Masters of Arts (Provisional Certificate)

Standard Counseling Certificate (P-12)

Rank I Classification

Program Submission

September 2007

MurrayStateUniversity Graduate Bulletin 2006-2008

16 KAR 3:060

16 KAR 5:050

Program submission and both advising sheets need to be reposted

12/19/07 rwc

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III. Program Experiences

Graduate specialization in guidance and counseling is located in the College of Education (COE) in the department of Education Studies, Leadership and Counseling. The program offers a number of options for certified teachers and for professionals with counseling experience from other fields. Due to a 2005 change in KentuckyState law, individuals without a teaching certificate are now able to obtain certification in school counseling. Therefore, changes have been made to the counseling programs to allow for this change. Philosophically, the program integrates all areas of the mission of the College of Education with its own goals for preparing certified and degreed counselors for work in schools. The COE Conceptual Framework is organized around the theme of the educator as reflective decision maker. The program supports this theme by incorporating a constructivist perspective in course instruction. Through a post-modern perspective, counseling candidates are allowed to voice their beliefs and understanding and class discussions are built around candidates’ existing knowledge bases. This allows candidates to adapt new class materials within their current framework. Furthermore, the counselingprograms also endorse the conceptual framework by encouraging candidates to first understand themselves in order to better understand and assist the future students and clients they will serve. This is accomplished through thought provoking assignments, class discussion, and experiential practice. Counseling courses are generally structured with a constructivist framework that encourages candidates to make sense of their world through active participation, discussion, and personal application. Ethics from the Kentucky Code and the Counselors Standards are reviewed and examined in GUI 625 as part of professional preparation for school counselors.

MurrayState’s counseling programs consist of two-degree programs, the 36 hour Master’s in School Counseling and the 60 hour Specialist in Education in School Counseling. Candidates may also select a 24 credit Rank I option that allows candidates to receive a standard certificate in school counseling (first 6 hours) and upon completion of the remaining 18 hours, receive Rank I which equates to a pay raise.

A candidate who wishes to complete the master’s degree and be endorsed for provisional certification must accomplish the following: hold a baccalaureate degree from a regionally accredited college or university; satisfactorily complete the program requirements and be recommended for certification, along with a minimum 3.0 GPA; satisfactorily complete a practicum experience in elementary and secondary counseling as prescribed by state regulations; pass comprehensive exam (after having completed 30 semester hours or during the final semester of graduate study) and complete a professional portfolio; must develop professional portfolio documentation competencies in Kentucky’s Counselors Standards and present it to their academic advisor for evaluation.

A candidate seeking Standard Counseling Certification must possess a Master’s in School Counseling and complete GUI 676 Individual Appraisal and GUI 679 Advanced Practicum.

Other certificate requirements include at least one year of experience as a full-time school guidance counselor or at least two years of experience as a full-time school guidance counselor if the individual does not possess a teaching certification. Upon completion of the required six hours for the Standard Counseling Certification, a candidate can complete the required hours for the Rank I.

Courses are offered in the traditional format, on the web, using ITV, and using BlackBoard as enhancement to the traditional format. Programs or courses are offered at regional sites in Paducah, Madisonville, and Hopkinsville, and Ft.Campbell.

The Kentucky Standards for Guidance Counselors were derived from the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Following are matrices that demonstrate the integration of Kentucky Standards for Guidance Counselors in Guidance and Counseling course work.

