Table Of Content

Counseling Psychology Student Handbook Counseling Psychology (PhD) APA-accredited Program Handbook This handbook is for doctoral students in the Counseling Psychology program. It provides information about policies and procedures for the management and completion of your degree. The content of this document is provided for general information and is accurate at the time its writing, but is subject to change as deemed necessary by the program faculty, University President and/or University Board of Trustees. An attempt will be made to inform you of any changes to this document however you will want to be in close consultation with your faculty to ensure you have the most current information. The guidance provided here does not supplant that which is given in the UNC Catalog, Graduate School Handbook, Graduate School Thesis and Dissertation Manual, and Psychological Services Clinic Manual. Students are responsible for familiarizing themselves with all information relevant to their program. Students should also be aware that no individual faculty/staff member can change or modify the policies/procedures described. Modifications can only be made after a vote by the entire Counseling Psychology faculty. We hope that this handbook will serve you well in addressing frequently asked questions concerning the completion of a doctoral program in Counseling Psychology. If you have any questions regarding the content of this document please contact your advisor or the program coordinator. I have read, understand, and agree to abide by the policies/procedures described in this handbook. Revised 8/13 _____________________________________________________________ __________________ Name Date Accredited by the American Psychological Association. For more information regarding program accreditation, contact the APA's Office of Program Consultation and Accreditation, 750 1st Street NE, Washington, DC 20002-4242 or at (202)336-5979 or at www.apa.org/ed/accreditation/. 1 Counseling Psychology Student Handbook Table of Contents Section Topic Page Welcome 4 History 4 Program Philosophy 5 Mission 5 Vision 5 Program Goals and Objectives 6 Professional Identity 8 Peer Interactions, Support, and Socialization 8 Counseling Psychology Core Faculty 9 Student Admissions Outcomes and Other Data 10 -Time to Completion Tables -Program Costs Table -Internship Tables -Attrition Table Licensure 16 Residency Requirements 16 Degree Requirements 17 Sequence of Courses (MA and BA) 20 Sequence of Research and Statistical Experiences- Master’s Level 22 Sequence of Research and Statistical Experiences- Bachelor’s Level 25 Systematic Integration of Research 28 Clinical Practica 30 External Practicum 31 Plan of Study 32 Distance Education and Electronically Mediated Course Delivery 32 Minimum Level of Acceptable Achievement 32 Comprehensive Examinations 33 Dissertation Procedures 34 -Committee Member Selection Table Internship Procedures 37 Evaluation Procedures 38 Advising Procedures, Research Advisor, and Research Committee 39 Registration Procedures 41 Academic Appeals Procedure 42 Student Funding 46 Departmental Resources 47 College Resources 49 University Resources 49 Faculty/Student Conduct 50 Procedures for Resolving Student/Faculty Conflict 55 Non-amorous Relationship Policy 55 UNC Discrimination and Sexual Harassment Policy & Procedures 56 Discrimination Review Procedures 58 2 Counseling Psychology Student Handbook Appendices Page Appendix A: PhD Advising Worksheet /Sequence of Courses 61 Appendix B: Collaborative Institutional Training Initiative (CITI) 63 Appendix C: Sample Plan of Study 66 Appendix D: Permission Form to Take Written Comprehensive Exams 67 Appendix E: Required Courses for Comprehensive Exams 68 Appendix F: Request to Schedule Doctoral Examinations 70 Appendix G: Dissertation Manuscript Policy 71 Appendix H: Guidelines for Doctoral Dissertation 72 Appendix I: Internship Readiness Form 76 Appendix J: CCPTP Expectation for Internship Eligibility 83 Appendix K: Procedures for Applying to a Non-Accredited Internship 84 Appendix L: Counseling Psychology Annual Review Student Feedback 86 Form Appendix M: Competency Benchmarks Document 87 Appendix N: Practicum Evaluation Forms 113 -Individual/Group Practicum Evaluation Form -Couples and Family Practicum Evaluation Form Appendix O: CP PhD Annual Student Review Form 118 Appendix P: CP Mid-Semester Doctoral Screening Form 121 Appendix Q: Student Review and Retention 122 -Policy Document -Procedural Document Appendix R: Change of Advisor Form 134 Appendix S: APCE 733 Research Apprenticeship 135 Appendix T: GA Confidentiality Agreement 137 Appendix U: GA Timesheet 139 Appendix V: APA Ethical Principles for Psychologists 141 Appendix W: Amorous Relationship Policy 165 Appendix X: