionalcounselor. `#e# Insomeinstances,asmallnumberofstudentswhodemonstrateexceptional %% potentialandexperience,buthaveanundergraduateGPAoflessthan2.7, %& mayberecommendedforprovisionaladmissionas_nonmatriculated_Ԁstudents. & ' #4 4XX*HM}#X*HX44 Theselectionprocessisatwostepprocess.Thecompletedwritten 2)7#* applicationisevaluatedbytheadmissionscommittee.Thisapplication  *$+ includes2lettersofreference,apersonalstatement,transcriptsfromall *$, previouslyattendedcolleges,bothattheundergraduateandgraduatelevels. +%- Uponreviewoftheapplication,anapplicantmaybeinvitedtoasmallgroup ,&. interview.Theinterviewconstitutesthesecondstepoftheselectionprocess. e-j'/  <.A(0   Smallgroupinterviewsareconductedbycorefacultymembers.  Currentlyenrolledstudentsparticipatewhentheyareavailable.Each  interviewlastsforoneandonehalfhours.Duringthattime,applicantsare  askedquestions,giventimetoasktheinterviewersquestions,anddoanon  sitewritingsample.Seetheattachedinterviewsheet,p..Thetopforty W \ applicantsareinvitedtoattendeachyear. . 3   PART8._CACREP_ԀSTANDARDS. r     A.FACULTYANDSTAFFREQUIREMENTS.         _CACREP_Ԁrequiresthatthefollowingfacultyneedsmustbemet. A 8=  facultymembermayholdmorethanoneofthefollowingpositions   simultaneously.(P.69).   1.Acorefacultymemberwhoisdesignatedastheacademicunitleaderfor   counseloreducation. kp  2.Onecorefacultymemberisidentifiedasthecoordinatorforeachprogram  forwhichaccreditationisbeingsought.  3.Acorefacultymemberisidentifiedastheclinicalcoordinatorforthe  academicunitand/orprogramwhocoordinatesallclinicalexperiences, uz respondstoallinquiriesregardingclinicalexperiences,andhasclearly LQ definedresponsibilitiesasaclinicalcoordinator. #( Also,duringthethreeyearperiodprecedingthedateofapplicationfor  programaccreditation,corefacultyshouldhaveengagedinactivitiesof_ACA_  and/orprofessionalactivities:    (1)development,renewal V[   (2)researchandscholarlyactivity -2   (3)service   Programfacultyareassignedtoprovideclassroomandclinicalinstructional !! servicesonlyinareasforwhichtheyhavedemonstratedknowledgeand "" skills. `#e#   B._CACREP_ԀCURRICULUMREQUIREMENTS. o %% #4 4XX*H#X*HX44 _CACREP_Ԁrequiresthatstudentshavecurricularexperiencesand & ' demonstratedknowledgeineachoftheeightcommoncoreareas.These '!( eightcommoncoreareasareidentifiedinthefollowingtables.Thecourses j(o") thataddresstheseareasarelistedinthesecondcolumnofthetable.In A)F#* additiontotheeightcommoncoreareas,therearespecificareasinschool *$+ counselingthatalsomustbeaddressed.Theseareasandtherespective *$, coursesthatmeeteachareaareidentifiedinatablethatfollowsthetableof +%- theeightcommoncoreareas. ,&. ̀ K.P(0   TABLE1.EIGHTCOMMONCOREAREASWITHIDENTIFIEDCOURSES !Ԁ  A.PROFESSIONALIDENTITY.    *)Z*dd dd < dd <;Z<GYGY,<dd ,<dd +  . 3. 3 History/philosophyofcounseling   profession  i n FOUNDATIONSOFSCHOOL   COUNSELINGCOURSETOBE i n  DEVELOPED. @ E  COCO702     professionalroles,functions,& ns  relationshipswithotherhuman EJ  serviceproviders  !  COCO711,COCO718,COCO725, ns  COCO726  EJ  technologicalcompetence&   computerliteracy  sx  COCO708,COCO709,COCO712    professionalorganizations,  membershipbenefits,activities,  servicestomembers,current  emphases  x} COCO711,COCO718,COCO  725,COCO726   professionalcredentialing,including  certification,_licensure_,accreditation  practices&standards,&effectsof  publicpolicyontheseissues  } COCO711,COCO718,COCO  725,COCO726   FOUNDATIONSOFSCHOOL }" COUNSELINGCOURSETOBE TY# DEVELOPED#4 4XX*H #X*HX44   +0$ public&privatepolicyprocesses, % includingtheroleoftheprofessional & counselorinadvocatingonbehalfof Y ^' theprofession  0!5( FOUNDATIONSOFSCHOOL ) COUNSELINGCOURSETOBE * DEVELOPED#4 4XX*H΢#X*HX44  Y ^+ COCO711  " - advocacyprocessesneededto #. addressinstitutionalandsocial ^$c/ barriersthatimpedeaccess,equity, 5%:0 andsuccessforclients   & 1 FOUNDATIONSOFSCHOOL #2 COUNSELINGCOURSETOBE ^$c3 DEVELOPED#4 4XX*HR#X*HX44   5%:4 ethicalstandardsof_ACA_Ԁ&related '!5 entities,&applicationsofethical& c(h"6 legalconsiderationsinprofessional :)?#7 counseling  *$8 COCO702,COCO706,COCO709, '!9 COCO711,COCO718,COCO c(h": 725,COCO726 :)?