Counseling and Human
Development
Master’s Degree Programs
Clinical Mental Health Counseling
Rehabilitation Counseling
School Counseling
Student Handbook
2021-2022
2
Department of Counseling and Human Development
The George Washington University
1 Overview Of The Department Of Counseling And Human Development .......................... 6
Introduction ............................................................................................................ 6
Statement of Philosophy ......................................................................................... 6
Mission .....................................................................................................................7
Commitments ......................................................................................................... 8
1.4.1 Accreditation ........................................................................................................... 8
1.4.2 Diversity .................................................................................................................. 8
2 Counseling Faculty .............................................................................................................. 9
3 Admission, Transfer and Financial Assistance .................................................................. 12
Program Objectives ................................................................................................ 12
Admission Procedures ........................................................................................... 12
Admission Requirements....................................................................................... 12
3.3.1 Background Check ................................................................................................. 13
3.3.2 Advising ................................................................................................................. 13
Program Transfers ................................................................................................. 13
Financial Assistance............................................................................................... 13
3.5.1 GSEHD Merit Scholarships ................................................................................... 13
3.5.2 GSEHD Endowments ............................................................................................ 13
3.5.3 Program Partnerships and Grants ......................................................................... 14
3.5.4 Non-University Fellowships .................................................................................. 14
3.5.5 Federal Loans, Work-Study, and Veterans' Benefits ............................................. 14
3.5.6 Maintaining Federal Student Loan Eligibility ....................................................... 14
3.5.7 Financial Assistance and Employment Opportunity Assistance ........................... 15
4 Professional Context .......................................................................................................... 15
Professional Organizations .................................................................................... 15
Student Listservs And Social Media ...................................................................... 15
Participation in Counselor Self-Awareness Activities ........................................... 15
2016 CACREP Standards ....................................................................................... 16
Counselor Certification ......................................................................................... 24
4.5.1 National Counselor Certification (NCC). .............................................................. 24
4.5.2 Certified Rehabilitation Counselor (CRC). ........................................................... 25
Counselor Licensure ............................................................................................. 25
Adherence to the ACA, ASCA, and/or CRCC Codes of Ethics .............................. 26
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Department of Counseling and Human Development
The George Washington University
5 The George Washington University Context .................................................................... 26
University Email ................................................................................................... 26
University Policies ................................................................................................ 26
5.2.1 Academic Integrity ................................................................................................ 27
5.2.2 Change of Personal Information ........................................................................... 27
5.2.3 Immunization Requirement ................................................................................. 27
5.2.4 Privacy of Records ................................................................................................ 27
5.2.5 Code of Conduct .................................................................................................... 27
5.2.6 Equal Opportunity ................................................................................................ 28
5.2.7 Sexual Harassment ............................................................................................... 28
6 The Graduate School of Counseling and Human Development ....................................... 29
The GSEHD Office of Student Life ....................................................................... 29
Admissions ............................................................................................................ 29
Student Services .................................................................................................... 29
Career Services ...................................................................................................... 30
Important Deadlines for Foggy Bottom Campus Students ................................... 31
7 Registration Policies and Procedures ............................................................................... 32
Registration........................................................................................................... 32
Tuition Billing ....................................................................................................... 33
Adjustments to Course Schedule .......................................................................... 33
Consortium Registration ...................................................................................... 34
Enrollment Status ................................................................................................. 35
7.5.1 Continuous Enrollment (CE) ................................................................................ 35
7.5.2 Continuing Research (CR) .................................................................................... 35
7.5.3 Leave of Absence (LOA) ........................................................................................ 36
7.5.4 Full-/Half-Time Certification ............................................................................... 36
7.5.5 Adjustments to GSEHD Program or Location ...................................................... 36
7.5.6 Readmission to GSEHD .........................................................................................37
7.5.7 Withdrawing from the University ..........................................................................37
8 Grading .............................................................................................................................. 37
Grading System ......................................................................................................37
Academic Requirements ........................................................................................37
8.2.1 English Language Requirements for International Students ............................... 38
8.2.2 Grade Reporting ................................................................................................... 38
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Department of Counseling and Human Development
The George Washington University
8.2.3 Incomplete (I) and In Progress (IPG) Policies ..................................................... 38
8.2.4 Provisional Admission Status ............................................................................... 39
9 Program Plans and Transfer Credits ................................................................................ 39
Program Plan of Study .......................................................................................... 39
Adjustments to the Program Plan......................................................................... 40
Transferring to an Individualized Master’s Degree Program ............................... 40
9.3.1 Non-Degree Coursework and Transfer of Credit .................................................. 40
Transferring Credits into GSEHD Masters or Educational Specialist DEGREE
Programs ............................................................................................................... 40
9.4.1 Content or Transfer Coursework ........................................................................... 41
9.4.2 Applying Coursework from a Certificate Program into a GSEHD Degree Program
41
Transferring Credits into GSEHD Certificate Programs ...................................... 42
9.5.1 Advanced Standing ............................................................................................... 43
9.5.2 Second Master’s Degree ........................................................................................ 43
10 Graduation and Commencement ..................................................................................... 43
Eligibility for Graduation ...................................................................................... 43
Participation in the Commencement Ceremony .................................................. 44
Online Graduation Application Instructions ........................................................ 44
Certificate Completion .......................................................................................... 44
Final Graduation/Completion Clearance ............................................................. 45
11 Student Appeals Process ....................................................................................................45
Informal Resolution .............................................................................................. 46
Formal Appeal....................................................................................................... 46
Final Appeal .......................................................................................................... 47
12 The Curriculum and Clinical Experience .......................................................................... 48
Master of Arts in Clinical Mental Health Counseling .......................................... 48
School Counseling .................................................................................................. 51
Rehabilitation Counseling .................................................................................... 54
Course Scheduling ................................................................................................. 57
13 Practicum and Internship Requirements ......................................................................... 58
Practicum Requirements ...................................................................................... 58
13.1.1 Insurance .............................................................................................................. 58
13.1.2 Clock Hours .......................................................................................................... 58
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Department of Counseling and Human Development
The George Washington University
13.1.3 Supervision ........................................................................................................... 59
13.1.4 Evaluation ............................................................................................................. 59
13.1.5 Experiences ........................................................................................................... 59
13.1.6 Community Counseling Services Center: Philosophy and Purpose ..................... 60
Internship Requirements ....................................................................................... 61
13.2.1 Insurance ............................................................................................................... 61
13.2.2 Clock Hours ........................................................................................................... 61
13.2.3 Supervision ............................................................................................................ 61
13.2.4 Evaluation ............................................................................................................. 62
13.2.5 Experiences ........................................................................................................... 62
Documentation of Practicum/Internship Hours .................................................. 62
Department Policy for Practicum and Internship Extenders ............................... 62
Policies and Procedures for Formal Endorsement of Graduating Students for
Professional Credentials ....................................................................................... 63
Procedures for Faculty Review of Counseling Students Regarding Academic,
Professional, and Personal Dispositions for Professional Counseling ................. 63
Evaluations of Student Progress ........................................................................... 64
Pre-Practicum Portfolio Requirements ................................................................ 64
Clinical Mental Health Portfolio ........................................................................... 65
Rehabilitation Counseling Portfolio ..................................................................... 67
School Counseling Portfolio.................................................................................. 68
14 Counselor Preparation Comprehensive Examination ...................................................... 69
15 Appendices ......................................................................................................................... 71
Frequently Asked Questions ................................................................................. 72
Important Dates for Submitting Forms ................................................................ 76
Pre-practicum Portfolio Taskstream Instructions ................................................ 78
Certificate Programs ........................................................................................... 106
15.4.1 Post-Master's Certificate In Counseling ............................................................. 106
15.4.2 Counseling and Life Transitions Graduate Certificate Program ......................... 107
15.4.3 Job Development and Job Placement Graduate Certificate Program ................. 110
Student Statement of Informed Consent ............................................................. 112
Executive Summary 2019/20 Academic Program Assessment ........................... 115
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Department of Counseling and Human Development
The George Washington University
1 OVERVIEW OF THE DEPARTMENT OF COUNSELING AND
HUMAN DEVELOPMENT
INTRODUCTION
This Handbook is provided to all students enrolled in the master's degree programs in Clinical
Mental Health Counseling, Rehabilitation Counseling, and School Counseling of the Department
of Counseling and Human Development at The George Washington University. This handbook
is designed to serve as a resource and reference to answer a variety of questions and to assist you
throughout the program. Its intention is to inform new students of program information,
including descriptions of various program options and requirements, supplemental to The
George Washington University Bulletin, and program expectations. In addition, the Graduate
School of Education and Human Development (GSEHD) Handbook contains information,
policies, and procedures which apply to students in the Counseling Programs.
STATEMENT OF PHILOSOPHY
The counseling faculty at The George Washington University affirm their commitment to
counseling as an effective, viable means of assisting individuals through their development and
in coping effectively with personal and social problems. The goal of the counseling program is to
prepare highly knowledgeable and skilled professional practitioners to work in a variety of
settings—schools, colleges and universities, and community mental health and rehabilitation
agencies. The practice of counseling is based on theory, research, an understanding of ethical
practices, and a set of professional and interpersonal skills. Concurrent and ongoing exposure
to conceptual frameworks and informed practice is the basic curriculum model employed. It is
recognized that an interaction of theory and practice is essential.
Professional counselors work in collaboration with other helping professionals,
paraprofessionals, personnel, and a variety of self-help groups. Counseling students are
encouraged to make maximum use of existing community resources in assisting those whom
they serve.
In addition, the counselor, regardless of their theoretical stance, advocates social justice and
functions as a change agent. Effective and positive change is brought about by assisting clients
to cope with, adjust to, or otherwise negotiate the environments affecting their psychosocial
well-being.
The counseling faculty, while representing a range of views, agrees that individual beliefs,
theoretical patterns, and clinical/counseling skills must be fostered in graduate counseling
students. Faculty members utilize an array of models and information that they make available
to students to help them clarify their own philosophical, theoretical, and practical positions.
An open atmosphere is recognized as necessary to allow students to fully explore professional
issues. Closely related to this atmosphere is a viewpoint emphasizing self-awareness and
personal value clarification regarding such issues as the nature of humanity and the meaning of
life.
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Department of Counseling and Human Development
The George Washington University
An interdisciplinary approach is espoused to counselors. All the behavioral and social sciences
are considered as important to the understanding of the complexity of human behavior. Thus,
the counseling faculty presents information and methodology from a range of disciplines.
The faculty agrees that the emphasis of the program must be respectful of the uniqueness of the
individual and the intersectionality of their identities. Personal strengths must be brought into
focus. Because stereotypes can lead to expectations that can detract from individual growth, we
denounce stereotypes and prepare students in a multiculturally-informed pedagogy
The faculty encourages applications from a wide variety of personal, social, ethnic, cultural, and
educational backgrounds. It recognizes the need to prepare professional counselors,
supervisors, administrators, and such to serve a diversified and varied population of clients.
MISSION
Mission Statement: The mission of the GWU graduate programs in Counseling is to excel in
providing the preparation of professional practitioners, researchers and scholars, and leaders in
professional counseling for diverse populations in varied educational and human service
settings across the life-span, to encourage and conduct research and scholarship to build the
body of knowledge in counseling, and to provide and encourage professional and community
service and leadership for the welfare of individuals, society, and the counseling profession.
The faculty, students, and staff of the graduate programs in Counseling are guided by their
commitment to (1) the primacy of the client’s dignity and welfare, (2) multicultural
understanding and development, (3) respect for human diversity and human rights, (4) ethical
and social responsibilities, (5) excellence in teaching, scholarship, and clinical supervision, (6)
individualized advising, mentoring, and supervision, (7) service for the betterment of society
and our various communities, and (8) leadership and service to the counseling profession.
Anti-Racist Statement of the Department for Counseling and Human
Development: Being anti-racist involves the internal, interpersonal, institutional, and
structural commitment to confront and eliminate racism that exists in ideals and policies. In
critical reflection of our individual and collective responsibilities to dismantle white supremacy
and advance anti-oppressive andragogy, the CHD department is committed to anti-racist
practices that
1) Address racism and discrimination directly through explicit discussion and action;
2) Increase awareness of prejudice and confront its effects through the discussion of past
and present racism, stereotyping and discrimination in society;
3) Disrupt and dismantle the systems and structures that codify institutional racism and
oppression within the department, the university, and the counseling profession;
4) Disrupt and dismantle racial power inequities within the department, the university, and
the counseling profession;
5) Deeply challenge and hold all members of the CHD community accountable to advance
their own anti-racism praxis; and
6) Ensure the content and delivery of the curricula reflects this focus.
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Department of Counseling and Human Development
The George Washington University
COMMITMENTS
1.4.1 Accreditation
The graduate programs in the Department of Counseling and Human Development are
approved by the Council for Accreditation of Counseling and Related Educational Programs
(CACREP) under the 2009 standards for Clinical Mental Health Counseling, School Counseling,
and Counselor Education and Supervision programs. This accreditation is effective until 2021.
Effective July 1, 2017, the Council for Accreditation of Counseling and Related Educational
Programs (CACREP) assumed responsibility for the continued accreditation of the
Rehabilitation Counseling programs.
1.4.2 Diversity
The Master’s Program in Counseling is committed to recruiting a diverse student body
representing a wide array of cultures, geographical regions, socioeconomic backgrounds, sexual
orientations, gender expressions, and disability status. The unique experiences and perspectives
students bring to the master’s program present possibilities for learning not only for individual
students but also for their peers.
By accepting the invitation to enter the Master’s Program in Counseling, students commit to the
ongoing development of their understanding of their own prejudices and preconceptions and
developing their comprehension of the perspectives and lived experiences of diverse human
beings. Students also accept the challenge to develop their acceptance of others and to learn to
communicate more effectively with diverse human beings. Counselors strive to acknowledge
other belief systems based on influences that include, but are not limited to, religion, culture,
disability, gender identity, sexual orientation, socio-economic status, nationality, language, age,
veteran status, or geographic diversity. In addition, counselors strive to acknowledge other
world views, values and belief systems. Thus, counseling students entering the program at GWU
are bound by the American Counseling Association’s (ACA) Code of Ethics, the ethical principles
and guidelines developed by divisions of ACA (such as the American Mental Health Counselors
Association, American Rehabilitation Counseling Association), and other related associations
such as the Commission on Rehabilitation Counselor Certification (CRCC), and the American
School Counselor Association (ASCA).
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Department of Counseling and Human Development
The George Washington University
2 COUNSELING FACULTY
Mina M. Attia, PhD, NCC, Assistant Professor of Counseling
Research and Professional Interests: Immigrant, refugee, and asylee mental health;
trauma, adjustment, and acculturation; foreign-born counselor professional identity
development; professional ethics and ethical decision-making.
Teaching Areas: Professional and ethical orientation to counseling, practicum and
internship sequences, and individual assessment in counseling.
Theoretical Orientation: Multiculturally-informed humanistic orientation with an
integrative approach to interventions drawing on cognitive behavioral, narrative, and
psychodynamic techniques.
Scott Beveridge, PhD, LCPC-S, CRC, CDMS, ABVE-D, Associate Professor of Counseling
Research and Professional Interests: Disability and employment; vocational
rehabilitation outcomes. Job development and job placement; Web-based instruction,
learning, and training; distance learning research and development.
Teaching Areas: Foundations of rehabilitation counseling, disability case management,
career
counseling, job placement and supported employment, theory and techniques of
counseling.
Theoretical Orientation: Cognitive-behavior therapy.
Bagmi Das, PhD, LMFT, Assistant Professor of Counseling
Research and Professional Interests: Culturally informed trauma treatment, support
seeking behavior in minoritized populations, sexual violence trauma, acculturation, first
generation college students.
Teaching Areas: family counseling,, interview skills, trauma-informed care.
Theoretical Orientation: Systems theory with a strengths-based approach.
Mary DeRaedt, PhD, LPC, Assistant Professor of Counseling and Coordinator, School
Counseling program, Alexandria Graduate Education Center
Research and Professional Interests: Supervision Education; school counseling; trauma
informed counseling; Refugee issues and schooling, Play therapy and counseling
techniques with youth. International counseling promotion.