Non-Amorous Dual Relationships Policy 166 3 Counseling Psychology Student Handbook Welcome Your entrance into the doctoral program in Counseling Psychology is an achievement. You have been selected to pursue this degree out of many other qualified applicants. The students who have gone before you have forged a fine reputation for the Counseling Psychology program at UNC. Our faculty is confident that you will maintain and enhance the reputation of our program through your excellence as a student and your future performance in the field as a psychologist. The Counseling Psychology program and the University of Northern Colorado embraces the diversity embodied within individual and group differences. We strive to create an environment that is welcoming and free of discrimination. Each member of the University is responsible for valuing and supporting interactions among diverse populations, thus creating a rich and inclusive community of learners. We are happy to have you here! History Graduate education at UNC dates back to 1908 and the university has been training mental health professionals since 1906 when the first psychological services training clinic was established. UNC began to offer a PsyD in Counseling Psychology in 1984. The Counseling Psychology program at the UNC was accredited by the American Psychological Association in 1995 as a PsyD program. In 2009, the university modified the program’s curriculum and changed the degree that it awarded to a PhD. The PhD program was accredited by APA in Jan 2010. For more information regarding program accreditation, contact the APA’s Office of Program Consultation and Accreditation, 750 1st Street, NE, Washington, DC 20002-4242 or at (202) 336-5979 or at http://www.apa.org/ed/accreditation/ CP was housed under the School of Professional Psychology (PPSY) which was renamed to School of Applied Psychology and Counselor Education (APCE) in 2005. In the summer of 2010, the School of Applied Psychology and Counselor Education (APCE) underwent reorganization. The organization included three departments: the Department of Counseling Psychology (CP), which included the APA- accredited doctoral program in Counseling Psychology; the Department of Counselor Education and Supervision (CES), which included a CACREP-accredited doctoral program; and the Department of School Psychology (SP), which included an APA-accredited doctoral program in School Psychology as well as an EdS in School Psychology. In 2013 a new reorganization reunited Counselor Education and Counseling Psychology to create the Department of Applied Psychology and Counselor Education (APCE). The reunification made sense for administrative purposes and organizational efficiency. The Department offers a PhD in Counseling Psychology (APA Accredited), a PhD in Counselor Education and Supervision (CACREP accredited), and the Professional Counseling programs, which offer CACREP-accredited master's degrees in Clinical Mental Health Counseling, Marriage/Couple and Family Counseling/Therapy, and School Counseling. The APCE department has its own chair and so does the Department of School Psychology. The two departments share resources such as the student resource room, the main office, the Psychological Services Clinic, and the Diagnostic Materials Library (DML). 4 Counseling Psychology Student Handbook Program Philosophy The Counseling Psychology PhD program at UNC adheres to the scientist-practitioner model of training or Boulder model, in which science and practice are integrated. We place great emphasis on both research training and practitioner training. Inherent in this model are the assumptions that psychologists can best contribute to the betterment of society and serve clients’ well-being through the understanding and practical applications of research knowledge and science. Research is a core part of our students’ training. Our program believes that it is important for our students to become contributors to and informed consumers of psychological research. While the program is weighted on the practitioner side of the scientist-practitioner continuum, (approximately 60 percent practice), the faculty is also strongly committed to training psychologists who know how to conduct, understand, and utilize psychological research. Training in research and evidence-based practice in psychology is integrated throughout coursework and practica experiences. Another assumption in our program is that psychologists must act as scientist practitioners and be adequately prepared to function independently, with a high level of expertise in the areas of psychotherapy, assessment, diagnosis, professional ethics, supervision and evaluation of services. Finally, psychologists work with individuals and systems from many different backgrounds, cultures