#;  B.SOCIALANDCULTURALDIVERSITY ,&=  -'> Ї*+Z,dd dd < dd <)Z*GYGY,<dd ,<dd +   _multicultural_Ԁ&pluralistictrends _d includingcharacteristic&concerns 6; between&withindiversegroups   nationally&internationally   COCO702,COCO703,COCO707, _d COCO709  6; attitudes,beliefs,understandings,& d i acculturativeexperiences,including ; @ specificexperientiallearning    activities     COCO702,COCO703,COCO706, d i  COCO707  ; @  individual,couple,family,group,& in  communitystrategiesforworking @E  withdiversepopulationsðnic   groups    COCO702,COCO703,COCO707  in counselorsrolesinsocialjustice, ns  advocacy&conflictresolution, EJ  culturalselfawareness,thenature ! ofbiases,prejudices,processesof  intentional&unintentional  oppression&discrimination,&other  culturallysupportedbehaviorsthat x} aredetrimentaltothegrowthofthe OT humanspirit,mindorbody  &+ COCO703,COCO707, ns  FOUNDATIONSOFSCHOOL ! COUNSELINGCOURSETOBE  DEVELOPED#4 4XX*H#X*HX44    theoriesof_multicultural_Ԁcounseling,   theoriesofidentitydevelopment,& }! _multicultural_Ԁcompetencies  TY" COCO703,COCO707  # ethical&legalconsiderations  $ COCO703,COCO707,COCO709, % COCO711 &  C.HUMANGROWTHANDDEVELOPMENT u!z( *-Z.dd dd < dd <+Z,GYGY,<dd ,<dd +  ##(*##( theoriesofindividual&family #+ development&transitionsacross ^$c, thelifespan  5%:- COCO700,COCO702,COCO715 #. (ELECTIVEPROPOSEDTO ^$c/ BECOMEAREQUIREMENT)  5%:0 theoriesoflearning&personality & 1 development  '!2 COCO700  & 3 humanbehavior,includingan  )#4 understandingofdevelopmental )#5 crises,disability,exceptional *$6 behavior,addictivebehavior, +%7 _psychopathology_,&situational& h,m&8 environmentalfactorsthataffect ?-D'9 bothnormal&abnormalbehavior  .(: COCO703   )#; strategiesforfacilitatingoptimum _d  developmentoverthelifespan  6; COCO700,COCO702  _d ethicalandlegalconsiderations   COCO700,COCO702,COCO706,  COCO718,COCO719,COCO725,   COCO726 d i  ; @  D.CAREERDEVELOPMENT   */Z0dd dd < dd <-Z.GYGY,<dd ,<dd +     careerdevelopmenttheories&   decisionmakingmodels    COCO712    career,avocational,educational, EJ  occupational&labormarket ! informationresources,visual&print  media,computerbasedcareer  informationsystems,&other  electroniccareerinformation x} systems  OT COCO712  EJ  careerdevelopmentprogram  planning,organization,  implementation,administration,& } evaluation  TY COCO712   interrelationshipsamong&between  work,family,&otherliferolesand  factorsincludingtheroleofdiversity   &genderincareerdevelopment  Y ^! COCO707,COCO712  " career&educationalplanning, !# placement,followup,and "$ evaluation  #% COCO712  !& assessmentinstruments& % ' techniquesthatarerelevantto %( careerplanning&decisionmaking  & ) COCO708,COCO712  % * technologybasedcareer 5(:"+ developmentapplications&  )#, strategies,includingcomputer )#- assistedcareerguidance& *$. informationsystems&appropriate +%/ worldwidewesites  h,m&0 COCO712  5(:"1 careercounselingprocesses, _d  techniques,&resourcesincluding 6; thoseapplicabletospecific   populations   COCO703,COCO707,COCO712  _d ethical&legalconsiderations  d i COCO712 d i  E.HELPINGRELATIONSHIPS W \ *1Z2d d dd < dd </Z0GYGY,<dd ,<dd +      understandcounselor/consultant in  characteristics&behaviorsthat @E  influencehelpingprocesses   includingage,gender,ethnic   differences,verbal&nonverbal   behaviors&personal   characteristics,orientations,skills  sx  COCO701,COCO703,COCO707, in COCO718,COCO719,COCO725, @E  COCO726    understandessentialinterviewing&  counselingskillssothatstudentis  abletodeveloptherapeutic  relationship,establishappropriate x} counselinggoals,design OT interventionstrategies,evaluate &+ clientoutcome,successfully  terminatethecounselorclient  relationship.Studentself  awarenessisalsofacilitatedsothat  thecounselorclientrelationshipis Y^ therapeutic&appropriate 05  professionalboundariesare  ! maintained  " COCO701,COCO702,COCO711, # COCO718,COCO725,COCO726  $ counselingtheoriesthatprovidethe _d studentwithconsistentmodelsto 6; conceptualizeclientpresentation&   selectappropriatecounseling  interventions.Experiencesshould   includeexaminationofthehistorical   developmentofcounselingtheories, i n anexplorationofaffective, @ E behavioral,&cognitivetheories,&    anopportunitytoapplytheoretic    materialtocasestudies.Students   willalsobeexposedtomodelsof   counselingthatareconsistentwith sx  currentprofessionalresearch& JO  practiceinthefieldsotheycan !