Teaching Areas: Trauma, Crisis and Intervention, Family Counseling, Child therapy and
Play, Doctoral Supervision, Diagnosis and Treatment Planning, Counseling Theories and
Techniques, and School Counseling/practicum and internship.
Theoretical Orientation: Integrative Approach (Psychodynamic, Adlerian, REBT and
Narrative).
Rebecca Dedmond, PhD, LPC, Associate Professor of Counseling, School Counseling
program, Alexandria Graduate Education Center
Research and Professional Interests: Education Leadership; school counseling; career
counseling; career development theory and counseling techniques with youth.
Government Relations.
Teaching Areas: Career development/career counseling, School counseling/practicum
and internship.
Theoretical Orientation: Eclectic; Reality Therapy.
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Department of Counseling and Human Development
The George Washington University
Robert J. Froehlich, Ed.D., LPC, CRC, Associate Professor of Counseling
Research and Professional Interests: Ethics in counseling, rehabilitation
professional training needs, career development, professional self-care, counselor
supervision and professional development.
Teaching Areas: Ethics, career counseling, practicum, interview skills,
group counseling.
Theoretical Orientation: Person centered, Motivational Interviewing.
Kenneth C. Hergenrather, PhD, CRC, Professor of Counseling. Co-Director of the GWU
Center for Rehabilitation Counseling Research and Education; Coordinator Rehabilitation
Counseling Program; Coordinator Graduate Certificate Program in Counseling and Life
Transitions; Coordinator, Education Specialist Degree Program; Coordinator of the Job
Development and Job Placement Certificate Program, Co-Director of the GWU Center for
Rehabilitation Counseling Research and Education.
Research and Professional Interests: Program evaluation, employment, HIV/AIDS,
LGBT counseling.
Teaching Areas: Research methods, assessment, counseling skills, internship, advanced
theories in counseling.
Theoretical Orientation: Theory of Planned Behavior; Hope theory, Social Cognitive
Theory, Trans-theoretical Model and Stages of Change.
Richard P. Lanthier, PhD, Associate Professor of Human Development and Coordinator,
Counselor Education and Supervision doctoral program
Research and Professional Interests: Measurement of personality in children and
adolescents; academic and behavioral adjustment of youth; parent involvement in
adolescents’ lives; social relationships in adolescents and young adults; research
methods and statistics.
Teaching Areas: Human Development, personality theory and research, social
development, and personal relationships.
Sylvia A. Marotta-Walters, PhD, ABPP, LPC – DC; MD, DC in Psychology, Professor
of Counseling and Department Chair
Research and Professional Interests: Trauma and stress; developmental consequences
of trauma; posttraumatic growth; evidence-based treatments for complex trauma.
Teaching Areas: Family counseling, Trauma and Crisis Intervention; Doctoral
internship in counseling.
Theoretical Orientation: Development in context - an integrated systemic approach.
Maureen McGuire-Kuletz, EdD, CRC, Associate Professor of Counseling; Co-Director of
GWU Center for Rehabilitation Counseling Research and Education; Coordinator, On-Line
Rehabilitation Counseling Program
Research and Professional Interests: Disability, Blind and Vision Services, Professional
Ethics for Counselors, Disability and Poverty, Distance Learning: Web-Based Instruction
Teaching Areas: Internship, Medical and psychosocial aspects of disability;
foundations of rehabilitation counseling; caseload management in rehabilitation
counseling and job development and job placement for persons with disabilities.
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Department of Counseling and Human Development
The George Washington University
Monica Megivern, EdD, LICSW-DC, LPC-Virginia, Clinical Associate Professor;
Director of the CHD Community Counseling Services Center; Coordinator of Clinical Training
Research Interests and Professional Interests: Clinical Supervision; Stepfamily
Adjustment; Therapy Outcome Studies.
Teaching Areas: Family Counseling, Clinical Supervision, Theories and Techniques of
Counseling.
Theoretical Orientation: Integrative with an emphasis on psychodynamic and family
systems.
Maggie Parker, PhD, RPT, CCPT-S, Assistant Professor of Counseling
Research and Professional Interests: Play Therapy; child and adolescent trauma,
school counselor and teacher preparation; neurobiology; Expressive arts therapy, impact
of poverty on child development, multicultural counseling, educational and mental
health disparities of diverse children.
Teaching Areas: Child-Centered Play Therapy, Expressive arts, School counseling,
Child Development, Multicultural counseling.
Theoretical Orientation: Humanistic and Adlerian with a developmental and
multicultural focus.
Harvey C. Peters, PhD, NCC, P-LMHC, Assistant Professor of Counseling
Research and Professional Interests: Social justice and cultural responsivity; counseling
children, couples, and families within the margins; counselor leadership and advocacy;
professional issues; and qualitative methodology and trustworthiness.
Teaching Areas: Counseling interview skills, practicum, foundations of clinical mental
health counseling, leadership and advocacy in counseling, lifespan human development.
Theoretical Orientation: Humanistic and Experiential approaches with a developmental
and postmodern focus.
Delishia M. Pittman, PhD, LP, LPC, Associate Professor of Counseling and Coordinator,
Clinical Mental Health Counseling program
Research and Professional Interests: Behavioral health disparities, chronic stress,
minority mental health, STI/HIV infection risk behaviors, culturally informed trauma
treatment.
Teaching Areas: Diagnosis and treatment planning, advanced psychopathology,
counseling substance abusers, counseling interventions, and practicum/internship
sequences.
Theoretical Orientation: Relational-Cultural through a critical intersectional framework.
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Department of Counseling and Human Development
The George Washington University
3 ADMISSION, TRANSFER AND FINANCIAL ASSISTANCE
PROGRAM OBJECTIVES
Students develop knowledge in the eight (8) common core curricular experiences identified in
CACREP standards. These include: professional orientation and ethical practice, social and
cultural diversity, human growth and development, group work, assessment, helping
relationships, research and program evaluation, and career development. See pages 13 to 20 for
more details.
ADMISSION PROCEDURES
The Graduate School of Education and Human Development seeks applicants with strong
academic potential and bases admission decisions on evaluation of all the material submitted in
support of the application. The School requires official transcripts of all previous undergraduate
and graduate work and acceptable test scores on the Graduate Record Examination (GRE).
The deadlines for admissions applications are:
Clinical Mental Health: Summer and Fall start dates: January 15
th
On Campus Rehabilitation Counseling: Fall start dates: January 15
th
School Counseling; Rolling with Summer start date
On-line Rehabilitation: Summer and Fall start dates: January 15
th
NOTE: The deadline for applicants to receive consideration for financial
th
.
Interviews with the faculty in the Department of Counseling and Human Development will be
extended to applicants following an initial evaluation for admission. At this time, the applicant
has the opportunity to share goals, experience, and any other supporting documentation before
the final decision on admission is made. In considering candidates for the graduate program,
faculty will evaluate the following aspects:
1) potential success in forming effective interpersonal relationships in individual and small
group contexts;
2) aptitude for graduate-level study;
3) career goals and objectives, and their relevance and consistence to the program mission;
4) openness to self-examination and personal and professional growth and development.
ADMISSION REQUIREMENTS
1) Bachelor's degree from an accredited institution with an undergraduate GPA of 2.75 or
above on a 4.00 scale and a test score at or above the 50th percentile on the GRE, or The
Miller’s Analogy (MAT) at 50% or above. Provisional admission may be considered. Note
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Department of Counseling and Human Development
The George Washington University
that the Clinical Mental Health Counseling accepts only GRE scores for consideration of
admission.
2) A positive recommendation by members of the counseling faculty preferred.
3) Transfer graduate credit from other accredited institutions may be applied for the master's
degree, providing the coursework has not been used for a previous degree.
Faculty evaluate the academic background with particular focus on knowledge and experience
related to counseling and similar fields. An undergraduate major is preferred in counseling and
related disciplines such as psychology, education, disability studies, human services and social
justice, LGBTQ and sexuality studies, public health, sociology, behavioral science, or related
disciplines.
3.3.1 Background Check
When an applicant or student presents past conduct, experiences, or conditions that could
present a risk for working with client populations, the program has the responsibility to evaluate
the applicant’s or the student’s admission status. Additional background requirements may be
required by other entities such as internship sites.
3.3.2 Advising
At the time of admission, a faculty advisor is assigned. In order to complete the program as
scheduled, students are responsible for meeting with their advisor at least once a semester to
ensure that they enroll in, and complete the courses, in the specified sequence.
PROGRAM TRANSFERS
GWU does not allow “student transfers” from one graduate program to another. Any student
wishing to enroll in a program other than the one to which they were admitted must formally
apply for admission to the program of interest. This should only be done after careful
consideration and in close consultation with the student’s academic advisor and the coordinator
of the counseling program to which the transfer is being requested. The counseling program
foundation and clinical courses do not transfer from one counseling program to another.
FINANCIAL ASSISTANCE
In order to receive consideration for possible financial assistance, contact
https://financialaid.gwu.edu/deadlines For further information, contact the GWU Office
of Graduate Student Assistantships and Fellowships, 1922 F Street NW, Washington DC 20052,
employees. Additional information can be found at http://hr.gwu.edu/tuition-benefits.
3.5.1 GSEHD Merit Scholarships
GWU provides merit-based scholarships and endowments to GSEHD incoming and
current master’s and doctoral candidates taking courses on the Foggy Bottom Campus.
Awards are available during fall and spring semesters.
3.5.2 GSEHD Endowments
These awards are a result of donations given to us by GWU alumni, supporters, and
friends. They are specifically earmarked for GSEHD students. Current and new students
may apply. Students may apply for up to three (3) endowment funds each academic year.
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Department of Counseling and Human Development
The George Washington University
To be considered for an endowment, students must submit a separate statement of
interest or essay for each endowed fund through the Tuition Support Application for
Current Students by 11:59pm EST January 15th. This statement of interest or essay
should clearly identify the way(s) the student believes they are eligible for the respective
endowment. Each endowment essay should be no longer than one page. On the top of
each statement, please include applicant name and endowment name. If the endowment
essay does not meet these formatting guidelines, it may be eliminated from competition.
Students who receive merit scholarships are not eligible for endowments. The list of
Endowments and their eligibility requirements are outlined on the GSEHD Tuition and
Funding Page at http://gsehd.gwu.edu/admissions/funding-your-graduate-education. If
you have any questions after reading through these details, please contact the tuition
support team at [email protected].
3.5.3 Program Partnerships and Grants
Some GSEHD programs have federally funded tuition support/stipends and
opportunities to work with faculty on sponsored projects because of faculty efforts to
obtain research or training grant funds. Students should contact their faculty advisor for
information on the availability of such funding.
3.5.4 Non-University Fellowships
Fellowships are available from many different sources outside the University, including
federal and state agencies, foundations, corporations, and professional associations.
Most require early application, often as much as a year in advance. These fellowships and
grants may be very narrowly defined, often based on a student’s major field and level of
study or their personal demographics. The University maintains information on these
fellowships in the Office of Graduate Student Assistantships and Fellowships.
3.5.5 Federal Loans, Work-Study, and Veterans' Benefits
The Office of Student Financial Assistance (OSFA) processes Federal Stafford Loans and
awards Federal Perkins Loans and Federal Work Study based on both financial need and
the availability of funds. Students should file a Free Application for Federal Student Aid
(FAFSA), Stafford Loan Application and GWU Loan Questionnaire NO LATER THAN
MAY 1ST to apply for financial assistance for the following fall semester or academic
year. Additional information and application materials may be secured from the website
of the Office of Student Financial Assistance (http://financialaid.gwu.edu) or by
stopping by Colonial Central on the Foggy Bottom Campus located on the bottom level of
the Marvin Center 800 21
st
Street NW, Washington, DC 20037..
3.5.6 Maintaining Federal Student Loan Eligibility
Federal regulations require students to maintain good academic standing and make
Satisfactory Academic Progress (SAP) to remain eligible to receive federal student loans.
The federal standard for making satisfactory progress is measured three ways:
cumulative GPA, Percentage of Credits Earned (PACE), and by maximum time frame.
For more information on SAP please refer to the GWU Office of Student Financial
Assistance website. The website also includes information on Evaluation of SAP and the
appeals process.
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Department of Counseling and Human Development
The George Washington University
3.5.7 Financial Assistance and Employment Opportunity Assistance
Many graduate students find employment within the GWU community to help finance
their education. Regular part-time and full-time positions may include tuition and health
insurance benefits. Working on campus makes it easy to get to classrooms, libraries, and
laboratories. Job listings are posted on the website of the Human Resource Management
and Development Office 2033 K Street, NW, Ste 750, Washington, DC 20006,
Phone: 202-994-8500, Fax: 202-994-9680. Email: askhrmd@gwu.edu.
4 PROFESSIONAL CONTEXT
PROFESSIONAL ORGANIZATIONS
Students are encouraged to join professional counseling organizations (e.g., American
Counseling Association, American Rehabilitation Counseling Association, National
Rehabilitation Association, American School Counselor Association) specific to their program
and to engage in professional activities (beyond course requirements), such as attending local,
state, national and international conferences, workshops, and events. Students are also
encouraged to submit proposals for conference presentations. Faculty members often present at
conferences, and students who attend receive the benefit of faculty mentoring and help
networking while there. Students should watch for email announcements about conference
opportunities and instructions on how to submit a proposal for a presentation.
Students are encouraged to apply and join the counseling honor society called Chi Sigma Iota
(CSI). Invitations to join the GWU chapter of CSI, Rho Theta Chapter, are sent to eligible
students (based on number of completed credits and academic standing.
STUDENT LISTSERVS AND SOCIAL MEDIA
The Department of CHD maintains a listserv for students enrolled in masters and doctoral
degree programs and communicates with students through their GW email accounts. Student
listservs are a mechanism to disseminate important information that pertains to students’
academic and professional careers. Listservs are not an appropriate mechanism for the
advancement of the personal interests of students or faculty. Students who use social media
must follow confidentiality, professionalism, and other ethical standards as found in their Code
of Professional Ethics.
PARTICIPATION IN COUNSELOR SELF-AWARENESS ACTIVITIES
An emphasis on personal development is a vital and fundamental aspect of the counseling program. The
faculty is committed to creating an atmosphere of safety for students in the classroom. However, students
must recognize that an atmosphere of safety is not synonymous with an atmosphere of comfort.
Throughout the program, students will be asked to take necessary risks, such as sharing emotional
reactions and participating actively in personal growth and self- reflection activities. The personal
development of the counselor is as essential to professional development as gaining knowledge and skills
in the counseling field. Some of the counselor self-awareness activities include:
• Exploring family of origin issues through such assignments as completing a family genogram
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• Identifying beliefs and biases through such assignments as completing a cultural narrative
• Participating in role-play and small group activities as a client during skills building experiences
• Giving and receiving feedback in individual/triadic and/or group supervision
Students should understand that counseling practice involves taking emotional risks,
expressing, and actively engaging in personal growth, and participating in self-reflection may be
stressful. Because of this, students may recognize a need to participate in counseling as clients.
The GWU Colonial Health Center provides short-term counseling and psychological services to
on campus students. Students are advised and reminded to make responsible choices regarding
their disclosures. For online students, therapy service options would be explored with their
faculty advisor. GW Counseling and Psychological Health Services Marvin Center Ground Floor,
800 21st Street, NW, Washington, DC 20052, Phone: 202-994-5300 (24/7), Fax: 202-912-
8488. (https://healthcenter.gwu.edu/counseling-and-psychological-services).
2016 CACREP STANDARDS
All students enrolled in the M.A. in professional counseling programs will gain knowledge about the
following areas as specified by the 2016 CACREP Standards (CACREP, 2016),
https://www.cacrep.org/.