and lifestyles. Therefore, our doctoral training emphasizes the needs of diverse populations in order to produce graduates who are sensitive to cultural, ethnic, gender and lifestyle concerns in both language and action. The assessment core emphasizes the acquisition of knowledge and competency regarding how to use numerous cognitive, educational, behavioral and personality tests in order to assess, diagnose and direct treatment for clients and to evaluate the effectiveness of your interventions. The school has its own Diagnostic Materials Library, which contains well over 100 different tests and computerized assessment and scoring programs for many popular assessment instruments. Students will also conduct psychological assessments in our school’s training clinic as part of their training. Students desiring specialized training in neuropsychological assessment can also work in the school’s Neuropsychology Laboratory. There are also additional training opportunities in assessment available at nearby VA Medical Centers/Clinics and community mental health centers. Mission The CP Program follows the CEBS stated mission to “contribute to the betterment of society by preparing future psychologists, who through research, professional service, clinical practice using different modalities, and skilled lifelong learning, are capable of working effectively with diverse populations in an evolving global community”. Vision The university’s vision states, in part, “As a Carnegie Research Intensive institution, the university graduate programs emphasize advanced scholarship within a discipline and acquisition of professional abilities for career advancement. Graduate education includes a variety of master’s degrees that complement the University’s mission and purpose and a select number of doctoral programs that emphasize scholarship and research, clinical practice, pedagogy, or performance”. 5 Counseling Psychology Student Handbook The vision of the CP Program states that the program adheres to the scientist-practitioner model and believes that doctoral education is transformational; where our graduates will make a difference in the lives of their clients (children, adults, youth and families), supervisees, and students. We envision doctoral training to be a developmental process, in which course sequencing and mentoring relationships assist in moving students from a learner role into one of increasing independence and competence. The CP program fosters the development of scientific mindedness, professional competencies, social conscience, and mutual caring. As a result, our graduates acquire increased awareness, knowledge and skills to positively impact the lives of others and their communities. , Purposes and goals include the following: “To prepare a well educated citizenry whose understanding of issues enables them to be contributing members of a rapidly changing, technologically advanced, diverse society”. Program Goals and Objectives Our primary goals are to prepare students 1) in the application of different therapeutic modalities, professional presentation and behavior, and evidence-based practice; 2) in conducting psychological assessments, 3) in clinical supervision; 4) in regards to individual and cultural diversity, in advocacy for clients, and in legal and ethical codes and standards, 5) in research methodology and data analyses and generating research, and also prepare them to understand and appreciate the integration of science and the application of scientific methods; and 6) in the breadth of scientific psychology in the following areas: biological bases of behavior, cognitive-affective bases of behavior, social bases of behavior, lifespan developmental bases of behavior, and history and systems of psychology. Goal #1: To prepare students in the application of different therapeutic treatment modalities, professional presentation and behavior, and evidence-based practice. Objectives: Students will develop awareness, knowledge, and skills in the application of counseling practice and develop professional presentation and behavior in: • Individual Therapy, • Group Therapy, • Couples & Family Therapy, -and- • Application of evidence-based practice to assessment and intervention. Goal #2: To prepare students in conducting psychological assessments. Objectives: Students will develop knowledge, awareness, and skills in: • Administering, scoring, interpreting and reporting about various intellectual and academic assessments, • Administering, scoring, interpreting and reporting about various personality and behavioral assessments, -and- • How to incorporate knowledge of the scientific and theoretical bases for construction of tests (i.e., reliability and validity), as well as appropriately applying knowledge of behavior in the context of human development and diversity. 