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A. Content Standards

KSGC Kentucky Standards for Guidance Counselor Programs

Guidance Counselor Standards / Courses/Activities/Assessments
A. Foundations of School Counseling / GUI 687, Introduction to Guidance & Counseling
GUI 637, Effective Practice in School Counseling
GUI 625, Legal & Ethical Issues (Ed. Specialist)
Quiz
Papers
Case Studies
B. Contextual Dimensions of School Counseling / GUI 637, Effective Practice in School Counseling
GUI 670, Multicultural Issues in Counseling
GUI 683, Tests & Measures
GUI 689, Individual Testing
ADM 630, Methods of Research
Quizzes
Midterms
Finals
Case Studies
Personal Reflection Paper
Special Projects
Experiential Practice
Research paper
Psychometric Instrument Administration
C. Knowledge and Skill Requirements
1. Program Development, Implementation and Evaluation / GUI 637, Effective Practice in School Counseling
GUI 620, Practicum
GUI 679, Advanced Practicum
Field Experience
Video Taped Evaluation
Comprehensive Counseling Program Assessment
Faculty Supervision
Group Supervision
2. Counseling and Guidance / GUI 619, Laboratory in Guidance & Counseling
GUI 694, Advanced Counseling Techniques (Ed. Specialist)
GUI 692, Group Dynamics
GUI 670, Multicultural Issues in Counseling
Experiential Skill Practice
Written Transcription of counseling sessions
Live supervision
Group Supervision
Peer Supervision
Video Taped Evaluation
Quizzes
3. Consultation / GUI 625, Legal & Ethical (Ed. Specialist)
GUI 676, Individual Appraisal (Ed. Specialist)
Case Studies
Research Paper
Personal Reflection Papers
Midterm
Final
D. Clinical Instruction / GUI 637, Effective Practice in School Counseling
GUI 619, Laboratory in Guidance & Counseling
GUI 694, Advanced Counseling Techniques (Ed. Specialist)
GUI 620, Practicum
Video Taped Evaluation
Comprehensive Counseling Program Assessment
Faculty Supervision
Group Supervision
Written Transcription of counseling sessions
Live Counseling Practice
Theoretical exploration paper
Program Objectives and Curriculum / Courses/Activities/Assessments
1. Professional Identity / GUI 687, Introduction to Guidance & Counseling
GUI 619, Laboratory in Guidance & Counseling
GUI 637, Effective Practice in School Counseling
2. Social and Cultural Diversity / GUI 670, Multicultural Issues in Counseling
3. Human Growth and Development / GUI 635, Developmental Processes
4. Career Development / GUI 637, Effective Practice in School Counseling
5. Helping Relationships / GUI 619, Laboratory in Guidance and Counseling
6. Group Work / GUI 692, Group Dynamics
7. Assessment / GUI 683, Tests & Measures
GUI 676 Individual Appraisal (Ed. Specialist)
8. Research and Program Development / GUI 637, Effective Practice in School Counseling
ADM 630, Methods of Research

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B. KERA Initiatives

The counseling programs comply with KERA initiatives by integrating lesson planning information into GUI 687, Introduction to Guidance and Counseling and GUI 637, Effective Practice in Guidance and Counseling. These two courses have been designed to introduce and train students regarding the duties of Guidance/School Counselors and how School Counselors can design and implement comprehensive school counseling programs that address personal, academic and career development and improvement at the application (A) and evaluation (E) level. Other program courses deliver content and knowledge candidates need in order to plan effective lessons and programs. Even though the remaining courses do not directly address lesson planning, each course is integral to the knowledge base of counseling so candidates will be able to more effectively meet the state requirements and design and implement effective counseling programs based on the standards of the American School Counseling Association (ASCA) and the American Counseling Association (ACA).

KERA Initiatives for Guidance and Counseling Courses

Core Content
4.1 version / Program of Studies / Learner Goals &Academic Expectations
GUI 637
Effective Practice / E / E / E
GUI 687
Intro to Guidance / A / A / A
K – Knowledge, A – Application, E – Evaluation

Course Descriptions for & Guidance and Counselor Programs

ADM 630 Methods of Research (3). A study of procedures used to locate sources of information, organize and interpret collected data, and apply results of published research. Various research methods are studied and used.

GUI 615 Behavioral Assessment and Intervention (3). To examine, in theory and practice, issues in behavioral management, which affect behavior change within various school/clinical settings, and to learn techniques applicable to the process of behavior in change.

GUI 619 Laboratory in Guidance and Counseling (3). A comprehensive study and skill acquisition of specific models of counseling will be the central focus of the course. Recommended to be taken within first nine hours of the program.

GUI 620 Practicum in Guidance and Counseling (3). Closely supervised practice in guidance and counseling under staff supervision in selected educational and agency settings. Arrangements for the practicum must be made a semester in advance. Also, the student must be admitted to the program.

GUI 635 Developmental Processes (3). A detailed study of the life-span development of the individual in terms of human growth and development, foundations and dynamics of human behavior, and personality, and learning theories and their application.

GUI 637 Effective Practice in School Counseling (3). This course will focus on effective school counseling practices across the elementary, middle and high school grades with emphasis on developmental concerns. It will utilize the Kentucky Counselor Standards and the American School Counselor’s National Model and National Standards to enhance academic, career, and personal/social development. Specific counselor skills of leadership, teaming and collaboration, counseling and data utilization will be taught. This course will consist of lectures, discussions, group work and skills practice. Prerequisite: GUI 687.