1. PROFESSIONAL COUNSELING ORIENTATION AND ETHICAL PRACTICE
a. History and philosophy of the counseling profession and its specialty areas
b. The multiple professional roles and functions of counselors across specialty areas,
and their relationships with human service and integrated behavioral health care
systems, including interagency and interorganizational collaboration and
consultation
c. Counselors’ roles and responsibilities as members of interdisciplinary community
outreach and emergency management response teams
d. The role and process of the professional counselor advocating on behalf of the
profession
e. Advocacy processes needed to address institutional and social barriers that impede
access, equity, and success for clients
f. Professional counseling organizations, including membership benefits, activities,
services to members, and current issues
g. Professional counseling credentialing, including certification, licensure, and
accreditation practices and standards, and the effects of public policy on these issues
h. Current labor market information relevant to opportunities for practice within the
counseling profession
i. Ethical standards of professional counseling organizations and credentialing bodies,
and applications of ethical and legal considerations in professional counseling
j. Technology’s impact on the counseling profession
k. Strategies for personal and professional self-evaluation and implications for practice
l. Self-care strategies appropriate to the counselor role
m. The role of counseling supervision in the profession
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2. SOCIAL AND CULTURAL DIVERSITY
a. Multicultural and pluralistic characteristics within and among diverse groups
nationally and internationally
b. Theories and models of multicultural counseling, cultural identity development, and
social justice and advocacy
c. Multicultural counseling competencies
d. The impact of heritage, attitudes, beliefs, understandings, and acculturative
experiences on an individual’s views of others
e. The effects of power and privilege for counselors and clients
f. Help-seeking behaviors of diverse clients
g. The impact of spiritual beliefs on clients’ and counselors’ worldviews
h. Strategies for identifying and eliminating barriers, prejudices, and processes of
intentional and unintentional oppression and discrimination
3. HUMAN GROWTH AND DEVELOPMENT
a. Theories of individual and family development across the lifespan
b. Theories of learning
c. Theories of normal and abnormal personality development
d. Theories and etiology of addictions and addictive behaviors
e. Biological, neurological, and physiological factors that affect human development,
functioning, and behavior
1. Systemic and environmental factors that affect human development, functioning,
and behavior
f. Effects of crisis, disasters, and trauma on diverse individuals across the lifespan
g. A general framework for understanding differing abilities and strategies for
differentiated interventions
h. Ethical and culturally relevant strategies for promoting resilience and optimum
development and wellness across the lifespan
4. CAREER DEVELOPMENT
a. Theories and models of career development, counseling, and decision making
b. Approaches for conceptualizing the interrelationships among and between work,
mental well-being, relationships, and other life roles and factors
c. Processes for identifying and using career, avocational, educational, occupational
and labor market information resources, technology, and information systems
d. Approaches for assessing the conditions of the work environment on clients’ life
experiences
e. Strategies for assessing abilities, interests, values, personality and other factors that
contribute to career development
f. Strategies for career development program planning, organization, implementation,
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administration, and evaluation
g. Strategies for advocating for diverse clients’ career and educational development and
employment opportunities in a global economy
h. Strategies for facilitating client skill development for career, educational, and life-
work planning and management
i. Methods of identifying and using assessment tools and techniques relevant to career
planning and decision making
j. Ethical and culturally relevant strategies for addressing career development
5. COUNSELING AND HELPING RELATIONSHIPS
a. Theories and models of counseling
b. A systems approach to conceptualizing clients
c. Theories, models, and strategies for understanding and practicing consultation
d. Ethical and culturally relevant strategies for establishing and maintaining in-person
and technology-assisted relationships
e. The impact of technology on the counseling process
f. Counselor characteristics and behaviors that influence the counseling process
g. Essential interviewing, counseling, and case conceptualization skills
h. Developmentally relevant counseling treatment or intervention plans
i. Development of measurable outcomes for clients
j. Evidence-based counseling strategies and techniques for prevention and intervention
k. Strategies to promote client understanding of and access to a variety of community-
based resources
l. Suicide prevention models and strategies
m. Crisis intervention, trauma-informed, and community-based strategies, such as
Psychological First Aid
n. Processes for aiding students in developing a personal model of counseling
6. GROUP COUNSELING AND GROUP WORK
a. Theoretical foundations of group counseling and group work
b. Dynamics associated with group process and development
c. Therapeutic factors and how they contribute to group effectiveness
d. Characteristics and functions of effective group leaders
e. Approaches to group formation, including recruiting, screening, and selecting
members
f. Types of groups and other considerations that affect conducting groups in varied
settings
g. Ethical and culturally relevant strategies for designing and facilitating groups
h. Direct experiences in which students participate as group members in a small group
activity, approved by the program, for a minimum of 10 clock hours over the course
of one academic term
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7. ASSESSMENT AND TESTING
a. Historical perspectives concerning the nature and meaning of assessment and testing
in counseling
b. Methods of effectively preparing for and conducting initial assessment meetings
c. Procedures for assessing risk of aggression or danger to others, self-inflicted harm, or
suicide
d. Procedures for identifying trauma and abuse and for reporting abuse
e. Use of assessments for diagnostic and intervention planning purposes
f. Basic concepts of standardized and non-standardized testing, norm-referenced and
criterion-referenced assessments, and group and individual assessments
g. Statistical concepts, including scales of measurement, measures of central tendency,
indices of variability, shapes and types of distributions, and correlations
h. Reliability and validity in the use of assessments
i. Use of assessments relevant to academic/educational, career, personal, and social
development
j. Use of environmental assessments and systematic behavioral observations
k. Use of symptom checklists, and personality and psychological testing
l. Use of assessment results to diagnose developmental, behavioral, and mental
disorders
m. Ethical and culturally relevant strategies for selecting, administering, and
interpreting assessment and test results
8. RESEARCH AND PROGRAM EVALUATION
a. The importance of research in advancing the counseling profession, including how to
critique research to inform counseling practice
b. Identification of evidence-based counseling practices
c. Needs assessments
d. Development of outcome measures for counseling programs
e. Evaluation of counseling interventions and programs
f. Qualitative, quantitative, and mixed research methods
g. Designs used in research and program evaluation
h. Statistical methods used in conducting research and program evaluation
i. Analysis and use of data in counseling
j. Ethical and culturally relevant strategies for conducting, interpreting, and reporting
the results of research and/or program evaluation
CACREP Standards for Clinical Mental Health Counseling Entry-Level Specialty Area
Students enrolled in the Clinical Mental Health Counseling program are preparing to specialize as
clinical mental health counselors and will demonstrate the knowledge and skills necessary to
address a wide variety of circumstances within the context of clinical mental health counseling.
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Toward this end, all students in this program will gain knowledge about the following areas as
specified by the 2016 CACREP Standards:
1. FOUNDATIONS
a. History and development of clinical mental health counseling
b. Theories and models related to clinical mental health counseling
c. Principles, models, and documentation formats of biopsychosocial case
conceptualization and treatment planning
d. Neurobiological and medical foundation and etiology of addiction and co-occurring
disorders
e. Psychological tests and assessments specific to clinical mental health counseling
2. CONTEXTUAL DIMENSIONS
a. Roles and settings of clinical mental health counselors
b. Etiology, nomenclature, treatment, referral, and prevention of mental and emotional
disorders
c. Mental health service delivery modalities within the continuum of care, such as
inpatient, outpatient, partial treatment and aftercare, and the mental health
counseling services networks
d. Diagnostic process, including differential diagnosis and the use of current diagnostic
classification systems, including the diagnostic and statistical manual of mental
disorders (DSM) and the international classification of diseases (ICD)
e. Potential for substance use disorders to mimic and/or co-occur with a variety of
neurological, medical, and psychological disorders
f. Impact of crisis and trauma on individuals with mental health diagnoses
g. Impact of biological and neurological mechanisms on mental health
h. Classifications, indications, and contraindications of commonly prescribed
psychopharmacological medications for appropriate medical referral and
consultation
i. Legislation and government policy relevant to clinical mental health counseling
j. Cultural factors relevant to clinical mental health counseling
k. Professional organizations, preparation standards, and credentials relevant to the
practice of clinical mental health counseling
l. Legal and ethical considerations specific to clinical mental health counseling
m. Record keeping, third party reimbursement, and other practice and management
issues in clinical mental health counseling
3. PRACTICE
a. Intake interview, mental status evaluation, biopsychosocial history, mental health
history, and psychological assessment for treatment planning and caseload
management
b. Techniques and interventions for prevention and treatment of a broad range of
mental health issues
c. Strategies for interfacing with the legal system regarding court-referred clients
d. Strategies for interfacing with integrated behavioral healthcare professionals
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e. Strategies to advocate for persons with mental health issues
CACREP Standards for School Counseling Entry-Level Specialty Area
Students enrolled in the M.A. program in School Counseling will demonstrate the professional
knowledge and skills necessary to promote the academic, career, and personal/social development
of all P–12 students through data-informed school counseling programs. Toward this end, all
students in this program will gain knowledge about the following areas as specified by the 2016
CACREP Standards:
1. FOUNDATIONS
a. History and development of school counseling
b. Models of school counseling programs
c. Models of P-12 comprehensive career development
d. Models of school-based collaboration and consultation
e. Assessments specific to P-12 education
2. CONTEXTUAL DIMENSIONS
a. School counselor roles as leaders, advocates, and systems change agents in P-12
schools
b. School counselor roles in consultation with families, P-12 and postsecondary school
personnel and community agencies
c. School counselor roles in relation to college and career readiness
d. School counselor roles in school leadership and multidisciplinary teams
e. School counselor roles and responsibilities in relation to the school emergency
management plans, and crises, disasters, and trauma
f. Competencies to advocate for school counseling roles
g. Characteristics, risk factors, and warning signs of students at risk for mental health
and behavioral disorders
h. Common medications that affect learning, behavior, and mood in children and
adolescents
i. Signs and symptoms of substance abuse in children and adolescents as well as the
signs and symptoms of living in a home where substance use occurs
j. Qualities and styles of effective leadership in schools
k. Community resources and referral sources
l. Professional organizations, preparation standards, and credentials relevant to the
practice of school counseling
m. Legislation and government policy relevant to school counseling
n. Legal and ethical considerations specific to school counseling
3. PRACTICE
a. Development of school counseling program mission statements and objectives
b. Design and evaluation of school counseling programs
c. Core curriculum design, lesson plan development, classroom management strategies,
and differentiated instructional strategies
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d. Interventions to promote academic development
e. Use of developmentally appropriate career counseling interventions and assessments
f. Techniques of personal/social counseling in school settings
g. Strategies to facilitate school and postsecondary transitions
h. Skills to critically examine the connections between social, familial, emotional, and
behavior problems and academic achievement
i. Approaches to increase promotion and graduation rates
j. Interventions to promote college and career readiness
k. Strategies to promote equity in student achievement and college access
l. Techniques to foster collaboration and teamwork within schools
m. Strategies for implementing and coordinating peer intervention programs
n. Use of accountability data to inform decision making
o. Use of data to advocate for programs and students
CACREP Standards for Rehabilitation Counseling Entry-Level Specialty Area
1. FOUNDATIONS
a. History, legislation, systems, philosophy, and current trends of rehabilitation counseling
b. Theories, models, and interventions related to rehabilitation counseling
c. Principles and processes of vocational rehabilitation, career development, and job
development and placement
d. Principles of independent living, self-determination, and informed choice
e. Principles of societal inclusion, participation, access, and universal design, with respect
for individual differences
f. Classification, terminology, etiology, functional capacity, prognosis, and effects of
disabilities
g. Methods of assessment for individuals with disabilities, including testing instruments,
individual accommodations, environmental modification, and interpretation of results
2. CONTEXTUAL DIMENSIONS
a. Professional rehabilitation counseling scope of practice, roles, and settings
b. Medical and psychosocial aspects of disability, including attention to coexisting
conditions
c. Individual response to disability, including the role of families, communities, and other
social networks
d. Information about the existence, onset, degree, progression, and impact of an individual’s
disability, and an understanding of diagnostic systems including the International
Classification of Functioning, Disability and Health (ICF), International Classification of
Diseases (ICD), and Diagnostic and Statistical Manual of Mental Disorders (DSM)
e. Impact of psychosocial influences, cultural beliefs and values, diversity and social justice
issues, poverty, and health disparities, with implications for employment and quality of
life for individuals with disabilities
f. Impact of socioeconomic trends, public policies, stigma, access, and attitudinal barriers as
they relate to disability
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g. Awareness and understanding of the impact of crisis, trauma, and disaster on individuals
with disabilities, as well as the disability-related implications for emergency management
preparation
h. Impact of disability on human sexuality
i. Awareness of rehabilitation counseling specialty area services and practices, as well as
specialized services for specific disability populations
j. Knowledge of organizational settings related to rehabilitation counseling services at the
federal, tribal, state, and local levels
k. Education and employment trends, labor market information, and resources about
careers and the world of work, as they apply to individuals with disabilities
l. Social Security benefits, workers’ compensation insurance, long-term disability insurance,
veterans’ benefits, and other benefit systems that are used by individuals with disabilities
m. Individual needs for assistive technology and rehabilitation services
n. Advocacy on behalf of individuals with disabilities and the profession as related to
disability and disability legislation
o. Federal, tribal, state, and local legislation, regulations, and policies relevant to individuals
with disabilities
p. Professional organizations, preparation standards, and credentials relevant to the practice
of rehabilitation counseling
q. Legal and ethical aspects of rehabilitation counseling, including ethical decision-making
models
r. Administration and management of rehabilitation counseling practice, including
coordination of services, payment for services, and record keeping
3. PRACTICE
a. Evaluation of feasibility for services and case management strategies that facilitate
rehabilitation and independent living planning
b. Informal and formal assessment of the needs and adaptive, functional, and transferable
skills of individuals with disabilities
c. Evaluation and application of assistive technology with an emphasis on individualized
assessment and planning
d. Understanding and use of resources for research and evidence-based practices applicable
to rehabilitation counseling
e. Strategies to enhance coping and adjustment to disability
f. Techniques to promote self-advocacy skills of individuals with disabilities to maximize
empowerment and decision-making throughout the rehabilitation process
g. Strategies to facilitate successful rehabilitation goals across the lifespan
h. Career development and employment models and strategies to facilitate recruitment,
inclusion, and retention of individuals with disabilities in the workplace
i. Strategies to analyze work activity and labor market data and trends, to facilitate the
match between an individual with a disability and targeted jobs
j. Advocacy for the full integration and inclusion of individuals with disabilities, including
strategies to reduce attitudinal and environmental barriers
k. Assisting individuals with disabilities to obtain knowledge of and access to community
and technology services and resources
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l. Consultation with medical/health professionals or interdisciplinary teams regarding the
physical/mental/cognitive diagnoses, prognoses, interventions, or permanent functional
limitations or restrictions of individuals with disabilities
m. Consultation and collaboration with employers regarding the legal rights and benefits of
hiring individuals with disabilities, including accommodations, universal design, and
workplace disability prevention
COUNSELOR CERTIFICATION
4.5.1 National Counselor Certification (NCC).
Graduates of the Clinical Mental Health Counseling Program and the School Counseling
Program are eligible for the NCC credential. Graduates of the GWU Rehabilitation Counseling
Program (RCP), including students who complete the 48 hour RCP, whose program course content
meets NCC exam requirements (i.e., completed CNSL 6157 Individual Assessment in Counseling,
HDEV 6108 Life Span Human Development) are eligible for the NCC credential. This voluntary,
national certification process recognizes counselors who have met training program and experience
standards established by the National Board for Certified Counselors (NBCC). The requirements to
become an NCC are: (1) a master’s degree in counseling or with a major study in counseling from a
regionally accredited institution; (2) 3,000 hours of counseling experience and 100 hours of
supervision both over a two-year post-master’s time period; and (3) passage of the National
Counselor Examination (NCE). Graduates of programs accredited by CACREP do not have to meet
the post-master's experience and supervision requirement. Students in these programs are also
eligible to take the NCE examination before graduation. For further information, contact NBCC, 3
credits Terrace Way, Suite D, Greensboro, NC, 27403, (336) 547-0607, and/or visit
http://www.nbcc.org.
The NCE exam is offered through the department twice a year in October and April.
Students may elect to take the exam prior to graduation and after completing 48 semester hours of
graduate coursework. It is the students’ responsibility to register for and take these exams if
applicable. Usually, it is necessary to register several months prior to the examination date.
Information about the NCE is available through the Counseling Department’s Graduate Assistant.
National Board for Certified Counselors, Inc.