6 Counseling Psychology Student Handbook Goal #3: To prepare students to provide clinical supervision. Objectives: Students will develop: • Knowledge of supervision literature and application of various clinical supervision models/techniques, • Skills in helping counselors-in-training conceptualize clients from diverse perspectives. -and- • Awareness of individual differences and diversity issues as they impact the counseling and supervision process. Goal #4: To prepare students in regards to individual and cultural diversity, in advocacy for clients, and in legal and ethical codes and standards. Objectives: Students will develop awareness, knowledge, and skills: • Of self and others as cultural beings and apply such awareness, knowledge and skills into intervention, assessment, and consultation, -and- • Develop awareness, knowledge, and skills in the legal & ethical aspects of professional psychology. Goal #5: To prepare students in research methodology and data analyses and generating research, and also prepare them to understand and appreciate the integration of science and the application of scientific methods. Objectives: Students will develop: • Knowledge of and skills with quantitative and qualitative research methodologies, • Knowledge of and skills with statistical analyses procedures, • Knowledge of and skills with program evaluation and empirically supported intervention research, -and- • Skills in conducting original research. Goal #6: To prepare students in the breadth of scientific psychology in the following areas: biological bases of behavior, cognitive-affective bases of behavior, social bases of behavior, lifespan developmental bases of behavior, and history and systems of psychology. Objectives: Students will develop awareness and knowledge of: • Of the biological bases of behavior, • The cognitive-affective bases of behavior, • The social bases of behavior, • Lifespan developmental bases of behavior, -and- • History and systems of psychology. 7 Counseling Psychology Student Handbook Professional Identity You are studying to become a psychologist and an important part of your education will be to become familiar with the professional organizations that promote and support our profession. Starting your first semester, you will be expected to become a Student Affiliate member of the American Psychological Association (APA). By becoming a member, you will receive important professional publications, The American Psychologist and the APA Monitor, and be eligible for discounts to other journals. One other APA journal that we encourage you to subscribe to is the Journal of Counseling Psychology (JCP). Student affiliates will also become members of the American Psychological Association of Graduate Students (APAGS). Membership to APAGS will permit you to get information specifically related to the needs and interests of graduate students. We also require that our students become members of the Society of Counseling Psychology (Division 17). With your membership to the society, you will receive the Counseling Psychologist, the other primary journal for Counseling Psychologists. It is anticipated that your relationship with APA and other psychological associations will continue long after you have graduated from UNC. You can apply for membership to APA and the Society of Counseling Psychology on the web at www.apa.org/membership. Peer Interactions, Support and Socialization Meaningful peer interactions, support and socialization in our program are ensured in several ways. First, the sequential nature of our curriculum provides a natural cohort peer group for students in the program. Students entering the program together will take the majority of their classes together. They also often work on research projects, prepare for their comprehensive examinations and internship applications together. Secondly, new students are assigned an advanced “student mentor” their first year on campus. The student mentors meet regularly with new students, especially during their first semester on campus. A third way interaction, support and socialization is ensured is by having students participate in various aspects of the program including admission workshops , attending talks from outside speakers, research groups, and having student representatives at faculty meetings. Informal student/faculty gatherings are hosted by faculty each fall as a way to welcome new students. The student resource room serves as a place for students to gather and socialize when not in class. The CP Student Organization (CPSO) was created in Spring 2011 in order to build a vibrant academic community, offer support and guidance for the doctoral program, and provide opportunities for professional growth and development. The CPSO also brings in outside speakers. In Fall 2011, a CP doctoral program newsletter was created in order to welcome new students, announce professional publications and presentations, and to further build community within the program. 