&  begintodevelopapersonalmodel    ofcounseling    COCO702,COCO706,COCO711  _d asystemsperspectivethatprovides OT anunderstandingoffamily&other &+ systemstheories&majormodelsof  family&relatedinterventions.  Studentsshouldbeexposedtoa  rationaleforselectingfamily&other  systemstheoriesasappropriate Y^ modalitiesforfamilyassessment& 05 counseling    COCO715(CURRENTLYAN OT ELECTIVETHATITISPROPOSED &+ TOBECOMEAREQUIRED  COURSE)   ageneralframeworkfor   understanding&practicing ^c! consultation.Studentexperiences 5:" shouldincludeanexaminationof  # thehistoricaldevelopmentof  $ consultation,anexplorationofthe !% stagesofconsultation&themajor "& modelsofconsultation,&an h#m' opportunitytoapplythetheoretical ?$D( materialtocasepresentations. %) Studentswillbegintodevelopa %* personalmodelofconsultation  & + #4 4XX*H#X*HX44 SCHOOLCONSULTATION , COURSETOBEDEVELOPED#4 4XX*H#X*HX44   ^c- integrationoftechnological D(I". strategies&applicationswithin ) #/ counseling&consultationprocesses  )#0 SCHOOLCONSULTATION D(I"1 COURSETOBEDEVELOPED#4 4XX*H#X*HX44   ) #2 ethical&legalconsiderations  r+w%3 COCO701,COCO702, r+w%4 SCHOOLCONSULTATION  -%'6 COURSETOBEDEVELOPED#4 4XX*HL#X*HX44  -'7  ЇF.GROUPWORK  *3Z4dd dd < dd <1Z2GYGY,<dd ,<dd +   principlesofgroupdynamics,   includinggroupprocess  components,developmentalstage   theories,groupmembersroles&   behaviors,&therapeuticfactorsof i n groupwork  @ E COCO706     groupleadershipstyles&    approaches,including   characteristicsofgroupleaders& ns  leadershipstyles  EJ  COCO711    theoriesofgroupcounseling,   includingcommonalities,   distinguishingcharacteristics,& sx  pertinentresearch&literature  JO COCO706    groupcounselingmodels,including  groupcounselororientations&  behaviors,appropriateselection x} criteria&methods,&methodsof OT evaluationofeffectiveness  &+ COCO706   approachesusedforothertypesof  groupwork,includingtaskgroups, } _psychoeducational_Ԁgroups,& TY therapygroups  +0 COCO706   professionalpreparationstandards  forgroupleaders    COCO706  ! ethical&legalconsiderations  !" COCO706,COCO711 !#  G.ASSESSMENT #% *5Z6dd dd < dd <3Z4GYGY,<dd ,<dd +  z%'z% historicalperspectivesconcerning %( thenatureandmeaningof & ) assessment  '!* COCO708  %+ basicconceptsofstandardized& _d _nonstandardized_Ԁtesting&other 6; assessmenttechniquesincluding   normreferenced&criterion  referencedassessment,   environmentalassessment,   performanceassessment,individual i n  &grouptest&inventorymethods, @ E behavioralobservations,&    computermanaged&computer    assistedmethods    COCO708,COCO712  _d  statisticalconcepts,includingscales EJ  ofmeasurement,measuresof !  centraltendency,indicesof   variability,shapes&typesof   distributions,&correlations    COCO708,COCO709  EJ  reliability(i.e.,theoryof !& measurementerror,modelsof  reliability,&theuseofreliability  information)   COCO708,COCO709  !& validity(i.e.,evidenceofvalidity, &+ typesofvalidity,&therelationship  betweenreliability&validity)   COCO708,COCO709  &+ age,gender,sexualorientation, TY ethnicity,language,disability, +0 culture,spirituality,&otherfactors  relatedtotheassessment&  evaluationofindividuals,groups,   specificpopulations   ! COCO708,COCO709  TY" strategiesforselecting, " # administering,&interpreting "$ assessment&evaluation #% instruments&techniquesin $& counseling  c%h' COCO708,COCO709,COCO712  " ( anunderstandingofgeneral & ) principles&methodsofcase '!* conceptualization,assessment, ("+ and/ordiagnosesofmental& h)m#, emotionalstatus  ?*D$- COCO711,COCO718,COCO725, & . COCO726  '!