3 Terrace Way, Suite D
Greensboro, NC 27403-3660
(336) 547-0607
www.nbcc.org
Commission on Rehabilitation Counselor Certification
1699 Woodfield Road; Ste. 300
Schaumburg, Illinois 60713
847-944-1325
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www.crccertification.com
Students in the School Counseling program are eligible for certification in many states
whose boards of education recognize CACREP approved programs. School counseling students can
elect to complete an additional 12 credits of required coursework to be eligible to take the NCE.
School counseling students are license eligible for professional counseling at the completion of the
60 credit hour program.
4.5.2 Certified Rehabilitation Counselor (CRC).
Students who complete the CACREP accredited 48 hour and 60-hour Rehabilitation
Counseling program at GWU are eligible at 75% completion of their program to apply for and take
the examination to become a CRC through the Commission on Rehabilitation Counselor
certification. For further information contact the CRCC, 1699 E. Woodfield Rd. #300
Schaumburg, IL 60173, (847) 944-1325 and/or visit http://www.crccertification.com.
COUNSELOR LICENSURE
Licensure as a Professional Counselor is awarded and managed by the state of practice. It is
not a GWU function. The Counseling programs prepare students for eligibility for licensure as a
professional counselor. However, licensing boards have no specific connection with The George
Washington University that would guarantee licensure. Students must take responsibility for
identifying and fulfilling the eligibility requirements of the different state licensing board.
Licensure regulations vary by state, but typically requires a) 60 credits of graduate level
training, b) a minimum of two years of supervised clinical experience post-degree, and c) successful
completion of an examination (many states use the NCE or NMHCE). Most states have moved to
requiring 60 credit hours of graduate training to be eligible for licensure. For school counseling and
rehabilitation counseling program students who are interested in professional counseling licensure
and did not participate in 60 credit hour training programs, 12 credit hours beyond the specified
program curriculum is required. Students who plan to complete their additional 12 credits at GWU
should consider completing one of our certificate programs (see Appendices B and C for more
information) because GWU only allows students to enroll for one semester during an academic year
as a non-degree student. Information about licensure can be obtained through the American
Counseling Association at www.counseling.org, the American Mental Health Counselors Association
at www.amhca.org, and the National Board of Certified Counselors at www.nbcc.org.
School counseling students are eligible to take the Praxis exam, which is the examination for
licensure in DC Public Schools (http://www.ETS.org). Check with the state of interest to determine
if there is DCPS school counseling licensure reciprocity.
Again, neither admission to, nor graduation from, a GWU counseling
program guarantees licensure.
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ADHERENCE TO THE ACA, ASCA, AND/OR CRCC CODES OF ETHICS
All students enrolled in the professional counseling programs in the department of
counseling and human development are required to adhere to the Code of Ethics published and
disseminated by the American Counseling Association. Students are introduced to their Code of
Ethics in their respective Foundation course and are encouraged to carefully read the entire
document, and are expected to demonstrate the knowledge, skills, and dispositions to practice in
accordance with these standards. Failure to demonstrate these standards may be grounds for
dismissal from the program. ACA, ASCA, and CRCC Codes of Ethics are available online
(www.counseling.org, www.schoolcounselor.org, www.CRCertification.com).
5 THE GEORGE WASHINGTON UNIVERSITY
CONTEXT
UNIVERSITY EMAIL
Email is a mechanism for official communication within the University. The University
requires that such communications will be received and read in a timely fashion. Official email
communications are intended to meet the academic and administrative needs of the department,
faculty, and students. Failure to utilize the official email may result in missing official program,
departmental, or university communications via email. Please note that information provided in
class is not meant to be collected or distributed without faculty consent due to intellectual property
and copy right regulations.
UNIVERSITY POLICIES
All students must abide by the Guide to Student Rights & Responsibilities, which addresses
student behavior. The Guide can be accessed at https://studentconduct.gwu.edu/guide-student-
rights-responsibilities. All students must be familiar with and abide by the provisions of the Code of
Student Conduct, which “sets minimum standards for non-academic student conduct, defines the
rights of students charged with a non-academic disciplinary violation, lists the procedures for
resolving non-academic disciplinary matters, provides guidance for non-academic disciplinary
sanctions, and addresses other issues regarding non-academic student conduct.” The Code is part of
the Guide to Student Rights & Responsibilities, and be can be accessed at:
https://studentconduct.gwu.edu.
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5.2.1 Academic Integrity
The Code of Academic Integrity is a part of the Guide to Student Rights & Responsibilities
and:
• Sets minimum standards for academic student conduct
• Defines the rights of students charged with an academic disciplinary violation
• Lists the procedures for resolving academic disciplinary matters
• Provides guidance for academic disciplinary sanctions
• Addresses other issues regarding academic student conduct
All students—undergraduate, graduate, professional full time, part time, law, etc.—must be
familiar with and abide by the provisions of the Code of Academic Integrity. The full code can be
accessed at https://studentconduct.gwu.edu/code-academic-integrity.
5.2.2 Change of Personal Information
An official name change, or social security number change should be made at the Office of the
Registrar by submitting a Request to Change Name/Social Security Number. Students may update
their address online through GWeb or by mailing an Address Change Form to the Office of the
Registrar Enterprise Hall, 44983 Knoll Square Suite 390, Ashburn, VA 20147 Phone: 202-994-4900
([email protected]) or visiting the Student hub Office of the Registrar, Ground Floor, Marvin Center,
800 21
st
St NW, Washington, D.C. 20052; fax (202) 994-3445. Failure to provide change of personal
information may result in a delay in receiving important correspondence from GSEHD and GWU.
5.2.3 Immunization Requirement
All on-campus students under age 26, regardless of program of study, location of study, part-
time or full-time status, degree or non-degree status, must comply with the immunization
requirement as set forth by the Law of the District of Columbia. It is important that admitted students
comply as soon as possible so that their registration is not hindered. You can find more information
about the immunization requirement on the website of GWU Student Health:
http://studenthealth.gwu.edu/immunizations.
5.2.4 Privacy of Records
The Graduate School of Education and Human Development complies with the provisions of
the Family Educational Rights and Privacy Act (FERPA), commonly referred to as the "Buckley
Agreement." Students should refer to the GWU Guide to Student Rights & Responsibilities for
information regarding this policy. All applications and supporting documents become the property of
The George Washington University once received and cannot be returned.
5.2.5 Code of Conduct
The Code of Student Conduct govern non-academic student behavior. It defines prohibited
conduct for students and student organizations and sets up a conduct system to address reported
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violations and preserve student rights. It can be found at Basic Rights | Student Conduct | The
George Washington University (gwu.edu). The code also details the process through which
disciplinary action is taken by GWU when students are charged with violations of its provisions.
Students who are charged with serious offenses may have their cases heard by boards that include
students as members of the hearing panels; those charged with minor offenses are subject to a
disciplinary conference.
5.2.6 Equal Opportunity
The George Washington University does not unlawfully discriminate against any person on
any basis prohibited by federal law, the District of Columbia Human Rights Act, or other applicable
law, including without limitation, race, color, religion, sex, national origin, age, disability, veteran
status, sexual orientation, or gender identity or expression. This policy covers all programs, services,
policies, and procedures of the university, including admission to education programs and
employment.
5.2.7 Sexual Harassment
GWU is committed to maintaining a positive climate for study and work, in which individuals
are judged solely on relevant factors, such as ability and performance, and can pursue their activities
in an atmosphere that is free from coercion, intimidation, and violence. The university mission
statement provides that the university "values a dynamic, student-focused community stimulated by
cultural and intellectual diversity and built upon a foundation of integrity, creativity, and openness
to exploration of new ideas." The university is committed to free inquiry, free expression, and the
vigorous discussion and debate on which advancement of its mission depends. Sexual harassment is
destructive of such a climate and will not be tolerated in the university community.
Sexual harassment of students by faculty or administrators or of employees by those in a
position to affect their GWU Graduate School of Education and Human Development employment
status or by other employees in the work unit is inimical to such an atmosphere and will not be
condoned.
The university’s Interim Title IX Coordinator is Asha Reynolds:
Asha Reynolds
Interim Title IX Coordinator
Director, Office for Diversity, Equity and Community Engagement (ODECE)
The George Washington University
812 20th Street NW (Building YY)
Washington, D.C. 20052
202-994-7434
titleix@gwu.edu.
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6 THE GRADUATE SCHOOL OF COUNSELING AND HUMAN
DEVELOPMENT
THE GSEHD OFFICE OF STUDENT LIFE
The Office of Student Life (OSL) serves all students—past, present, and future—through
advocacy, collaboration, innovation, and empowerment to enhance the overall GSEHD experience.
The OSL team, which includes Admissions, Student Services, and Career Services, works together to
support each student’s success. The OSL begins its relationship with students in the early stages of
the application process, supports the student’s academic and personal growth during their time at
GSEHD, and offers guidance as students explore and decide on future professional endeavors. The
OSL is committed to enhancing the academic experience, broadening opportunities for professional
development, and forging collaborative relationships with faculty, staff, and administrative offices
within the school and across the University. Please see below for contact information from their
departments and notes from their staff about the role of each.
ADMISSIONS
GSEHD Office of Admissions
2136 G Street, NW
Washington, DC 20052
202.994.9283
gsehdad[email protected]
https://gsehd.gwu.edu/admissions
Transformation begins with you. GSEHD offers over 50 graduate programs preparing you to
have an impact in the fields of education and human development. You will explore new ideas, bridge
theory with practice, and graduate poised to solve our nation’s most urgent challenges. We know
transformation begins with you. As you consider your future, we hope you will consider GSEHD as
the opportunity to change your life.
STUDENT SERVICES
GSEHD Office of Student Services
2136 G Street, NW
Washington, DC 20052
202.994.9283
gsehdosl@gwu.edu
https://gsehd.gwu.edu/student-services
The Office of Student Services oversees new student orientation programs, registration,
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comprehensive examinations, student appeals, dissertation defenses and degree clearance for
graduation. We closely monitor student progress to ensure that students meet all academic standards
and complete all degree requirements. Each student has an assigned student services representative
that is here to assist and guide you. We can guide you through the administrative aspects of your
studies and help connect you with other university resources when necessary. We are also here to help
you when you are feeling overwhelmed. Know that you have many options to help you succeed in your
studies. Do not hesitate to reach out to your student representative. We are here to serve you! Our
office is open from 9am to 5pm; feel free to drop by, or make an appointment for a visit, Skype
conference, or to call or email with questions at any time.
CAREER SERVICES
GSEHD Office of Career Services
2136 G Street, NW, 1st Floor
Washington, DC 20052
gsehdcare[email protected]
202.994.1179
http://gsehd.gwu.edu/career-services
The mission of the GSEHD Office of Career Services is to foster a culture of career
management and lifelong learning by assisting students and alumni in navigating successful career
transitions. Whether you want to change the world or improve your worldview, taking the necessary
steps to set a clear path to career success is one of the most important investments you will ever make.
At the George Washington University, we are redefining best practices in career counseling and
workforce development through innovative programs and services. Our team of recognized experts
within the Graduate School of Education and Human Development and the Office of Career Services
are leaders in the field.
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IMPORTANT DEADLINES FOR FOGGY BOTTOM CAMPUS STUDENTS
Summer
Cohort
2020
Fall
Cohort
2020
Summer
Cohort
2021
Fall
Cohort
2021
Summer
Cohort
2022
Fall
Cohort
2022
Practicum
Preference Form
3/15/ 21
3/15/ 21
3/15/22
3/15/ 22
3/15/ 23
3/15/ 23
Portfolio &
Practicum
Readiness Form
4/1/21
5/1/21
4/1/22
5/1/22
4/1/23
5/1/23
Practicum
Orientation
5/10-11/21
CMHC
8/25-
26/21
Rehab
Students
8/24 &
26/21
5/9-10/22
CMHC
8/24-
25/22
Rehab
Students
8/23 &
25/22
5/15-
16/23
CMHC
8/23-
24/23
Rehab
Students
8/22 &
24/23
Practicum
Agreement
3/1/21
3/1/21
3/1/22
3/1/22
3/1/23
3/1/23
CPCE
5/21/22
8/20/22
5/20/23
8/--/23
5/18/24
8/--/24
Internship
Application
12/1/21
1/15/22
12/1/22
1/15/23
12/1/23
1/15/24
Field Site
Supervisor
Agreement
3/1/22
5/1/22
3/1/23
5/1/23
3/1/24
5/1/24
Internship Site
Evaluation
12/15/22
5/1/23
12/15/23
5/1/24
12/13/24
5/1/25
Internship
Orientation
10/8/21
10/8/21
10/7/22
10/7/22
10/13/23
10/13/23
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Important Dates for Part-time Students
Fall 2018
Cohort
Fall 2019
Cohort
Fall 2020
Cohort
Fall 2021
Cohort
Practicum Preference Form
3/13/20
3/15/21
3/15/22
3/15/23
Practicum Readiness Form
4/1/20
4/1/21
4/1/22
4/1/23
Practicum Orientation
5/11 & 12/19
5/10 &
11/21
5/9 & 10/22
5/15 &
16/23
Practicum Agreement
3/1/20
3/1/21
3/1/22
3/1/23
CPCE TBD
8/29/21
8/20/22
8/19/23
8/24/24
Internship Application
1/15/21
1/15/22
1/15/23
1/15/24
Field Site Supervisor
Agreement
5/1/21
5/1/22
5/1/23
5/1/24
Internship Site Evaluation
5/1/22
5/1/23
5/1/24
5/1/25
Internship Orientation
10/9/20
10/8/21
10/7/22
10/13/23
School Counseling dates differ for Practicum and Internship, and Portfolio. They are posted
and shared in each Cohort term.
On-Line Rehabilitation Counseling dates differ for Practicum and Internship, and Portfolio.
Students should check with their faculty advisor.
7 REGISTRATION POLICIES AND PROCEDURES
REGISTRATION
Once students have received their online admissions letter and have submitted the Student
Reply Form, they will be eligible to register for classes. Students register using the GWeb Info System.
Registration policies and procedures are described on the website of the Office of the Registrar.
For newly admitted students:
1. Go to the GWeb Info System. Enter the GWid that is given at the top of your offer of
admission or your program plan. Enter your six-digit birthday (MMDDYY) as your PIN. Change your
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PIN for security purposes.
2. Go to the University Help Desk website to create your NetID. This gives you access to
GWMail (email), MyGWU (GW's information portal) and Blackboard (online course software). Enter
your GWid and new PIN, and create a NetID and password.
Once completed, go to step #3.
For continuing students:
3. Go to the GWU Portal and sign on with your NetID and password.
4. Click on GWeb Info System and log in with your GWid and PIN to register for courses.
5. Select Student Records and Registration, then Registration Menu, then Register, Drop
and/or Add Classes. Select a term, choose your program, and select your classes.
Registration Assistance is available from 9:00 a.m. – 4:30 p.m., Monday – Friday, via phone
at 202.994.4900. If you experience any technical difficulties with registration or logging into the
GWeb system, please contact the University Helpdesk at [email protected].
Students are required to register each semester regarding their program plan of study.
Students must be registered in the summer if they were admitted for the summer term, are taking the
comprehensive examination, or are graduating in that term. Please see the section "Enrollment
Status" for more information.
TUITION BILLING
Students will be billed for tuition by the Student Accounts Office after registering for courses.
Course tuition rates for GSEHD students are determined by the program and the campus to which
the student was admitted. For example, students admitted to Foggy Bottom campus programs pay
the on-campus tuition rate for any courses they register for, regardless of course format or location.
Tuition rates for students enrolled in graduate programs can be found online at
studentaccounts.gwu.edu.
ADJUSTMENTS TO COURSE SCHEDULE
If a student finds it necessary to make any adjustments to their course schedule after the Web
registration period has ended (to add or drop courses), a Registration Transaction Form is required.
The completed form should be submitted to the students’ GSEHD Student Services Representative.
A note from an instructor is NOT an acceptable method of adding or dropping a course. Registration
Transaction Forms are available online, and in person at the GSEHD Office of Student Services and
Colonial Central. Because students are enrolled in a cohort program plan of study, dropping a course
may impact a student’s ability to adhere to the program plan of study and extend the length of time
for their graduate program.