8 Counseling Psychology Student Handbook Counseling Psychology Core Faculty http://www.unco.edu/cebs/counspsych/faculty.html Dr. Brian Johnson Brian Johnson, PhD, is a Professor of Counseling Psychology at the University of Northern Colorado who has been here since 1997. He earned his PhD in Counseling Psychology from the University of Iowa (APA-accredited) in 1993. He is a licensed psychologist in the State of Colorado and an active member of various professional organizations. He served as the training director for several years. He works from a cognitive-behavioral lens and his area of research includes issues related to parenting, childhood behaviors, and attachment. He has also earned several awards and accolades for his book, 7 Skills for Parenting Success. Dr. Lia (Basilia) Softas-Nall Lia Softas-Nall, PhD, is a Professor of Counseling Psychology at the University of Northern Colorado who has been at UNC since 1992, and has been the Chair and Director of Training since 2010. She earned a PhD in Counseling Psychology from Ball State University (APA-accredited) in 1984. She is a licensed psychologist in the State of Colorado, operates from a systemic/relational lens, specializes in couples and family therapy, multiculturalism, and is an AAMFT-approved supervisor. Her research appears in both national and international venues. Dr. Sean O’Halloran Sean O’Halloran, PhD, is a Professor of Counseling Psychology at the University of Northern Colorado who has been at UNC since 1994. She earned a PhD in Counseling Psychology from the University of California, Santa Barbara (APA-accredited) in 1989. She is currently the Clinic Director of the UNC Psychological Services Clinic, our in-house clinic, and is an active member in the Association of Directors of Psychology Training Clinics. Dr. O’Halloran is a licensed psychologist in the State of Colorado whom operates from a cognitive-constructivist lens. She has published nationally, internationally and specializes in trauma, eating disorders, and diversity. She has also recently served as a Fulbright Senior Specialist in Thailand. In addition, Dr. O’Halloran recently completed a multi-year grant project of a Building Healthy Marriages Demonstration. Dr. Stephen Wright Stephen Wright, PhD, is an Assistant Professor of Counseling Psychology at the University of Northern Colorado who has been at UNC since 2008. He earned his PhD in Counseling Psychology from Ball State University (APA-accredited) in 2008, and is a Licensed Psychologist in Colorado. He operates from an interpersonal/psychodynamics lens, and his research interests include attachment theory, career development, gifted adults, and work-family interface. Dr. Jeffrey Rings Jeffrey Rings, PhD, is an Assistant Professor of Counseling Psychology at the University of Northern Colorado who has been at UNC since 2011. He earned his PhD in Counseling Psychology from the University of Denver (APA-accredited) in 2009. He operates from object relations/psychodynamic and humanistic lenses and his research interests and areas of specialization include clinical supervision, crisis intervention, grief and loss, suicide risk assessment and prevention, and Veterans' issues. He is currently working on licensure as a psychologist, has accumulated all clinical hours and will be taking the EPPP soon. 9 Counseling Psychology Student Handbook Student Admissions Outcomes and Other Data In January 2010 the Counseling Psychology doctoral program became an APA-accredited Ph.D. program. Prior to this since 1995 our program was an APA-accredited Psy.D. program. We are now only a Ph.D. program. The program’s first Ph.D. degrees were conferred in 2010. Time to Completion for All Students Entering the PhD Program (Both Advanced Standing and entering with a Bachelor’s Degree) Year in which Degrees were Conferred Outcome 2006- 2007- 2008- 2009- 2010- 2011- 2012- Total 2007 2008 2009 2010 2011 2012 2013 Total number of students with doctoral 0 0 0 4 4 9 8 25 degree conferred on transcript Mean number of years to complete the 0 0 0 5.17 6.08 5.19 5.16 5.4 program Median number of years to complete the 0 0 0 5.17 6.17 5.0 5.16 5.16 program Time to Degree N % N % N % N % N % N % N % N % Ranges Students in less than 5 0 0 0 0 0 0 2 50 1 25 4 45 3 37 10 40 years Students in 5 years 0 0 0 0 0 0 0 0 1 25 1 11 3 37 5 20 Students in 6 years 0 0 0 0 0 0 2 50 0 0 2 22 1 12.5 5 20 Students in 7 years 0 0 0 0 0 0 0 0 1 25 1 11 0 0 2 8 Students in more than 7 0 0 0 0 0 0 0 0 1 25 1 11 1 12.5 3 12 years 10