/ ethical&legalconsiderations  +%0 COCO708,COCO709,COCO718, +%1 COCO725,COCO726 ,&2       O     W      _    -'2   H.RESEARCHANDPROGRAMEVALUATION    *7Z8d d dd < dd <5Z6GYGY,<dd ,<dd +  W \W \ importanceofresearch&   opportunities&difficultiesin   conductingresearchinthe i n counselingprofession  @ E COCO709     researchmethodssuchas    qualitative,quantitative,singlecase   designs,actionresearch,& ns  outcomebasedresearch  EJ  COCO709    useoftechnology&statistical   methodsinconductingresearch&   programevaluation,assumingbasic sx  computerliteracy  JO COCO709    principles,models,&applicationsof  needsassessment,program  _evalutation_,&useoffindingsto x} effectprogrammodifications  OT COCO709   useofresearchtoimprove  counselingeffectiveness   COCO709   ethical&legalconsiderations  &+ COCO709 &+  #4 4XX*H>#    X*HX44   TABLE2.SCHOOLCOUNSELINGAREASWITHIDENTIFIEDCOURSES #4 4XX*H#  X*HX44 A.FOUNDATIONSOFSCHOOLCOUNSELING   *Zdd dd < dd <7Z8GYGY,<dd ,<dd +     1.history,philosophy,currenttrends " ' inschoolcounseling&educational    systems     FOUNDATIONSOFSCHOOL " '  COUNSELINGCOURSETOBE    DEVELOPED     2.relationshipoftheschool PU  counselingprogramtotheacademic ',  &studentservicesprogramsinthe   school    FOUNDATIONSOFSCHOOL PU  COUNSELINGCOURSETOBE ',  DEVELOPED    3.role,function,&professional UZ  identityoftheschoolcounselorin ,1 relationtotherolesofother  professional&supportpersonnelin  theschool   FOUNDATIONSOFSCHOOL UZ  COUNSELINGCOURSETOBE ,1 DEVELOPED   4.strategiesofleadershipdesigned 16 toenhancethelearning   environmentofschools   FOUNDATIONSOFSCHOOL 16  COUNSELINGCOURSETOBE  ! DEVELOPED  " 5.knowledgeoftheschoolsetting, _d# environment,andprekto12 6;$ curriculum   % FOUNDATIONSOFSCHOOL _d& COUNSELINGCOURSETOBE 6;' DEVELOPED,COCO718,COCO  ( 725,COCO726  ) 6.currentissues,policies,laws, di* legislationrelevanttoschool ; @+ counseling  !, FOUNDATIONSOFSCHOOL di- COUNSELINGCOURSETOBE ; @. DEVELOPED  !/ 7.theroleofracial,ethnic,& "0 culturalheritage,nationality,_SES_, i#n1 familystructure,age,gender,sexual @$E2 orientation,religious&spiritual %3 beliefs,occupation,physical& %4 mentalstatus,&equityissuesin & 5 schoolcounseling  '!6 COCO707  "7 8.knowledge&understandingof )!#8 community,environmental,& )#9 institutionalopportunitiesthat *$: enhance,aswellasbarriersthat +%; impedestudentacademic,career,& x,}&< personal/socialsuccess&overall O-T'= development  &.+(> FOUNDATIONSOFSCHOOL )!#? COUNSELINGCOURSETOBE )#@ DEVELOPED,COCO707  *$A 9.Knowledge&applicationof _d  current&emergingtechnologyin 6; education&schoolcounselingto   assiststudents,families,and  educatorsinusingresourcesthat   promoteinformedacademic,career   &personal/socialchoices  i n FOUNDATIONSOFSCHOOL _d COUNSELINGCOURSETOBE 6;  DEVELOPED,COCO712     10.ethical&legalconsiderations    relatedspecificallytothepracticeof    schoolcounseling    FOUNDATIONSOFSCHOOL   COUNSELINGCOURSETOBE   DEVELOPED  B.CONTEXTUALDIMENSIONSOFSCHOOLCOUNSELING af  *Zd d dd < dd <ZGYGY,<dd ,<dd +     1.advocacyforallstudents&for sx  effectiveschoolcounseling JO programs  !& FOUNDATIONSOFSCHOOL sx  COUNSELINGCOURSETOBE JO DEVELOPED !& STRATEGIESFORPRACTICEIN  SCHOOLCOUNSELINGCOURSE  TOBEDEVELOPED }   +0  2.coordination,collaboration, ! referral,&teambuildingeffortswith " teachers,parents,support Y^# personnel,andcommunity 05$ resourcestopromoteprogram  % objectivesandfacilitatesuccessful & studentdevelopmentand  ' achievementofallstudents  !( FOUNDATIONSOFSCHOOL ) COUNSELINGCOURSETOBE * DEVELOPED. Y^+ STRATEGIESFORPRACTICEIN  - SCHOOLCOUNSELINGCOURSE . TOBEDEVELOPED  /   !0 3.integrationoftheschool  #1 counselingprogramintothetotal #2 schoolcurriculumbysystematically $3 providinginformationandskills %4 trainingtoassistpreK12students h&m 5 inmaximizingtheiracademic, ?'D!6 career,andperson/social ("7 development  ("8 FOUNDATIONSOFSCHOOL  #9 COUNSELINGCOURSETOBE #: DEVELOPED $; STRATEGIESFORPRACTICEIN h&m = SCHOOLCOUNSELINGCOURSE ?'D!> TOBEDEVELOPED ("?   ("@ 4.promotionoftheuseof _d counselingandguidanceactivities 6; andprogramsbythetotalschool   communitytoenhanceapositive  schoolclimate    FOUNDATIONSOFSCHOOL _d COUNSELINGCOURSETOBE 6; DEVELOPED   STRATEGIESFORPRACTICEIN     SCHOOLCOUNSELINGCOURSE    TOBEDEVELOPED  i n  5.methodsofplanningforand    presentingschoolcounseling   relatededucationalprogramsto  administrators,teachers,parents, ns  andthecommunity  EJ  FOUNDATIONSOFSCHOOL   COUNSELINGCOURSETOBE   DEVELOPED  STRATEGIESFORPRACTICEIN EJ  SCHOOLCOUNSELINGCOURSE !  TOBEDEVELOPED    6.methodsofplanning,developing, sx  implementing,monitoring,and JO evaluatingcomprehensive !& developmentalcounselingprograms   FOUNDATIONSOFSCHOOL sx  COUNSELINGCOURSETOBE JO DEVELOPED !& ̀COCO709  ! 