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Students should be aware of the financial penalties of dropping courses during and after the
first week of courses. A refund schedule with specific dates for each semester can be found on the
website of the Office of the Registrar. Students should note that refund schedules for off
campus/distance programs and for all students during the summer semester have unique dates. The
deadline for dropping an on-campus course without academic penalty is the end of the fourth week
during the fall and spring semesters. A course dropped during the first four weeks of classes will not
appear on a student’s transcript. A course dropped after the fourth week but before the end of the
eighth week will be assigned a grade of “W” (Authorized Withdrawal). Any withdrawals after the
eighth week of classes require a petition to the Dean's Office.
Failure to submit a Registration Transaction Form and to receive approval to withdraw from
a course will result in a grade of "Z" (Unauthorized Withdrawal) on the student's official transcript
Students may not be cleared for graduation with a Z on their academic history.
Students whose accounts reflect overpayments may submit a Request for Refund through the
GWeb Information System beginning the first day of classes.
CONSORTIUM REGISTRATION
The Washington Metropolitan Area Consortium of Universities is a cooperative arrangement
in post-secondary education that is designed to permit the sharing of academic resources by member
institutions and to offer qualified students the opportunity to enroll at other institutions for courses
not available on their own campus. The George Washington University offers qualified graduate
students the opportunity to enroll in courses at American University, The Catholic University of
America, Gallaudet University, George Mason University, Georgetown University, Howard
University, Marymount University, Trinity University, University of the District of Columbia, or
University of Maryland-College Park.
Participation in the Consortium program is restricted to main campus (Foggy Bottom) degree
candidates in good academic standing. Non-Degree students and students in off-campus programs
are ineligible to take courses through the Consortium program.
Degree-seeking students may enroll in approved courses through the Consortium to the extent
that the total number of credit hours does not exceed nine (9) hours for a master’s program.
Please refer to the policies and procedures for Consortium registration on the website of the
Office of the Registrar.
Registration Procedures: Registration in Consortium courses must be requested on a
Consortium Registration Form. Consortium registration requires approval of the student’s academic
advisor before submitting the form to their Student Services Representative for Dean’s Office
approval. Once the form has both sets of approvals, the Student Services Representative for the
student’s program will submit the form to the Consortium Director in the Office of the Registrar for
final processing.
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Students requesting to drop or withdraw from Consortium courses must obtain approval from
their Department Chair/academic advisor and their Dean's Office on the Consortium Drop form.
Tuition and Fees: Tuition for courses taken under the Consortium arrangement is assessed
at the current GWU tuition rate. Course fees are charged by and paid to the visited institution.
Dropped courses are subject to the on-campus refund schedule.
ENROLLMENT STATUS
Once enrolled in a certificate or degree program, students must be continuously enrolled and
actively engaged in fulfilling the program requirements every fall and spring semester of the academic
year until such time as the certificate or degree is conferred.
Students occasionally have a semester in which they are not enrolled in coursework but are
engaged in approved activities required for program completion (e.g., if they are taking the
comprehensive exam or completing an incomplete course). There also are cases in which students
may need to request a temporary leave for personal or professional reasons. In these instances, they
will need to enroll in either Continuous Enrollment or Leave of Absence (explained further below) to
remain in active status with the University.
Failure to enroll in either classes or one of the following designations will result in broken
enrollment during the Fall and Spring semesters. Students who break enrollment are removed from
degree status and must apply for readmission to continue. Students who apply for readmission to the
University will be subject to the admissions standards in place at the time the application is
submitted.
7.5.1 Continuous Enrollment (CE)
Continuous Enrollment (CE) may be used for completion of outstanding work in courses in
which a grade of Incomplete (I) was received. CE also may be used by degree-seeking certificate or
Master’s students who are preparing to sit for the comprehensive examination (See the
Comprehensive Examinations section for more details). In certain circumstances, CE also may be
used for attendance at another institution with prior approval to have coursework transferred back to
GSEHD. International Students are not eligible to register for CE.
Students must submit a Leave of Absence/ Continuous Enrollment Registration form to their
Student Services Representative to be considered for CE enrollment. Students only may be registered
for a total of two (2) semesters of CE during their certificate or degree program. Students who request
one-year of CE must submit a Leave of Absence/ Continuous Enrollment Registration form for each
of the two semesters. After reaching the limit, students who wish to register for CE status in additional
semesters must seek approval from the Master’s Appeals Committee.
7.5.2 Continuing Research (CR)
All Master's students who are writing a thesis and who have completed their required number
of thesis and coursework credits must register each subsequent fall and spring semester for CNSL
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0920 Continuing Research Masters course, which carries a fee equivalent to one credit hour of tuition,
until successful completion and submission of the thesis. All Education Specialist students must
register for CNSL 0920 Continuing Research course to sit for the comprehensive examination if not
otherwise enrolled in coursework.
7.5.3 Leave of Absence (LOA)
A student who, for personal reasons, is temporarily unable to continue their program of study
during the academic year (i.e., Fall semester, Spring semester) may request a Leave of Absence (LOA)
for a specific period of time, not to exceed two (2) semesters during the total period of certificate or
degree candidacy. The student must submit a Leave of Absence/ Continuous Enrollment Registration
form to their Student Services Representative to be considered for LOA enrollment. Students who
request one year of Leave of Absence must submit a Leave of Absence/ Continuous Enrollment
Registration form for each of the two semesters. After reaching the limit, students who wish to register
for LOA in additional semesters must seek approval from the Master’s Appeals Committee.
Students who are U.S. government employees assigned out of the United States for official
duties or are in the military and actively deployed out are exempt from LOA limitations that count
toward degree completion.
7.5.4 Full-/Half-Time Certification
Students who intend to register for less than the number of credit hours required in the fall
and spring semesters (full time = 9 or more credit hours; half-time = 4.5-8.5 credit hours), and who
need to be certified as in full or half-time status must complete the Full-/Half-Time Certification
Form. The requirements and limitations of this certification are listed on the first page of the form.
This form should be completed and submitted to the Office of Student Services after the student has
registered and after the form has been signed by the academic advisor.
7.5.5 Adjustments to GSEHD Program or Location
If a student is considering a change from one GSEHD program to another GSEHD program,
they should consult with their faculty advisor as well as with the coordinator of the program to which
they would like to be admitted. To request a change to a new program, they must submit a new
application for admission and a new statement of purpose relevant to the new program of interest.
Additional application requirements may be required if program faculty deem necessary. An
application fee is not required as long as the student has maintained continuous enrollment and is in
good academic standing.
If a student is considering a change in the location of their program of study, they should be sure to
confirm that the program is offered at the desired campus location. Note that the new campus may
have a different schedule of classes as well as an adjusted tuition rate. The student should contact
their academic advisor for more information. Once the student and their advisor have come to
agreement on a location change, they should notify the Office of Admissions in writing of this request.
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7.5.6 Readmission to GSEHD
To apply for readmission, students must submit a new application for admission by the application
deadline for the semester in which they wish to be readmitted. Former students must submit an
updated statement of purpose, application fee, resume, transcripts of any recent graduate level
coursework taken, and new standardized test scores (if requested). Also, former students are required
to interview with the program faculty to determine whether they will be permitted to continue the
program as indicated on the original program plan or if there will be additional program requirements
to be completed. Subsequent readmission is subject to new conditions and regulations that have been
established by the School. Any questions regarding the readmission process should be addressed to
the Office of Admissions.
7.5.7 Withdrawing from the University
If a student finds it necessary to withdraw from GWU prior to completing their degree program, they
should notify their advisor and the GSEHD Office of Student Services via their Student Services
Representative. A Complete Withdrawal Form should be submitted if the student wishes to withdraw
from ALL courses during the final semester.
The deadline for complete withdrawal from ALL courses without academic penalty is the end of the
eighth week of classes. After this deadline, program changes are not possible unless the student
submits a written request to the Office of Student Services and receives permission to withdraw. If
approved, the student then submits the Complete Withdrawal Form to the Office of Student Services
for processing. All charges for courses from which the student withdraws are subject to the refund
policy listed under Tuition Rates, Fees, and Financial Regulations on the website of the Office of the
Registrar.
8 GRADING
GRADING SYSTEM
GSEHD uses the +/- grading system. The available grades, with quality-point equivalents, are as
follows: A (4.0), A- (3.7), B+ (3.3), B (3.0), B- (2.7), C+ (2.3), C (2.0), C- (1.7), F (0). Other symbols
that may appear include CR, Credit; AU, Audit; I, Incomplete; IPG, In Progress; W, Authorized
Withdrawal; Z, Unauthorized Withdrawal. Courses marked AU, CR, I, IPG, W, or Z are not considered
in determining a student’s grade point average, although courses marked “I” will be considered when
a final grade is recorded, and the final grade will replace the symbol I.
ACADEMIC REQUIREMENTS
An overall grade-point average of 3.0 is required for graduation. Students who have a cumulative GPA
below 3.0, or receive a grade of C or below in more than 6 credits, or receive a grade of F will have an
academic hold placed on their account and may be subject to program removal. Students must meet
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with the Senior Associate Dean, the Assistant Dean of Academic Services, or the Executive Director
of the Office of Student Life before enrollment in further coursework is allowed.
Students who earn a grade of “Z” for “Unauthorized Withdrawal” must formally request to withdraw
from the course before further registration is permitted, as students cannot graduate with grades of
“Z” on their record.
8.2.1 English Language Requirements for International Students
Applicants who are not citizens of countries where English is the official language or who do not hold
a degree from a regionally accredited U.S. institution of higher learning are required to submit scores
from the Test of English as a Foreign Language (TOEFL), the academic International English
Language Testing System (IELTS), or the Pearson Test of English–Academic (PTE). English language
scores are valid for two years. The most recent test scores will be used for applicants who submit
multiple scores. Specified possible exemptions from this policy can be found on the Graduate
Admissions website. The required minimum score for admission to a program is 80 on the Internet-
based or 550 on the paper-based TOEFL, or, an overall band score of 6.0 on the IELTS with no
individual band score below 5.0, or a score of 53 on the PTE. Some programs have higher minimum
scores. Applicants who have a TOEFL score of at least 70, but less than 80, or an IELTS overall band
score of 5.0, but less than 6.0, may be considered for admission on the condition that they successfully
complete the Applied English Studies program prior to beginning their graduate studies.
Students with the following English language test scores are exempt from taking English for Academic
Purposes (EAP) courses: TOEFL, 600 paper-based or 100 Internet-based; IELTS, overall band score
of 7.0 with no individual band score below 6.0; PTE, 68. Students with test scores below these
minimums must register for an EAP course during their first semester. Students assigned EAP
courses should anticipate additional tuition expenses as well as a possible extended period of time
required to complete their degree program. EAP courses do not count toward degree requirements.
Students required to take an English for Academic Purposes (EAP) course, must earn a minimum
grade of B- in the course. Students who do not earn a B- or above in their first course must take an
additional EAP course in the subsequent semester. Students who earn an F in an EAP course must
repeat the course and are subject to the process described above.
8.2.2 Grade Reporting
Grades will be available on the GWeb system after the close of each semester. Please note that grade
reports are not mailed. Student records can be accessed on GWeb, including term grades and an
unofficial transcript. A GWid and PIN are needed to access the GWeb system.
8.2.3 Incomplete (I) and In Progress (IPG) Policies
At the discretion of the instructor, the symbol “I” (Incomplete) may be recorded if a student, for
reasons beyond the student’s control, is unable to complete the work of the course, and if the
instructor is informed of, and approves, such reasons before the date when grades must be reported.
This symbol only may be used if the student’s prior performance and class attendance in the course
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have been satisfactory and if the student is in good academic standing.
If the instructor agrees to give the student an “I”, a Contract for Completing Assignments in a GSEHD
Course must be completed and signed by both the student and the course instructor and then
submitted to the Office of Student Services. The contract will outline all remaining assignments due
and the date by which these assignments must be submitted to the course instructor. The coursework
must be completed within the designated time period agreed upon by the instructor and the student,
but no more than one calendar year from the end of the semester in which the course was taken. If
the work is not completed within the designated time, the grade will be automatically converted to a
grade of “F”, Failure, 0 quality points, and the grade-point average and academic standing
recalculated. Please see Academic Requirements, page 13, which outlines next steps when a grade of
“F” has been received. Students are advised to provide a copy of the contract to their faculty advisor.
In many cases, students are required to take an internship as part of their graduate program.
However, students often are unable to complete the required number of internship hours in one
semester. In these instances, the instructor may assign an “IPG” (In Progress) for the course. Once all
requirements are met, the instructor will change the “IPG” to “CR” or a letter grade.
8.2.4 Provisional Admission Status
Students who have been admitted in provisional status must achieve an average GPA of 3.0 or better
in their first 9 credit hours taken in degree status – with no grade below B-. A symbol of “I”
(Incomplete), “IPG” (In Progress), or “Z” (Unauthorized Withdraw) is unacceptable during the
provisional period.
The provisional status will be lifted once the student has successfully completed these requirements.
Please note that the provisional status does not require the student to take all nine credit hours in
his/her first semester.
Students in provisional status who do not meet the requirements of the provisional status within the
first nine credits of coursework may be subject to academic discipline up to and including removal
from the program.
9 PROGRAM PLANS AND TRANSFER CREDITS
PROGRAM PLAN OF STUDY
Each candidate for a certificate or Master's degree receives an official Program Plan of Study upon
accepting his or her offer of admission. This plan provides students with information regarding their
admission status and outlines the coursework and any additional requirements they will need to
complete in order to graduate or complete the program of study. Students must successfully complete
all courses and requirements and any deficiencies outlined on the official program plan to have their
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certificate or graduate degree conferred on the official GWU transcript. Students are encouraged to
retain their program plan and refer to it frequently, as it is their contract with GSEHD. All Master’s
degree requirements must be completed within six years, regardless if study is full-time or part-time.
An additional (or seventh) year is allowed in the case of a student who breaks enrollment and is
subsequently readmitted. All certificate program requirements must be completed within 3 years.
U.S. government personnel officially assigned out of the area and military personnel on active duty
may exceed these limitations with faculty advisor approval.
ADJUSTMENTS TO THE PROGRAM PLAN
To request a change in the program plan, students first should discuss the proposed change with their
faculty advisor. If their advisor approves the change, a Program Plan Change Form must be sent by
their advisor to the student’s Student Services Representative for the record to account for this change
during graduation clearance.
TRANSFERRING TO AN INDIVIDUALIZED MASTER’S DEGREE PROGRAM
In consultation with an advisor, students may request to change their official Program Plan to a 30-
credit Individualized Master’s Degree Program. Students must meet the requirements of the
Individualized Master’s Degree Program as outlined in the University Bulletin. This Program Plan
change must be approved by the student’s advisor and the dean.
9.3.1 Non-Degree Coursework and Transfer of Credit
Students who would like to take coursework at the Graduate School of Education and Human
Development but who have not been admitted to one of our certificate or degree programs may apply
for admission as a non-degree student through the GWU Office of Non-Degree Students. Students
may enroll in coursework at GSEHD in non-degree status for one semester only (excluding the
summer semester). Students interested in enrolling in additional coursework at GSEHD must submit
a complete application packet to the GSEHD Office of Admissions by the published deadlines.
Completing coursework as a non-degree student at the George Washington University does not
guarantee admission to a GSEHD degree program. Students taking courses in non-degree status are
subject to all numerical limits included in the section on Transferring Credits.
TRANSFERRING CREDITS INTO GSEHD MASTERS OR EDUCATIONAL
SPECIALIST DEGREE PROGRAMS
Graduate coursework taken at another institution or earned at GWU in non-degree status or while in
another degree program at GWU is considered transfer credit when applied towards any degree
program at GSEHD and does not count towards residency requirements. Graduate coursework may
be approved for transfer only if it meets ALL of the following criteria:
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• It was taken at a regionally accredited college or institution
• It has been approved as part of the student’s Program Plan of Study;
• It was completed within five years of the date of first enrollment as an admitted certificate,
Master’s or Education Specialist student;
• It was completed with a grade of “B” or better; and
• It has not been used to fulfill the requirements of another degree program (specific exceptions
regarding coursework completed in a GSEHD certificate program are outlined below).