GUI 670 Multicultural Issues in Human Services (3). The purpose of this course is to focus on the role that cultural environment plays in the lives of people and the implications of that role for helping professions and the helping process. There will be an overview of the different microcultures to which individuals belong and implications for the delivery of services. It is expected that the student will learn how to use the concept of pluralism in the provision of services to multicultural individuals and populations.

GUI 683 Tests and Measurements (3). The selection, administration and uses of psychoeducational tests are discussed with emphasis on application in various settings, legal/ethical issues, and measurement concepts. Usually taken within first nine hours. (Same as PSY 683.)

GUI 687 Introduction to Guidance (3). An introductory survey course in the philosophy, principles and techniques of guidance, with emphasis on the organization and administration of guidance services in school and non-school settings.

GUI 689 Individual Testing (3). Supervised practice in the administration and interpretation of a variety of individual cognitive tests such as the WJ-III Cognitive and WISC-IV. This course is designed for individuals in the school counseling, Individual Intelligence Assessment endorsement, and school psychology programs. Prerequisites: GUI 683 and consent of instructor.

GUI 692 Group Dynamics in Counseling (3). An experiential course in the dynamics of group behavior. The student will participate in an encounter-type group experience as well as being introduced to theory and techniques of group counseling. In addition, group guidance procedures are emphasized to include meaning, purposes, scope, and methods. Strongly recommended to be taken within the first nine hours of course work.

GUI 693 Theories of Counseling (3). Critical analysis and evaluation of leading theories of counseling and their implications for practice.

GUI 676 Individual Appraisal I (3). This course is designed to prepare students in the knowledge and understanding of human behavior and methods in assessment of mental status. The manner in which clinical appraisal relates to out-patient, in-patient, partial treatment, emergency care and after-care services is emphasized

GUI 679 Advanced Practicum: Guidance and Counseling (3). Closely supervised practice in guidance and counseling under staff supervision in selected educational and agency settings. Open only to those possessing a Provisional Guidance Certificate or its equivalent. Must be or have been a practicing counselor.

GUI 625 Legal and Ethical Issues (3). This course will present the legal and ethical ramifications that being a counselor in today’s complex society demands. An in-depth examination of current contemporary issues will highlight the course.

GUI 694 Advanced Counseling Techniques (3). An advanced study in individual counseling procedures and technique/applications. Prerequisite: GUI 619.

GUI 697 Organization and Administration of Personnel Services (3). The selection, organization and implementation of personnel services. Analysis of programs, staffing and relationships of programs will be emphasized.

GUI 798 Specialty Study (3). This course is designed to enable the student, with the supervision of his/her graduate faculty committee, to select a problem directly related to the student’s area of concentration, survey the research literature, collect research data and prepare to write the research paper.

C.EPSB Themes

The following matrices demonstrate the integration of the Education Professional Standards Board Themes throughout School Guidance and Counseling Programs. Coded according to categories in Bloom’s Taxonomy, the Themes may be discussed at the knowledge level (K), they may be applied (A) as part the design of course assignments, or they may be evaluated (E) as a critical design element in the development course assignments.

EPSB Themes for Masters of Arts in Education in Guidance and Counseling (Provisional Certification)

EPSB Themes / Diversity / Assessment / Literacy/
Read / ClosingGap
ADM 630 Methods of Research / K / K / K / K
GUI 615
Behavioral Assessment / K / E / K
GUI 619
Lab in Guidance & Counseling / E / E
GUI 620
Practicum / E / E / A
GUI 635
Developmental Processes / K / K
GUI 637
Effective Practice / E / E
GUI 670
Multicultural Issues II / E / E
GUI 683
Tests & Measurement
GUI 687
Intro to Guidance / E / E
GUI 689
Individual Testing
GUI 692
Group Dynamics / E / E
GUI 693
Theories of Counseling / K / K
K – Knowledge, A – Application, E – Evaluation

EPSB Themes for Standard Counseling Certificate

EPSB Themes / Diversity / Assessment / Literacy/
Read / ClosingGap
GUI 676
Individual Appraisal I / K / E
GUI 679
Advanced Practicum / E / E
K – Knowledge, A – Application, E – Evaluation