7.knowledgeofpreventionand OT" crisisinterventionstrategies  &+# STRATEGIESFORPRACTICEIN OT$ SCHOOLCOUNSELINGCOURSE &+% TOBEDEVELOPED & COCO703,COCO718,COCO725, ' COCO726 (  C.KNOWLEDGEANDSKILLREQUIREMENTSFORSCHOOL ) COUNSELORS uz* 1.ProgramDevelopment,Implementation,andEvaluation # (, *Zdd dd < dd <ZGYGY,<dd ,<dd +  !.! 1.use,management,analysis,& 5":/ presentationofdatafromschool  #0 basedinformation(e.g. #1 standardizedtesting,grades, $2 enrollment,attendance,retention, %3 _placemnt_),surveys,interviews, h&m 4 focusgroups,andneeds ?'D!5 assessmentstoimprovestudent ("6 outcomes  ("7 FOUNDATIONSOFSCHOOL 5":8 COUNSELINGCOURSETOBE  #9 DEVELOPED #: COCO709  %< 2.design,implementation, _d monitoring,&evaluationof 6; comprehensivedevelopmental   studentcounselingprograms(e.g.,  the_ASCA_ԀnationalStandardsfor    SchoolCounselingPrograms)   includinganawarenessofvarious i n systemsthataffectstudents,school, @ E &home     FOUNDATIONSOFSCHOOL _d  COUNSELINGCOURSETOBE 6;  DEVELOPED        3.implementation&evaluationof  specificstrategiesthatmeet ns  programgoals&objectives  EJ  FOUNDATIONSOFSCHOOL  COUNSELINGCOURSETOBE ns  DEVELOPED EJ  STRATEGIESFORPRACTICEIN   SCHOOLCOUNSELINGCOURSE   TOBEDEVELOPED    4.identificationofstudent !& academic,career,&personal/social  competencies&theimplementation  ofprocessesandactivitiestoassist  studentsinachievingthese } competencies  TY STRATEGIESFORPRACTICEIN !& SCHOOLCOUNSELINGCOURSE  TOBEDEVELOPED   COCO702,COCO708,COCO718, }" COCO725,COCO726  TY# 5.preparationofanactionplan& $ schoolcounselingcalendarthat % reflectappropriatetime & commitments&prioritiesina Y^' comprehensivedevelopmental 05( schoolcounselingprogram   ) FOUNDATIONSOFSCHOOL * COUNSELINGCOURSETOBE + DEVELOPED  , 6.strategiesforseeking&securing  - alternativefundingforprogram ^!c. expansion  5":/ FOUNDATIONSOFSCHOOL  0 COUNSELINGCOURSETOBE ^!c1 DEVELOPED  5":2 7.useoftechnologyinthedesign, #3 implementation,monitoring,& $4 evaluationofacomprehensive c%h5 schoolcounselingprogram  :&? 6 FOUNDATIONSOFSCHOOL #7 COUNSELINGCOURSETOBE $8 DEVELOPED c%h9  2.CounselingandGuidance ) #;   )#< *Zdd dd < dd <ZGYGY,<dd ,<dd +   1.individual&smallgroup _d counselingapproachesthatpromote 6; schoolsuccess,throughacademic,   career,&personal/social   developmentforall    STRATEGIESFORPRACTICEIN _d SCHOOLCOUNSELINGCOURSE 6; TOBEDEVELOPED   COCO701,COCO706     2.individual,group,&classroom ; @  guidanceapproachessystematically    designedtoassistallstudentswith    academic,career&personal/social   development   STRATEGIESFORPRACTICEIN ; @ SCHOOLCOUNSELINGCOURSE   TOBEDEVELOPED    3.approachestopeerfacilitation,   includingpeerhelper,peertutor,&   peermediationprograms    STRATEGIESFORPRACTICEIN   SCHOOLCOUNSELINGCOURSE   TOBEDEVELOPED    4.issuesthatmyaffectthe EJ  development&functioningof ! students(e.g.,abuse,violence,  eatingdisorders,attentiondeficit  hyperactivitydisorder,childhood  depression,andsuicide)  x} STRATEGIESFORPRACTICEIN EJ  SCHOOLCOUNSELINGCOURSE !  TOBEDEVELOPED ! COCO718,COCO725,COCO726, # _COUNS_Ԁ720  x}$ 5.developmentalapproachesto % assistallstudents&parentsat & pointsofeducationaltransition(e.g. ' hometoelementaryschool, }( elementarytomiddlehighschool, TY) highschoolto_postsecondary_ +0* education&careeroptions  + STRATEGIESFORPRACTICEIN , SCHOOLCOUNSELINGCOURSE - TOBEDEVELOPED . COCO723(Elective)  TY0 6.constructivepartnershipswith 1 parents,guardians,families& Y ^2 communitiesinordertopromote 0!53 eachstudentsacademic,career,& " 4 person/socialsuccess  "5 FOUNDATIONSOFSCHOOL 6 COUNSELINGCOURSETOBE Y ^7 DEVELOPED 0!58 STRATEGIESFORPRACTICEIN ": SCHOOLCOUNSELINGCOURSE #; TOBEDEVELOPED  $< 7.systemstheories&relationships  & = among&betweencommunity & > systems,familysystems,&school '!? systems,&howtheyinteractto ("@ influencethestudentsandaffect h)m#A eachsystem  ?*D$B COCO715   & C 8.approachestorecognizing& _d assistingchildren&adolescents 6; whomayusealcoholorotherdrugs    orwhomayresideinahomewhere  substanceabuseoccurs    COCO710(Elective) _d  3.Consultation   *Zdd dd < dd <ZGYGY,<dd ,<dd +  \ a \ a 1.strategiestopromote,develop,&    enhanceeffectiveteamworkwithin   theschoolandthelargercommunity  ns  STRATEGIESFORPRACTICEIN    SCHOOLCOUNSELINGCOURSE  TOBEDEVELOPED ns  ̀SCHOOLCONSULTATION !  