Transfer credit limits: Students admitted to a GSEHD Master’s degree program requiring completion
of 36 or more credit hours are eligible to transfer up to 12 credit hours.
Students admitted to a Master’s degree program requiring completion of 33 credit hours are eligible
to transfer up to 9 credits hours. Students admitted to a Master’s or an Education Specialist program
requiring completion of 30 credit hours are eligible to transfer up to 6 credit hours.
9.4.1 Content or Transfer Coursework
Content that is acceptable to the Program of Study through life experience (e.g., employment, military
experience) is eligible for substitution. However, this substitution does not reduce the number of
credit hours required to complete the degree program. The Clinical Mental Health Counseling
program does not permit the substitution of Program of Study requirements through life experience.
9.4.2 Applying Coursework from a Certificate Program into a GSEHD Degree
Program
Students who have completed coursework in a certificate program at GSEHD may apply for admission
to one of our degree programs through the Office of Admissions. Applicants who have completed
coursework in a certificate program at GSEHD are not guaranteed admission to one of our degree
programs.
All coursework taken as part of a GSEHD certificate program may be counted towards a subsequent
degree program, assuming the coursework meets ALL the following conditions:
• Course was completed with a grade of “B” or better;
• Course was completed within five years of beginning the new degree program; and
• Course is approved by the faculty advisor as part of the official Program Plan of Study.
If a student applies 12 credits from a GSEHD certificate program to their new degree program, the
student may not transfer in any additional GWU or non-GWU credits including coursework taken in
non-degree status and at other institutions. Coursework transferred into the certificate however, can
be applied as part of the certificate to a Master's Degree.
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TRANSFERRING CREDITS INTO GSEHD CERTIFICATE PROGRAMS
Graduate coursework taken at another institution, earned at GWU in non-degree status, or while
completing a degree program at GW, is considered transfer credit when applied towards any
certificate program at GSEHD and does not count towards residency requirements. Graduate
coursework may be approved for transfer if it meets ALL of the following criteria:
• It was taken at a regionally accredited college or institution;
• It has been approved as part of the student’s Program Plan of Study;
• It was completed within five years of the date of first enrollment as an admitted; certificate,
Master’s or Education Specialist student;
• It was completed with a grade of “B” or better;
• It has not been used to fulfill the requirements of another degree program (specific exceptions
regarding coursework completed in a GSEHD program are outlined below).
Students admitted to a GSEHD Certificate program are eligible to transfer up to a total of 1/3 of the
number of credits hours required to complete the program. No course can count towards more than
one certificate program. Please carefully read the policies outlined below regarding transferring credit
into a certificate program. If you have questions, please contact your faculty advisor or the Office of
Student Services.
Coursework completed at another institution: At most, one 3-credit hour graduate level
course from outside GWU can be transferred into a certificate program with the approval of the
program or department. This coursework would count towards the transfer credit limit of 1/3 of the
credit hours required to complete the program.
Coursework completed at another school at GW: Students who would like to transfer
coursework completed at another school at GWU must have the approval of the GSEHD Senior
Associate Dean. If approved, this coursework would count towards the transfer credit limit of 1/3 of
the credit hours required to complete the program.
Coursework completed at GSEHD: The following policies guide transferring coursework
completed within the last five years at GSEHD to a certificate program: Students who were previously
enrolled in a GSEHD degree program may elect to apply completed coursework to a certificate
program provided the degree was not conferred and the coursework was approved by the faculty
advisor.
Total number of credit hours eligible for transfer
The following policies guide the number of credit hours students are eligible to transfer into a
certificate program.
Master’s Degree Student Handbook
Department of Counseling and Human Development
The George Washington University
43
• Students admitted to a certificate program requiring completion of 18 credit hours are eligible to
transfer up to 6 credit hours.
• Students admitted to a certificate program requiring completion of 15 credit hours are eligible to
transfer up to 5 credit hours.
• Students admitted to a certificate program requiring completion of 12 credit hours are eligible to
transfer up to 4 credit hours.
Note: Students may transfer in credits from different sources to include coursework completed in
non-degree status or from another institution; provided that the coursework follows the guidelines
outlined above. For example, if a student is in a certificate program requiring completion of 18 credit
hours and the student is approved to transfer in one 3-credit hour graduate level course from outside
GW, the student still would be eligible to transfer in an additional 3-credit hours of non-degree
coursework. However, a student in a certificate program requiring completion of 12 credit hours who
brought in one 3-credit hour graduate level course from outside GWU only would be eligible to
transfer in an additional 1-credit hour of non-degree coursework.
9.5.1 Advanced Standing
Advanced standing is granted for approved courses taken at other regionally accredited institutions,
but a minimum of 24 credit hours must be completed in GSEHD as a master’s candidate. A maximum
of 12 credit hours taken in non-degree status may be credited toward the master’s degree.
Advanced standing is not granted for work completed five or more years before application for
admission or readmission to master’s candidacy. All work accepted for advanced standing must have
been earned with a grade of B or better and must be approved for acceptance by both the advisor and
the dean. Credit, Satisfactory, Audit, or other non-letter grades are not acceptable.
9.5.2 Second Master’s Degree
Persons seeking a second master’s degree must complete all core and specialization requirements and
a minimum residency requirement of 24 credit hours.
10 GRADUATION AND COMMENCEMENT
ELIGIBILITY FOR GRADUATION
Degrees are conferred in January, May, and August. To be eligible for graduation a student must have
met the admission requirements of the school in which registered; completed satisfactorily the
scholarship, curriculum, residence, and other requirements for the degree as stated in this bulletin;
filed an application for graduation by the published deadline date; and be free from all indebtedness
to the University. Enrollment is required for the semester or summer at the close of which the degree
Master’s Degree Student Handbook
Department of Counseling and Human Development
The George Washington University
44
is to be conferred, and all degree requirements must be completed by the last day of final
examinations for that semester or summer session.
PARTICIPATION IN THE COMMENCEMENT CEREMONY
Participation in the annual commencement ceremony held in May is open to students who have
applied to graduate in the current spring semester, or who graduated the preceding fall or summer
semester. Master's and Education Specialist students who need no more than nine credit hours to
complete their degree requirements may participate in May commencement ceremonies if there is a
reasonable expectation that they will be able to obtain the needed credits during the following
summer. The maximum of nine credit hours is firm and not subject to petition.
ONLINE GRADUATION APPLICATION INSTRUCTIONS
An Application for Graduation must be submitted online by the deadlines
https://registrar.gwu.edu/application-deadlines listed below to ensure that the student’s name is
published in the commencement program. Applications should be submitted at the beginning of the
student’s final semester but no later than the following deadlines:
Semester of Graduation
Application
Spring Graduation
March 15
Summer (participating in Spring)
TBA
Summer Graduation
TBA
Fall Graduation
TBA
Please also note the following important information regarding graduation:
• Online graduation application instructions can be found here:
https://registrar.gwu.edu/online-graduation-application-instructions.
• Students who apply after the published deadlines are charged a $35 late fee, are not
guaranteed commencement materials, and will not be listed in the commencement program.
• Information on the commencement ceremony is sent only to those students who indicate their
intention to participate in commencement activities on the Application for Graduation. Visit
GW's Commencement Website and GSEHD's website for the most up-to-date information on
caps and gowns and all commencement deadlines and activities.
CERTIFICATE COMPLETION
To be eligible for the granting of a Graduate Certificate within GSEHD, students must complete all
Master’s Degree Student Handbook
Department of Counseling and Human Development
The George Washington University
45
course requirements with a minimum GPA of 3.0 and with no grades of "F." Graduate Certificate
students must apply for a Certificate Completion by the deadlines stated in the academic calendar.
Certificate students are not eligible to participate in the University's Commencement Ceremony. An
Application for Certificate Completion (available online) must be submitted to the Office of Student
Services by the deadlines listed below to ensure that students receive their certificates and do not
incur late fees. Applications should be submitted at the beginning of the student’s final semester but
no later than the following deadlines:
Semester of Completion
Application Deadline
Spring Completion
April 1
Summer Completion
July 1
Fall Completion
December 1
FINAL GRADUATION/COMPLETION CLEARANCE
The Office of Student Services clears all GSEHD students for graduation. Please note that degree
clearance for everyone other than doctoral students usually takes place after the official degree
conferral date. Degree conferral cannot occur until final grades are posted and confirmation of
fulfillment of all other requirements on your program plan (comprehensive exams, program plan
changes, PRAXIS exams, minimum 3.0 GPA, etc.) has been received by the Office of Student Services.
If your program requires PRAXIS for graduation, you are required to designate GWU as a score
recipient when enrolling for the exam (institution id: 5246). If all of your grades are not posted, please
check with your instructor(s). According to the Office of the Registrar, degree conferral “may take
anywhere from 6-8 weeks after your graduation date.”
Official transcripts and diplomas will reflect the official degree conferral date, regardless of clearance
date, if all program requirements have been completed. Students can verify that their degree has been
conferred via their unofficial transcript on GWeb.
If a student has not been cleared and believes that they have met all degree requirements, they should
contact their Student Services Representative in the Office of Student Services. If a student has been
cleared and has questions about their diploma, they should refer to the Registrar's Graduation
Services Office.
11 STUDENT APPEALS PROCESS
All students have the right to appeal an academic decision (i.e., residency requirements, admissions
decisions, grade appeals, and decisions that alter a student's status) from GSEHD before the
appropriate committee.
Master’s Degree Student Handbook
Department of Counseling and Human Development
The George Washington University
46
The Master's Appeals Committee (for certificate and master's students) meets once a month during
the academic year (September through May). The Post Master’s Appeals Committee (for Education
Specialist and Doctoral students) meets four times during the academic year, usually in September,
November, February, and April.
INFORMAL RESOLUTION
Prior to appealing a decision through the appropriate committee, the student first should
attempt to resolve the matter with the faculty member(s) most directly responsible. If
no resolution results, the student then should consult with the individual at the next administrative
level, for example, the director of the program or the chair of the relevant department.
If there continues to be no resolution, the program director, chair, or student may contact the Senior
Associate Dean and solicit assistance to ensure that adequate steps are taken to resolve the issue at
an informal level without the complaint escalating to the status of a formal appeal. If no resolution is
achieved as a result of these informal attempts, the student may appeal to the Master's Appeals
Committee (MAC) or the Post Master’s Appeals Committee (PMAC) as appropriate. Any such
informal attempts will not extend the six-month period during which an appeal may be
filed.
FORMAL APPEAL
In order for an appeal to be considered by the Master's Appeals Committee (MAC) or Post Master's
Appeals Committee (PMAC), students must adhere to the following process:
• Submit the appeal and supporting documentation in writing to the MAC or PMAC through the
appropriate Student Services Representative no later than six months from the decision being
appealed. The letter requesting an appeal must include the following information:
• A description of the reason for requesting an appeal;
• A detailed description and timeline of events;
• A statement explaining the outcome sought by the student;
• All documents relevant to the case (e.g., student statement, faculty member statement, transcript of
coursework, and all other related documentation) must be in the Student Services Representative's
possession at least two weeks prior to the committee meeting date.
Once the student has properly submitted all case materials, the appeal will then be placed on the
MAC's or PMAC's agenda for the next meeting during the academic year.
The student will be notified in writing of the date and time of the meeting by his/her Student Services
Representative and has the right to attend the meeting. If planning to attend the meeting, the student
must inform the Student Services Representative in writing no later than one week prior to the
Master’s Degree Student Handbook
Department of Counseling and Human Development
The George Washington University
47
meeting. The student may have another individual present for support, but that person will not be
permitted to speak or participate in the meeting. If the individual is an attorney, the student must
inform the committee chair no later than one week prior to the meeting. Students who choose to
attend will be allotted an appropriate amount of time (to be determined by the committee chair) to
present the case. The presentation will be followed by questions related to the case from committee
members. If a student does not attend, the committee will base their decision on the written
documentation in the case file.
The student will be notified in writing of the committee's decision by his or her Student Services
Representative within 10 business days of the meeting.
FINAL APPEAL
The student may appeal the decision of the MAC or PMAC by submitting a written appeal to the Dean
of GSEHD. The appeal must be written and submitted within 30 calendar days of the date on the
appeals decision letter. A delay in filing an appeal may constitute grounds for rejection of the appeal.
The decision of the Dean is final.
Master’s Degree Student Handbook
Department of Counseling and Human Development
The George Washington University
48
12 THE CURRICULUM AND CLINICAL EXPERIENCE
MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING
The program in Clinical Mental Health Counseling is a 60-hour program designed to prepare
students to function as professional counselors in a variety of human service settings, both public
and private, such as social services agencies, employment centers, mental health agencies,
community counseling agencies, substance abuse programs, and employee assistance programs.
Mission Statement:
The Clinical Mental Health Counseling program is committed to preparing knowledgeable and
ethical Professional Counselors equipped for the practice of individual, couple, family, and group
counseling. Our program emphasizes working with diverse populations and developing strategies to
promote the social, emotional, psychological, and physical health of individuals, families,
communities, and organizations. We contribute to human development, adjustment, and change by
encouraging our diverse faculty and student body to engage in reflective practice, critical inquiry,
civic engagement, and responsible social action.
Required Courses, 60 Credit Hours
• CNSL 6151, Professional & Ethical Orientation to Counseling, 3 credits
• CNSL 6153, Counseling Interview Skills, 3 credits
• CNSL 6154, Theories & Techniques of Counseling, 3 credits
• CNSL 6155, Career Counseling, 3 credits
• CNSL 6157, Individual Assessment in Counseling, 3 credits
• CNSL 6161, Group Counseling, 3 credits
• CNSL 6163, Social & Cultural Dimensions of Counseling, 3 credits
• CNSL 6169, Counseling Substance Abusers, 3 credits
• CNSL 6171, Family Counseling, 3 credits
• CNSL 6173, Diagnosis & Treatment Planning, 3 credits
• CNSL 6174, Trauma & Crisis Intervention, 3 credits
• CNSL 6268, Foundations of Clinical Mental Health Counseling, 3 credits
• CNSL 6269, Practicum I in Counseling, 3 credits
• CNSL 6271, Advanced Clinical Skills, 3 credits
• HDEV 6108, Lifespan Human Development, 3 credits
• HDEV 6109, Child Development, 3 credits OR HDEV 6110, Adolescent Development, 3
credits OR HDEV 8244, Adult Development, 3 credits
• CNSL 6114, Introduction to Quantitative Research, 3 credits
• CNSL 6185, Internship (Clinical Mental Health Emphasis), 3 credits
Master’s Degree Student Handbook
Department of Counseling and Human Development
The George Washington University
49
• CNSL 6186, Advanced Internship (Clinical Mental Health Emphasis), 3 credits
• Elective, 3 credits
Curriculum Sequence:
The curriculum is sequenced to provide a structured program of learning. Students must follow the
sequence of courses as outlined. Students attend all three semesters per year, fall, spring, summer.
Many courses are only offered during a specific semester of the year. Any deviations from the
program plan (e.g., leave of absence) must be approved by the program faculty and may result in
taking an additional academic year to complete the program. If a needed course is full at the time of
registration, please register for the course to be placed on the waitlist. Many of our courses are
shared across other programs in the department, but we will honor program plans by adding
additional courses or increasing class sizes as needed if no space is available in ANY of the sections
of your required course.