EPSB Themes for Rank I Classification

EPSB Themes / Diversity / Assessment / Literacy/
Read / ClosingGap
GUI 625
Legal & Ethical Issues / E / E
GUI 694
Advanced Counseling Techniques / E / E
GUI 697
Organization & Administration of Personnel Services / K / K
K – Knowledge, A – Application, E – Evaluation

EPSB Themes for Specialist in Education in Guidance and Counseling

EPSB Themes / Diversity / Assessment / Literacy/
Read / ClosingGap
ADM 630 Methods of Research / K / K / K / K
GUI 615
Behavioral Assessment / K / E / K
GUI 619
Lab in Guidance & Counseling / E / E
GUI 620
Practicum / E / E / A
GUI 625
Legal & Ethical Issues / E / E
GUI 635
Developmental Processes / K / K
GUI 637
Effective Practice / E / E
GUI 670
Multicultural Issues II / E / E
GUI 676
Individual Appraisal / K / E
GUI 679
Advanced Practicum / E / E
GUI 683
Tests & Measurement
GUI 687
Intro to Guidance / E / E
GUI 689
Individual Testing
GUI 692
Group Dynamics / E / E
GUI 693
Theories of Counseling / K / K
GUI 694
Advanced Counseling Techniques / E / E
GUI 697
Org. & Admin. of Personnel Services / K / K
GUI 798
Specialty Study / Depends on the topic of the study
K – Knowledge, A – Application, E – Evaluation

D. Program Faculty

Name / Highest Degree, Field, & University / Assignment: Indicate the role(s) of the faculty member (1) / Faculty Rank
(2) / Scholarship (3), Leadership in Professional Associations, and Service (4); List up to 3 major contributions in the past 3 years (5)* / Status
(FT/PT to institution, unit, and program)
Holcomb,
Tom
Bakes, Alan
Gitonga, Stephen
Mullins, Paige
Whitfield, Gary / Ed.D.,
Counselor Education
University of Tennessee
Ph.D., Counselor Education & Counseling
IdahoSateUniversity
Ph.D., Counselor Education & Counseling
IdahoSateUniversity
Psy.D., Clinical Psychology
Ph.D., Social Work Education / Chair,
Department of Educational Studies Leadership and Counseling
Coordinator of Programs in Counseling and instructor for community and school tracks
Instructor for Community Counseling Track
Part-time Instructor for Human Development Leadership courses at Fort Campbell, KY
Part-time Instructor for Guidance & Counseling / Professor
Assistant Professor
Assistant Professor
Adjunct Instructor
Adjunct Instructor / Publication (2004)
Algorithm and Care Pathways: Tools for Practice Guidelines
Presentation (2006)
KCA. Health Focused Counseling in Treating a Dual-Diagnosed Student Athlete
Research (2005) Supervisory Working Alliance: Comparison of Dyadic & Triadic models
Workshop (2007) EILA. Supervision Training for School Counselors
Presentation: (2007) ACES Creating a Supervision Training Program
Research (2006) Beginning Counselors’ experience of their first counseling position.
Research (2005) Field Supervisors’ perceptions of department relationship
Presentation: (2005)
ACA Voices from Kenyan counselors
Workshop: (2001) Explosive & noncompliant children
Research: (1998)
Only Children & Parenting Style
Publication: (2000) School reform and school failure
Publication: (1999) Validating School Social Work / Full-time to Institution, Full-time to unit, Part-time to program
Full-time to Institution, Full-time to unit, Full-time to program
Full-time to Institution, Full-time to unit, Full-time to program
Part-time to institution; part-time to unit
Part-time to institution; part-time to unit

(1) e.g., faculty, clinical supervisor, department chair, etc.

(2) e.g., professor, associate professor, assistant professor, adjunct faculty, lecturer, administrator, etc.

(3) Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation.

(4) Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission.

(5) e.g. officer of a state or national association, article published in a specific journal, and an evaluation of a local school program.

*For contributions from fall 004 to spring 006

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E. Curriculum Contract/Guide SheetsRevised 1/08

Student Name: ______

MurrayStateUniversity

2006– 2008 Graduate Bulletin

Masters of Arts –School Counseling 36 hour Program (Grades P – 12)

Certificate Requirements:

School Counselor (Provisional)

Admission Requirements: 3.0 GPA on 4.0 scale

1. GUI 615 Behavioral Assessment______

and Intervention (3 Credit Hours)Date CompletedGrade

2. GUI 619 Laboratory in Guidance ______and Counseling (3 Credit Hours) Date Completed Grade