COURSETOBEDEVELOPED    2.theories,models,&processesof sx  consultation&changewith JO teachers,administrators,other !& schoolpersonnel,parents,  communitygroups,agencies,&  studentsasappropriate   STRATEGIESFORPRACTICEIN sx  SCHOOLCOUNSELINGCOURSE JO TOBEDEVELOPED !& ̀SCHOOLCONSULTATION  COURSETOBEDEVELOPED   3.strategies&methodsofworking &+ withparents,guardians,families,&   communitiestoempowerthemtoact ! onbehalfoftheirchildren  " FOUNDATIONSOFSCHOOL &+# COUNSELINGCOURSETOBE $ DEVELOPED % SCHOOLCONSULTATION ' COURSETOBEDEVELOPED  Y^( 4.knowledge&skillsinconducting ) programsthataredesignedto * enhancestudentsacademic,social,  + emotional,career,&other ^!c, developmentalmodels  5":- FOUNDATIONSOFSCHOOL . COUNSELINGCOURSETOBE / DEVELOPED  0 SCHOOLCONSULTATION 5":2 COURSETOBEDEVELOPED  #3    D.CLINICALINSTRUCTION._CACREP_ԀSTANDARDSFORFIELDWORK:  * $4  ' !"#$%&(Ayy ' !"#$%&"3"  3+2A3  0    _Practicum_Ԁandinternshiparetutorialformsofinstruction,therefore, %5 whentheindividualsupervisionisprovidedbyprogramfaculty,the & 6 ratioof5studentsto1facultymemberisconsideredequivalenttothe '!7 teachingofonethreesemesterhourcourse.Sucharatiois [(`"8 consideredmaximumpercourse.3++݌2)7#9YY Ќ  "3"  3.2A3  0    Groupsupervisionfor_practicum_Ԁandinternshipshouldnotexceed10  *$: students.3.5.݌*$;YY Ќ  "3"  3A/2A3  0    Clinicalexperiencesshouldprovide_opportunitites_Ԁforstudentsto +%< counselclientswhorepresenttheethnicanddemographicdiversityof ,&= theircommunity.3A/n/݌e-j'>YY Ќ  "3"  302A3  0    Studentsformallyevaluatetheirsupervisorsandlearningexperience <.A(? attheendoftheir_practicum_Ԁandinternshipexperiences.301݌YY Ќ  "3"  3D22A3  0    Programsrequirestudentstobecoveredbyprofessionalliability  insurancewhileenrolledinallfieldworkexperiences.3D2q2݌YY Ќ  1._Practicum_.Studentsmustcompletesupervised_practicum_Ԁexperiences W \ thattotalaminimumof100clockhours.The_practicum_Ԁprovidesforthe . 3 developmentofcounselingskillsundersupervision.The_practicum_Ԁincludes   allofthefollowing:   *Zdd dd < dd <ZGYGY,dd +      40hoursofdirectservicewithclientsincludingexperienceinindividual    counseling&groupwork    weeklyinteraction(1hour/week)ofindividual&/ortriadicsupervisionwhich EJ  occursregularlyoveraminimumofoneacademictermbyaprogram !  facultymemberorasupervisorworkingunderthesupervisionofaprogram   facultymember    one&onehalfhoursperweekofgroupsupervisionprovidedonaregular JO scheduleoverthecourseofthestudentspracticumbyaprogramfaculty !& memberorasupervisorunderthesupervisionofaprogramfacultymember   evaluationofthestudentsperformancethroughoutthepracticumanda x} formalevaluationatcompletionofthepracticum OT  2.600clockhourinternshipinaschoolcounselingsettingunderthe  supervisionofasitesupervisor.InternshipIandIIincludeallofthefollowing.  *lZdddd ZGYGYl,dd +   240hoursofdirectservicewithclientsappropriatetotheprogramofstudy   weeklyinteraction(1hour/week)ofindividual&/or_triadic_Ԁsupervision  throughouttheinternship(usuallyprovidedbytheonsitesupervisor  Y ^ one&onehalfhoursperweekofgroupsupervisionprovidedonaregular ! schedulethroughouttheinternshipusuallyperformedbyaprogramfaculty " member  # theopportunityforthestudenttobecomefamiliarwithavarietyof %   professionalactivitiesinadditiontodirectservice(e.g.,recordkeeping, %! supervision,information&referral,_inservice_Ԁ&staffmeetings)  & " theopportunityforthestudenttodevelopprogramappropriateaudio 5(:"# and/orvideotapesofthestudentsinteractionswithclientsforusein  )#$ supervision  )#% theopportunityforthestudenttogainsupervisedexperienceintheuseof c+h%& avarietyofprofessionalresourcessuchasassessmentinstruments, :,?&' technologies,print&_nonprint_Ԁmedia,professionalliterature,&research  -'( aformalevaluationofthestudentsperformanceduringtheinternshipbya _d  programfacultymemberinconsultationwiththesitesupervisor  6;   Theclinicalexperiencesmeetthe_CACREP_ԀStandards.Seedescriptionof 0 5 thefieldworkinPart3ofthisdocument.Seeattachedevaluationforms.      9.PERFORMANCEBASEDASSESSMENT INPROGRAMSIN   COUNSELOREDUCATION  B c h TheCounselingprofessionshavetraditionallyusedperformancebased   methodsforevaluatinglearning.Thefollowingchartlistseachoftheeight   coreareasthat_CACREP_Ԁhasidentified,requiredlearningactivities,classes   inwhichtheactivitiesoccur,andmethodusedtoevaluatestudents   performance. mr  *l Z dddd ZGYGYl,S dd , dd ,&dd +     Topic   Activity   EvaluationMethod   ProfessionalIdentity.   