Full-time Course Sequence
Semester 1
Semester 2
Semester 3
CNSL 6151
Professional and Ethical
Orientation to Counseling
CNSL 6163
Social & Cultural Dimensions of
Counseling
HDEV 6108
Lifespan and Human
Development
CNSL 6154
Theories and Techniques of
Counseling
CNSL 6153
Counseling Interviewing Skills
CNSL 6174
Trauma and Crisis Intervention
CNSL 6268
Foundations of Clinical Mental
Health
CNSL 6157
Individual Assessment
Semester 4
Semester 5
Semester 6
CNSL 6269
Practicum I
CNSL 6271
Advanced Clinical Skills
CNSL 6161
Group Counseling
CNSL 6155
Career Counseling
CNSL6114
Introduction to Quantitative
Research
HDEV 6109 OR 6110 OR 8224
Child Development OR
Adolescent Development OR
Adult and Aging Development
CNSL 6171
Family Counseling
CNSL 6169
Counseling Substance Abusers
Elective
Semester 7
Semester 8
CNSL 6185
Internship I
CNSL 6186
Internship II
Master’s Degree Student Handbook
Department of Counseling and Human Development
The George Washington University
50
Part-time Course Sequence (Fall admit only)
Part-time Course Sequence
Semester 1
Semester 2
Semester 3
CNSL 6151
Professional and Ethical
Orientation to Counseling
CNSL 6163
Social & Cultural Dimensions of
Counseling
HDEV 6108
Lifespan and Human
Development
CNSL 6268
Foundations of Clinical Mental
Health
CNSL 6153
Counseling Interviewing Skills
CNSL 6154
Theories and Techniques of
Counseling
Semester 4
Semester 5
Semester 6
CNSL 6171
Family Counseling
CNSL 6174
Trauma and Crisis Intervention
CNSL 6269
Practicum I
CNSL 6157
Individual Assessment
CNSL 6155
Career Counseling
Semester 7
Semester 8
Semester 9
CNSL 6271
Advanced Clinical Skills
CNSL 6161
Group Counseling
HDEV 6109, Child
Development OR HDEV 6110,
Adolescent Development OR
HDEV 8244, Adult
Development
CNSL6114
Introduction to Quantitative
Research
CNSL 6169
Counseling Substance Abusers
Electives
Semester 10
Semester 11
Semester 12
CNSL 6185
Internship I
CNSL 6186
Internship II
Master’s Degree Student Handbook
Department of Counseling and Human Development
The George Washington University
51
SCHOOL COUNSELING
The Master of Arts in the School Counseling program prepares students for certification to
work in elementary and secondary schools. It is a 60 credit-hour program.
Previous teaching experience is not required for admission to the GWU school counseling
program. Students who have no previous experience or academic work in elementary or secondary
education may be required to select focused electives. A few states may require education-related
experience as a pre-requisite to full certification as a school counselor.
Mission Statement:
The School Counseling program is dedicated to the preparation of knowledgeable and ethical
counseling professionals for employment as school counselors in public and private schools and
related educational settings for diverse populations. We endorse an approach that integrates school
counseling with other school services. Our program contributes to learning, human development,
adjustment, and change by encouraging our diverse faculty and student body to engage in reflective
practice, innovative inquiry, and responsible social action.
Required Courses, 60 Credits
• CNSL 6151, Professional & Ethical Orientation to Counseling, 3 credits
• CNSL 6153, Counseling Interview Skills, 3 credits
• CNSL 6154, Theories and Techniques of Counseling, 3 credits
• CNSL 6155, Career Counseling, 3 credits
• CNSL 6157, Individual Assessment in Counseling, 3 credits
• CNSL 6173, Diagnosis and Treatment Planning, 3 credits
• CNSL 6269, Practicum in Counseling, 3 credits
• CNSL 6161, Group Counseling, 3 credits
• CNSL 6163, Social and Cultural Dimensions of Counseling, 3 credits
• CNSL 6466, Foundations of School Counseling and Practicum, 3 credits
• HDEV 6108, Lifespan Human Development, 3 credits
• HDEV 6109, Child Development/HDEV 6110 Adolescent Development or CNSL 6170. Grief
and Loss Counseling
• CNSL 6159, Play Therapy OR CNSL 6190, Advanced Career Counseling
• CNSL 6171, Family Counseling
• CNSL 6477, Coordination of Comprehensive Guidance Programs
• EDUC 6114, Introduction to Quantitative Research
• CNSL 6185, Internship in Counseling (School Emphasis)
• CNSL 6186, Advanced Internship in Counseling (School Emphasis)
Master’s Degree Student Handbook
Department of Counseling and Human Development
The George Washington University
52
Electives:
School counseling students have a variety of courses to choose from in determining electives,
including children and loss, play therapy and advanced career counseling. Students work with the
program coordinator to determine elective offerings according to the needs of the cohort.
Course Sequence School Counseling Master’s Program
GWU Alexandria Cohort Total Credits = 60
Year 1
SUMMER
FALL
SPRING
Summer I
7 Weeks
CNSL 6151
Professional and
Ethical Orientation
to Counseling
7 Weeks
HDEV 6108
Lifespan
Human
Development
7 Weeks
CNSL 6161
Group
Counseling
7 Weeks
CNSL 6155
Career
Counseling
7 Weeks
CNSL 6163
Social and
Cultural
Dimensions of
Counseling
7 Weeks
CNSL SA 6173
Diagnosis and
Treatment Planning
7 weeks
CNSL 6466
Foundations of
School Counseling
14 Weeks
CNSL 6154
Theories and Techniques of
Counseling
14 Weeks
CNSL SA1 6269
CNSL SA2 6269
Practicum in Counseling
7 Weeks
CNSL SA 6157
Individual Assessment
in Counseling
CNSL 6153
Counseling Interview Skills
Master’s Degree Student Handbook
Department of Counseling and Human Development
The George Washington University
53
Year 2
SUMMER II
FALL
SPRING
7 weeks
EDUC 6114
Research in Counseling
7 Weeks
*CNSL 6169
Counseling Substance
Abusers
7 Weeks
*CNSL 6159
Play Therapy
Or
CNSL SA 6190
Advanced Career
7 Weeks
Elective
*CNSL 6144
Trauma &
Crisis
Counseling in
Schools
7 Weeks
CNSL SA 6171
Counseling
Families
7 Weeks Elective
HDEV
6109/6110
Child/Adolescent
Development
OR
CNSL SA 6170
Grief and Loss
14 Weeks
CNSL 6185 Internship in Counseling (~250
hours School Site) (~50 hours CCSC)
14 Weeks
CNSL 6186
Advanced Internship in
Counseling (~250 hours School
Site)
(~50 hours CCSC)
CNSL SA 6477
Coordination of Comprehensive
Guidance Programs
Electives may be offered every other year, and on a different schedule, according to
student demands.
Master’s Degree Student Handbook
Department of Counseling and Human Development
The George Washington University
54
REHABILITATION COUNSELING
The Master of Arts degree in Rehabilitation Counseling has an on campus 60-hour program and
online 60 and 48-hour programs designed to prepare individuals to work with people with physical,
mental, or social disabilities. The Rehabilitation Counseling program is accredited by CACREP.
Mission Statement
The Rehabilitation Counseling program philosophy is to help prepare professionals to empower
persons with disabilities to help themselves. The Rehabilitation Counseling program emphasizes the
philosophical foundations of rehabilitation; organizational structure of public, not-for-profit and
private vocational settings; individual, group and family counseling theories; behavior and
personality theory; human development; multicultural counseling; attitudinal and environmental
barriers for people with disabilities; rehabilitation services; case management; medical and
psychosocial aspects of disability; job development, development and placement; and ethical
standards for rehabilitation counselors.
Required Courses for 60 Credits, On-Campus Program
• CNSL 6151, Professional & Ethical Orientation to Counseling, 3 credits
• CNSL 6153, Counseling Interview Skills, 3 credits
• CNSL 6154, Theories & Techniques of Counseling, 3 credits
• CNSL 6155, Career Counseling, 3 credits
• CNSL 6157, Individual Assessment in Counseling, 3 credits
• CNSL 6161, Group Counseling, 3 credits
• CNSL 6163, Social & Cultural Dimensions of Counseling, 3 credits
• CNSL 6376, Foundations of Rehabilitation & Case Management, 3 credits
• CNSL 6378, Disability and Case Management, 3
• CNSL 6380, Job Placement & Supported Employment, 3 credits
• CNSL 6381, Medical & Psychosocial Aspects of Disabilities, 3 credits
• CNSL 6171, Family Counseling, 3
• CNSL 6173, Diagnosis and Treatment Planning, 3
• CNSL 6174, Trauma and Crisis Intervention, 3
• CNSL 6269, Practicum I in Counseling, 3
• CNSL 6271, Advanced Clinical Skills, 3
• CNSL 6185, Internship, 3
• CNSL 6186, Advanced Internship, 3
• HDEV 6108, Life Span and Human Development, 3
• CNSL 6114, Introduction to Quantitative Research, 3 credits
Master’s Degree Student Handbook
Department of Counseling and Human Development
The George Washington University
55
Required Courses for 48 Credit On-line Program
• Required Courses, Credit Hours
• CNSL 6151, Professional & Ethical Orientation to Counseling, 3 credits
• CNSL 6153, Counseling Interview Skills, 3 credits
• CNSL 6154, Theories & Techniques of Counseling, 3 credits
• CNSL 6155, Career Counseling, 3 credits
• CNSL 6157, Individual Assessment in Counseling, 3 credits
• CNSL 6161, Group Counseling, 3 credits
• CNSL 6163, Social & Cultural Dimensions of Counseling, 3 credits
• CNSL 6269, Practicum I, 3 credits
• CNSL 6376, Foundations of Rehabilitation & Case Management, 3 credits
• CNSL 6378, Disability and Case Management, 3 credits
• CNSL 6380, Job Placement & Supported Employment, 3 credits
• CNSL 6381, Medical & Psychosocial Aspects of Disabilities, 3 credits
• CNSL 6185, Practicum/Internship (Rehabilitation Focus), 3 credits
• CNSL 6186, Advanced Internship (Rehabilitation Focus), 3 credits
• CNSL 6114, Introduction to Quantitative Research, 3 credits
• HDEV 6108, Lifespan Human Development, 3 credits
Required Courses for 60 Credit On-line Program
• CNSL 6151, Professional and Ethical Orientation to Counseling, 3
• CNSL 6153, Counseling Interview Skills, 3 credits
• CNSL 6154, Theories and Techniques of Counseling, 3 credits
• CNSL 6155, Career Counseling , 3 credits (Prerequisites: CNSL 6151, EDUC 6114)
• CNSL 6157, Individual Assessment in Counseling , 3 credits (Prerequisites: CNSL 6151, EDUC
6114)
• CNSL 6376, Foundations of Rehabilitation and Case Management, 3 credits
• CNSL 6161, Group Counseling , 3 credits (Prerequisite: CNSL 6151)
• CNSL 6163, Social/Cultural Dimension of Counseling , 3 credits (Prerequisite: CNSL 6153)
• CNSL 6169, Counseling Substance Abusers , 3 credits (Prerequisite: CNSL 6153)
• CNSL 6171, Family Counseling , 3 credits (Prerequisite: CNSL 6153)
• CNSL 6173, Diagnosis and Treatment Planning, 3 credits , 3 credits (Prerequisite: CNSL 6153)
• CNSL 6174, Trauma and Crisis Intervention, 3 credits
• CNSL 6269, Practicum in Counseling, 3 credits
• CNSL 6185, Internship in Counseling, 3 credits
• CNSL 6186, Advanced Internship , 3 credits (Prerequisite: CNSL 6185)
• CNSL 6378, Disability Management and Psychosocial Rehabilitation, 3 credits
• CNSL 6380, Job Placement and Supported Employment, 3 credits
• CNSL 6381, Medical and Psychosocial Aspects of Disabilities, 3 credits
• CNSL 6114, Introduction to Quantitative Research, 3 credits
• HDEV 6108, Life Span and Human Development, 3 credits
Master’s Degree Student Handbook
Department of Counseling and Human Development
The George Washington University
56
Program Plan for On-line Rehabilitation Counseling Students (48 Credits)*
SPRING – 2019
SUMMER – 2019
FALL – 2019
CNSL 6376
Foundations of
Rehabilitation Counseling
and Case Management
CNSL 6154
Theories and Techniques of
Counseling
CNSL 6381
Medical and
Psychosocial Aspects of
Disabilities
CNSL 6151
Professional and Ethical
Practices in Rehabilitation
Counseling
CNSL 6153
Counseling and Interview
Skills
CNSL 6163
Social and Cultural
Aspects of Disability
SPRING – 2020
SUMMER – 2020
FALL – 2020
CNSL 6155
Career Counseling
CNSL 6378
Disability and Case
Management
CNSL 6380
Job Placement and
Supported Employment
for Persons with
Disabilities
HDEV 6108
Lifespan and Human
Development
CNSL 6157
Individual Assessment
CNSL 6269
Practicum I in
Counseling
SPRING – 2021
SUMMER – 2021
CNSL 6185
Internship in Counseling
CNSL 6186
Advanced Internship in
Counseling
CNSL 6161
Group Counseling
CNSL 6114
Introduction to Quantitative
Research Methods
*Or as otherwise advised by student’s advisor/program coordinator.
Program Plan for On-line Rehabilitation Counseling Students (60 Credits)
Students in the 60-credit hour online Rehabilitation Counseling Program should discuss their
program plan with their advisor/ program coordinator.
Program Plan for On-Campus Rehabilitation Counseling Students (60 Credits)
Fall 2020
Spring 2021
Summer 2021
CNSL 6376
CNSL 6163
CNSL 6171
Master’s Degree Student Handbook
Department of Counseling and Human Development
The George Washington University
57
Foundations of
Rehabilitation Counseling
and Case Management
Social and Cultural
Dimensions of Counseling
Family Counseling
CNSL 6151
Professional and Ethical
Orientation
CNSL 6153
Counseling Interview Skills
CNSL 6157
Individual Assessment
CNSL 6154
Theories and Techniques of
Counseling
CNSL 6174
Trauma and Crisis
Intervention
Fall 2021
Spring 2022
Summer 2022
CNSL 6269
Practicum I in Counseling
CNSL 6270
Practicum II in Counseling
CNSL 6161
Group Counseling
CNSL 6155
Career Counseling
CNSL 6378
Disability Management/
Psychosocial Rehabilitation
CNSL 6380
Job Placement and
Supported Employment for
Persons with Disabilities
CNSL 6381
Medical and Psychosocial
Aspects of Disability
CNSL 6114
Introduction to Quantitative
Research Methods
HDEV 6108
Lifespan Human
Development
Fall 2022
Spring 2023
CNSL 6185
Internship I
CNSL 6186
Internship II
COURSE SCHEDULING
Most courses on campus in CHD meet in the early evening. Consult with advisor about class
times. On-campus practicum, internship and summer courses can begin at 9am EST. Students
required to complete practicum in the Foggy Bottom CCSC will be required to accommodate the
practicum schedule. Practicum sections are scheduled Monday-Thursday 11:30am-8:30pm and
Friday the choice of 8am-5:30 OR 9am-6:30pm. Students are assigned to practicum sections
based on need and availability, with as much consideration for student preferences as possible.
Additionally, clinically oriented didactic courses may require additional on-campus time (at the
Master’s Degree Student Handbook
Department of Counseling and Human Development
The George Washington University
58
discretion of the instructor) for assignment completion to occur outside of the scheduled class
time. School Counseling and on-line Rehabilitation Counseling students shall meet with their
academic advisors.
13 PRACTICUM AND INTERNSHIP REQUIREMENTS
The practicum and internship experiences are a vital part of the counseling programs at GWU
and a key CACREP requirement. They offer the opportunity to put theory into practice and serve
as a catalyst for personal and professional growth needed for entry into the counseling
profession. There are several prerequisites for being able to begin Practicum and Internship.
Application forms are in the Practicum and Internship handbooks.
PRACTICUM REQUIREMENTS
Practicum serves as an integrating component in master’s degree programs, affording students a
structured and supportive environment in which to apply counseling theories, techniques, and
skills learned in previous coursework. On campus candidates in the MA program are required to
complete a 1-semester practicum in the Community Counseling Services Center (CCSC) or in a
school-based setting (school counseling students only) and a second semester of Advanced
Clinical Skills. NOTE: School and on-line rehabilitation counseling programs require one
semester of practicum. Ideally, practicum provides students the opportunity to provide
individual, group and/or couples counseling to diverse clients with varying life situations.
Students also develop skills in observation, feedback, case preparation, interview analysis and
reporting. They also become more aware of a variety of professional resources, including
technological resources, and community referral agencies. On-campus students who do not
log the required time and counseling sessions in the CCSC will receive a grade of
Incomplete until this requirement is met. To achieve this, students may be
required to enroll in and complete additional sections of practicum.
In accordance with the 2016 CACREP Standards, the following are requirements of practicum:
13.1.1 Insurance
Students must be covered by individual professional counseling liability insurance policies while enrolled
in practicum. Many students obtain insurance from the professional counseling associations such as ACA.