Studentsassesstheir  ownlevelofdevelopment  andcompleteaplanfor  theirfutureprofessional  developmentthatincludes [` futuregoals&objectives, 27 activitiestoreachthose   goals,anevaluation  methodtodeterminetheir  successinachievingtheir  goals. ej Studentspreparea  ! programproposalto  " submittoaprofessional !# organizationforreviewfor "$ presentationata o#t% conference(either F$K& regionalornational). %"' Studentsaremembersof & ) appropriateprofessional '!* organizations.  y(~"+ Seeattached , evaluationsheets. - Proposalis ej6 prepared <A7 accordingto  8 organization  9 specifications !: Documentationof %"> membership  %? SocialandCultural *$A Diversity.  +%B Studentswritereaction )#C papersandlogs. *$D Ѐ +%E Studentspresent ~,&F cooperativelearningteam U-Z'G presentations.  ,.1(H Seeattached +%K evaluationsheet.  ~,&L  HumanGrowthand 6; Development.    Studentspresent _d personallogs/journals 6; thatdocumenttheirown   personalgrowthand  development.   Studentswritecase i n  reportsofclients. @ E  Studentsmakeclient    casepresentationswith  clienttranscriptsand   audiotapesofthe sx  sessions  JO  Seeattached.   Seeattached.    CareerDevelopment.    Demonstrateabilitytouse   theDOTandOOH.   Conductajobanalysis. OT Completeacase ! summaryofacareer " counselingclient. # Studentscompletea Y^% paperwherethey 05& compare&contrast  ' contemporarytheoriesof ( careerdevelopment. ) Administeracareer ch+ batterytoaclient. : ?, AnalyzeandInterpretthe !- resultstotheclient.  !. TOBE  / DEVELOPED   0 HelpingRelationships.  6; Studentsdemonstrate _d masteryofinterviewing 6; skillsviavideotapes.   Baselinetapesaremade  againstwhichtocompare   futureprogress.   Studentscomplete @ E  written,oralclientcase    presentationsandsubmit    audioorvideosamplesof   theirwork.    Individualsupervisors JO  reviewstudentwork !&  weeklythroughcase   managementsessions,   andsupervisorysessions  whereaudiotapesof } actualclientsessionsare TY presentedforreview.  +0 Seeattached _d evaluationsheet. 6; Seeattached @ E evaluationsheet.      sx $ GroupWork.  % Studentsanalyzethe & groupprocessofagroup ' inwhichtheyparticipate. Y^( Studentspresentarole 05) playofagroupinwhich  * theyapplyacounseling + theorytoagroup. , Studentsparticipatein ch. taskgroupsinseveral : ?/ classes.Ineachcase, !0 studentsmustassess !1 othersparticipation,thus, "2 forcedtodealwithgroup #3 dynamics.  m$r4 Seeattached 5 evaluationsheet.  6 Assessment.  _d Critiquearticlesre: _d assessmenttools; 6; administer&scoretests,   inventoriesetc.Writetest  reports,demonstrate   abilitytointerpretresults   throughroleplays. i n Developaresourcebook @ E  oftestsstudentswillneed    intheirpracticeincluding     reliabilityandvalidity   information,directionsfor   administration,resources sx  forobtainingtests.  JO  TOBE _d DEVELOPED  6; ResearchandProgram   Evaluation.    Individualscompletea   comprehensiveliterature   reviewonatopicoftheir x} ownchoosingthatis OT focusedoncounseling. &+ Thentheyeitherdevelop  aresearchquestionanda  proposal,ortheydevelop  aprogramthatcouldbe  implementedinaschool Y^ orcommunitysetting,or 05 theydevelopaproposal   forevaluatinganexisting   counselingprogram. !    " Seeattached  # evaluationsheet.  $ Studentsmust x}% preparean OT& acceptablepaper &+' inordertofulfill ( thisrequirement. ) Anevaluationand * feedbacksheetis + usedtoassessthe Y^, qualityofthe 05- paper  .  Program,Student,andFacultyEvaluations  /   "3"    3_2A3  0    Facultyareevaluatedbystudentseverysemesterusingthe -"21 HunterCollegeevaluationform.3__݌# 2YY Ќ  "3"    3`2A3  0    FacultybelowtherankofFullProfessorareobservedevery #3 semesterbyfacultymembers.3`/a݌$4YY Ќ  "3"    3$b2A3  0    Theprogramconductsasurveyofalumniandenrolledstudents %5 everythreeyears.Respondentsareaskedtocommentontheir `&e 6 satisfactionwithprogram,theiremployment,theirinvolvement 7' program,orareexceptionalintheirperformanceduringskills -'? classesand/orfieldworkcourses.3cee݌YY Ќ  "3 "    3g2A3  0    Studentsareevaluatedbyfieldsupervisorseachsemester.3g2h݌YY Ќ  "3 "    3h2A3  0    Studentsevaluatefieldsiteseachsemester.3h.i݌YY Ќ   CONCLUSIONANDTRANSITIONPLAN i W \   _NCATE_ԀisnotcurrentlyaffiliatedwiththeCouncilforAccreditationof   CounselingandRelatedEducationalPrograms(_CACREP_),noristheHunter   CollegeSchoolCounselingProgram_CACREP_Ԁaccredited.Consequently,   accordingtoWendyWigginsof_NCATE_,thecounselingprogramdoesnot    needtoprepareadocumentforreview.Further,theNYStateBoardof af  Educationhasnotrewrittentheregulationsforschoolcounseling,and 8=  variousdiscussionswiththeStatesuggestthattheseregulationsarenot   immediatelyforthcoming.However,allcommunicationsfromtheStateBoard   ofEducationsuggestthatthenewregulationswillbeconsistentwith   _CACREP_Ԁstandards.Consequently,theSchoolCounselingProgramhas   beenmakingcurricularchangesoverthepastseveralyearsinaneffortto kp  bringtheprograminlinewith_CACREP_Ԁstandards.However,therearestill BG severalimportantchangesthatmustbemade,specifically,threenewthree  creditcoursesmustbedeveloped:(a)FoundationsofSchoolCounseling,(b)  ConsultationandLeadershipinSchoolCounseling,and(c)Strategiesfor  PracticeinSchoolCounseling.    ItisproposedthattheFoundationsofSchoolCounselingcoursebe LQ developedduringacademicyear2002to2003andimplementedinFall, #( 2003.ItisalsoproposedthattheConsultationandLeadershipinSchool  CounselingcourseandtheStrategiesforPracticeinSchoolCounseling  coursebedevelopedduringacademicyears2002to2003andacademic  year2003to2004,bothcourseswouldbetargetedforimplementationinFall,  2004.Inaddition,itisproposedthatonecurrentelectivecourse,Family V[ Systems,bemadearequirementfortheprogrameffectiveinacademicyear -2 2003to2004.     Facultyassignmentscurrentlydonotreflecttherequirementsof !! _CACREP_.Currently,theProgramsinCounselorEducationhaveone "" coordinator.Tomeet_CACREP_Ԁstandardsonepersonmustbedesignatedas `#e# thecoordinatoroftheprograminschoolcounseling. 7$<$ Currently,fieldworkcoordinationisassignedtoonefacultymember. %%   Coursesthatdonothaveperformancebasedevaluationmethodswill & ' beexaminedduringtheacademicyear2002to2003,sothatbyFall2004all '!( courseswillhaveperformancebasedevaluationmethods.Thecoursesthat j(o") needtobereviewedinclude: A)F#* COCO700,COCO703,COCO707,COCO708,COCO712.Thethreenew *$+ courseswillbedesignedtoincludeperformancebasedevaluation. *$,   Duringtheacademicyear2002to2003,allcorefacultywillcollect ,&. studentworksamples,rewritethosesyllabithatarenotincomplianceto t-y'/ reflectactivitiesthatcanbeevaluatedusingaperformancebasedmethod. K.P(0 _Timeline_ԀforTransitionPlan  *?Z@d d dd S dd qdd & Z GYGY,dd ,dd +  W \W \ DATE    ACTIVITY    Spring2002  ; @ Collectstudentworksamples  ; @ Fall2002andSpring2003     DevelopFoundationsofSchool    Counselingcourse     Fall2002andSpring2003    Collectstudentworksamplesfrom   courses    Fall2002,Spring2003,Fall2003  in  Reviewcoursesthatneed in  performancebasedevaluationsto @E  bemadeexplicit    Fall2002,Spring2003,Fall2003,  Spring,2004  ns DevelopConsultationand  LeadershipinSchoolCounseling ns course EJ DevelopStrategiesforPracticein ! SchoolCounseling     Spring2003  JO Collectcurrentvitaeofallfaculty. JO   !& Fall2003.   FoundationsofSchoolCounseling   coursetobeimplemented x}!   OT" Fall2003  # FamilySystemsbecomesarequired $ course   % Fall2003andSpring2004  &"+& Collectstudentworksamples  &"+' Fall2004.  #( ImplementConsultationand #) LeadershipinSchoolCounseling }$* course T%Y+ ImplementStrategiesforPracticein +&0 , SchoolCounselingcourse '!-    (".    References   0  G Baker,S.B.(2000).SchoolCounselingfortheTwentyFirstCentury.Upper  SaddleRiver,NJ:Merrill.YY 0  G Campbell,C.A.&_Dahir_,C.A.(1997).TheNationalStandardsforSchool W \ CounselingPrograms.Alexandria,VA:AmericanSchoolCounselor . 3 Association. YY 0  G _Capuzzi_,D.&Gross,_D.R._Ԁ(2001).IntroductiontotheCounselingProfession.   Boston:Allyn&Bacon. YY 0  G _Corey_,G.(2000)TheoryandPracticeofCounselingandPsychotherapy.    PacificGrove,CA:Brooks/Cole.af YY 0  G CouncilforAccreditationofCounselingandRelatedEducationalPrograms. 8=  (FirstEdition,nodate)._CACREP_ԀAccreditationManualoftheCouncil   forAccreditationofCounselingandRelatedEducationalPrograms YY        @  @  @O APPENDICES  Thefollowingpagesincludeevaluationsheetsforcourses.