Because some state rehabilitation internship sites provide internship coverage, please consult your
internship site, and provide documentation. It is important to secure insurance well in advance of
beginning practicum and internship. Without insurance, students will be unable to have any contact with
the populations served by their sites. Application forms for insurance are available on the association’s
website, as they have the most current information.
13.1.2 Clock Hours
Students complete supervised counseling practicum experiences that total a minimum of 100 clock hours
in Practicum over a period of 1 semester.
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Practicum students complete at least 40 clock hours of direct service with actual clients that contribute to
the development of counseling skills.
13.1.3 Supervision
On campus practicum students have weekly interaction with supervisors that averages one hour per week
of individual and/or triadic supervision throughout the practicum by (1) a doctoral student supervisor who
is under the supervision of a counseling program faculty member, or (2) a CCSC clinical staff person. Off
campus students receive supervision from their site supervisor. School counseling students have 1 hour of
weekly clinical supervision at their school site.
All practicum students participate in an average of 1½ hours per week of group supervision on a regular
schedule throughout the practicum. Group supervision must be provided by counseling faculty.
Supervision of on-campus Foggy Bottom students’ practicum includes program-appropriate recordings
and/or live evaluation of students’ interactions with clients. Rehabilitation counseling on-line students and
School counseling students participate in 1-hour supervision with on-site supervisor weekly.
Written supervision agreements define the roles and responsibilities of the faculty supervisor, doctoral
supervisor, site supervisor, and student during practicum and internship.
13.1.4 Evaluation
Formative and summative evaluations of the student’s counseling performance and ability to integrate and
apply knowledge are conducted as part of the student’s practicum. These forms can be found in the
Practicum Handbook.
13.1.5 Experiences
Students can become familiar with a variety of professional activities (e.g., client screening, the intake
process, risk assessment, career counseling, couple and family counseling etc.) and resources, including
technological resources, coordination of the continuity of care with community providers, and referrals
for a higher level of care during their practicum.
In addition to the development of individual counseling skills, students must lead or co-lead a counseling
or psychoeducational group during practicum and/or internship.
NOTE: On-line students should check with faculty advisor about specific requirements and
exclusions
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13.1.6 Community Counseling Services Center: Philosophy and Purpose
The Community Counseling Services Center (CCSC) is the clinical adjunct to classroom
teaching, a necessary component in the professional preparation of counselors enrolled in an
on-campus program at the Foggy Bottom and Alexandria campus. The CCSC offers students the
opportunity for experiential learning and supervision with streaming and recorded sessions in
class; role-playing; digital recording of individual, family, and group counseling sessions with
clients; and, for the doctoral students, streaming and recorded supervision sessions with
master’s students. Career resources and appropriate assessment materials are available for use
by students with the approval of their supervisors. Computers are available on campus for
students to use either with clients in administration of assessments or for individual practice
and experience.
The purpose of the supervised counseling in the CCSC is to provide direct faculty supervision of
the interns streaming and recorded sessions. The CCSC serves as an experiential complement to
theoretical classroom teaching in the professional preparation of counselors. Its objectives are:
1. To provide an opportunity for students to demonstrate counseling skills under the close
supervision of class peers and faculty in the internship class.
2. To provide faculty with opportunities for observing counselors in training/practice in
order to give students feedback, monitor student progress, and substantiate mastery of
students’ basic counseling skills.
3. To provide the community with sliding fee counseling services.
Clients are recruited and selected with the training needs of students in mind. Clients are
informed, in a phone screening interview performed by the CCSC staff, that counseling sessions
will be video/audio taped for counselor education purposes. Streaming and recorded sessions
are securely stored and can only be accessed by students, clinical instructors, and supervisors on
site. Confidentiality and informed consent are adhered to within the Ethical Guidelines of the
American Counseling Association, ASCA, and CRCC.
Detailed information on the CCSC experience in Foggy Bottom is available from the CCSC
Director and Coordinator of Clinical Training, Dr. Monica Megivern, email: mmmeg@gwu.edu
phone (202) 994-2390. Information for Alexandria’s CCSC is available from Lois Elaine
Rhymers, email: ler@gwu.edu phone: (703)-299-7148.
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INTERNSHIP REQUIREMENTS
All students enroll in internships as the capstone experience of their program. These internships
emphasize learning through application of knowledge and skill gained in prerequisite
coursework. Internships provide the opportunity for the integration of this knowledge and skill
in supervised situations. Students are required to spend a minimum of 15-20 hours per week at
their internship site. Students should begin early preparation for internship by obtaining and
reading the Internship Handbook available on the Department website www.gsehd.gwu.edu.
Due to the demanding nature of internship, students are cautioned against full-time
employment during internship.
In accordance with the 2016 CACREP Standards, the following are requirements of internship:
13.2.1 Insurance
Students must be covered by individual professional counseling liability insurance policies while
enrolled in internship. Many students obtain insurance from the American Counseling
Association, ASCA, and ARCA when they become student members. It is important to secure
insurance well in advance of beginning a practicum and internship. Without insurance, students
will be unable to have any contact with the populations served by their sites. Application forms
for applying for insurance are available on the association’s website, as they have the most
current information.
13.2.2 Clock Hours
Students may not begin internship until the semester after they successfully complete practicum. For
internship, students must complete 600 clock hours of supervised counseling internship in roles and
settings with clients relevant to their specialty area. Internship students complete at least 240 clock hours
of direct service to clients.
13.2.3 Supervision
Internship students have weekly interaction with supervisors that averages one hour per week of
individual and/or triadic supervision throughout the internship, provided by (1) the site supervisor or (2)
counseling program faculty. School counseling students who hold sites within the schools and the on-
campus Alexandria Graduate Education Center (AGEC) Community Counseling Services Center, will be
required to participate in one hour of individual/triadic supervision within each site.
Through CNSL 6185 Internship in Counseling and CNSL 6186 Advanced Internship in Counseling
Internship students participate in an average of 1.5 hours per week of group supervision on a regular
schedule throughout the internship. Group supervision must be provided by a counselor education
program faculty member or a student supervisor who is under the supervision of a counselor education
program faculty member. Group supervision of practicum and internship students should not exceed a
1:12 faculty: student ratio.
Written supervision agreements define the roles and responsibilities of the faculty internship instructor,
site supervisor, and student during internship. When individual/triadic practicum supervision is conducted
by a site supervisor in consultation with counseling program faculty, the supervision agreement must
detail the format and frequency of consultation to monitor student learning.
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All field supervisors must have a master’s degree in counseling or the equivalent, be properly
credentialed, have a minimum of 2 years post-degree clinical experience, knowledge of programs
requirements, evaluation requirements and relevant training in counseling supervision.
13.2.4 Evaluation
Formative and summative evaluations of the student’s counseling performance and ability to integrate and
apply knowledge are conducted as part of the student’s internship.
13.2.5 Experiences
Students have the opportunity to become familiar with a variety of professional activities and resources,
including technological resources, during their internship. In addition to the development of individual
counseling skills, must lead or co-lead a counseling or psychoeducational group during internship.
DOCUMENTATION OF PRACTICUM/INTERNSHIP HOURS
Clinical Mental Health Counseling students, on campus and on-line Rehabilitation Counseling
students, and School counseling students are responsible for keeping a record of the hours they
are involved in their practicum and internships using the Time2Track accounts sponsored by
the department of Counseling and Human Development. Students track and submit their hours
for approval through this system. Student accounts are active for the 2-year duration of the
practicum and internship experience. Time2Track does not delete data at any time; thus,
students retain access to their clinical hours and reports. Students are encouraged to keep copies
of their approved hours for licensure purposes. However, note that following the two-year
funded use of Time2Track software provided during the practicum and internship semesters,
students and alumni will directly pay the Time2Track company for continued service access.
DEPARTMENT POLICY FOR PRACTICUM AND INTERNSHIP EXTENDERS
This policy applies to all students in practicum and internship. Students in practicum and
internships in schools will follow the regular school year for their districts as indicated by their
contracts, however they will still need to follow the policy of being continuously enrolled in a
supervision course.
Students in clinical mental health and rehabilitation counseling must maintain their regular
schedule at their sites through the end of the semester and date specified by their contracts,
even when they have accrued the requisite number of hours. Students who need to extend their
practicum or internship past the end of a semester—typically due to not having met the required
number of client contact hours to pass the course—have the following options:
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• For extensions past the end of a final semester (but no more than four weeks),
students will receive an IPG grade in the course and will continue to work at their sites
and receive weekly supervision from their practicum or internship course instructor.
POLICIES AND PROCEDURES FOR FORMAL ENDORSEMENT OF
GRADUATING STUDENTS FOR PROFESSIONAL CREDENTIALS
GWU counseling faculty supports and encourages its graduates to become active professionally
in the counseling field. Faculty endorsement for students is given:
1) On the basis of evidence of demonstrated proficiency, as judged by the counseling faculty’s
evaluation of student’s performance in program courses and practicums and/or internship,
specifically in the vocational and/or credentialing area for which endorsement is sought
2) After the candidate has completed a substantial portion of the program, necessarily
including supervised practicum and/or internship experiences during the program at The
George Washington University
3) For the professional credential for which the candidate has been prepared, necessarily
including appropriate coursework and practicum and/or internship placement(s)
4) By full-time members of The George Washington University’s Counseling faculty who are
familiar with the student who is requesting endorsement. A faculty endorsement is given by way
of a letter or other situation-specific form at the request of the student who is requesting
endorsement
PROCEDURES FOR FACULTY REVIEW OF COUNSELING STUDENTS
REGARDING ACADEMIC, PROFESSIONAL, AND PERSONAL
DISPOSITIONS FOR PROFESSIONAL COUNSELING
Counseling faculty meet twice yearly, monthly at departmental meeting executive sessions, and
at other times as needed, conduct an executive (confidential) review of all counseling students to
discuss and identify any student who may be exhibiting academic, professional, or personal
behavior that calls into question his or her suitability for being a professional counselor. If a
faculty member so identifies such a student, then faculty as a group fully discuss the matter in
executive session. If this discussion provides sufficient evidence, based on faculty observations,
that there is serious reason for pursuing the matter, the student’s advisor is charged with
discussing identified concerns with the student. If warranted, the advisor, in discussion with the
student, may recommend and achieve the student’s agreement to appropriate constructively
corrective action to help the student address identified concerns. The advisor reports these
recommendations to the department chair and discusses them in executive session with the
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Counseling faculty. The faculty, in cooperation with the student’s faculty advisor, continue to
monitor the matter in executive sessions to ascertain if remedial action has been satisfactory to
successfully address identified concerns or if additional action, including a recommendation for
the student to transfer to another program, is called for. A key element of the process is on-going
confidential communication between the advisor and student and among the advisor and the
department chair, the dean, the counseling program director, and/or the counseling faculty as
necessary.
These procedures complement all University, School, Department, and Program statements of
philosophy, policies, and procedures regarding students’ rights and responsibilities, including
respect for diversity as well as individual uniqueness, which fully apply in the implementation of
the review described above.
EVALUATIONS OF STUDENT PROGRESS
As professionals in training, students are evaluated by a variety of means. In addition to course
requirements, students complete a pre-practicum development portfolio (see below), upload
course assignments and other documentation to Taskstream, our online portfolio system,
complete and pass a comprehensive exam (see below), successfully demonstrate academic and
professional readiness for practicum and/or internship, and successful application for
graduation.
Faculty evaluates student progress through review of key assignments required in the Student
Learning Outcomes of each core course. These assignments are uploaded to Taskstream each
semester. Some items require student submission and grading of work, other requirements are
completed by faculty and supervisors (e.g., test scores, clinical evaluations). Faculty notifies
students who are not demonstrating adequate progress.
PRE-PRACTICUM PORTFOLIO REQUIREMENTS
As part of the master’s degree program, students are required to develop a portfolio that
documents their experience and growth as a helping professional. Students will receive guidance
on how to complete this requirement from their faculty advisor and in CSNL 6268 Foundations
of Clinical Mental Health OR CNSL 6376 Foundations of Rehabilitation Counseling OR CNSL
6466 Foundations of School Counseling, and in meetings with their advisor. The core elements
of the portfolio requirement are listed and described briefly here but vary by program. All
elements of the portfolio must be fully completed and uploaded to Taskstream by the deadline
date in the semester prior to the student’s first practicum. Students must meet with their advisor
to document that these requirements have been met.
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CLINICAL MENTAL HEALTH PORTFOLIO
1) Current resume or curriculum vita.
2) Statement of Professional Goals. Write a one-page statement that describes your
professional goals at this stage of your training and upload to Taskstream. What do you hope to
be doing professionally when you complete your degree? Identify the populations and problems
with which you want to work, as well as the settings in which you wish to work.
3) Documentation of Personal Counseling. Document at least 10 hours of personal
counseling (individual, couple, family, or group) with a licensed or license-eligible mental health
professional. Documentation does not require you to reveal any personal material but does
require both you and your professional mental health provider to sign a statement indicating
that you completed at least 10 hours of personal counseling. The 10 sessions should be
completed by the portfolio due dates indicated previously. We will also accept documentation of
appropriate personal counseling completed as an adult prior to admission to the program if it
has been within the previous 24 months. Documentation should be included in your portfolio
uploaded to Taskstream. A simple one-sentence letter or email stating that you attended 10
sessions and signed by your therapist is sufficient.
4) Documentation of Collaboration Skills. Write a paragraph that lists your collaborative
experiences as a professional or counselor-in-training. Collaboration means working
interactions with staff, advisors, professors, supervisors, co-workers, and peers. Collaboration
might be evidenced in team projects, group projects, small group work, supervisory
relationships, or other professional endeavors involving cooperative problem solving. Briefly
describe your role and the contributions you made to the work of the group.
5) Description of 200 hours or more of experience in helping roles. Write a short
description/paragraph for each setting/task for which you will be counting helping hours, the
number of hours gained from that task/setting and upload it to Taskstream. Helping hours may
be gained from previous employment, volunteer work, or appropriate practicum placements
within the past 24 months. If you have other kinds of experience that might apply, check with
your advisor about including that experience.
6) 12-Step Program Attendance. We strive to prepare students in a comprehensive and best
practice-based course of study to work effectively with clients impacted by the full range of
presenting problems. This preparation includes acknowledging the importance of both mental
health issues as well as the substance use disorders that often co-occur with mental health
problems. Of specific importance to effectively treating dual diagnosis clients is developing a
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basic understanding of addiction and the role of community-based, 12- step groups that serve as
vital supports to effective treatment effort.
In recognition of this, all students are required to attend a minimum of four meetings of various
12-step oriented groups held in their communities. By having this experience, you should be
able to empathize with a client who may be involved in the recovery community or anticipating
attending a meeting for the first time. In addition, you will be able to give basic information to
clients about how to contact 12-step groups, where to go, and what to expect. Students are also
required to prepare a one-page, single-spaced summary of each of the separate meetings
attended. The summary should include the type, address, and time of the meeting, your personal
reactions, and feelings, and what you learned from attending. The four summaries of visits will
be uploaded to Taskstream.
Meeting Requirements:
Students should attend only meetings that are listed as open to the public. (Contact information
for specific groups concerning meeting schedules and locations is readily available through
various sources online.) 12-step oriented groups include, but are not limited to, Alcoholics
Anonymous (AA), Narcotics Anonymous (NA), Overeaters Anonymous (OA), Gamblers
Anonymous (GA), Adult Children of Alcoholics (ACOA), and Codependents Anonymous (CoDA).
The following are some general guidelines for you to follow as you attend these meetings
yourself.
a. There are various types of meetings, including speaker meetings, small group
meetings, and open and closed meetings. Open meetings are the type you should
attend. These are open to anyone. Closed meetings are for individuals who are
attending for their own need (i.e., people with drug addiction attending NA meetings)
and it is not appropriate for you to attend those meetings as a professional.
b. When attending a meeting, you will be interacting with several people and may or may
not be asked to introduce yourself to the group. Even if you do not speak or
participate in the meeting you attend, individuals before or after the meeting are likely
to strike up conversations with you. BE HONEST. It is appropriate to say something
like: “I’m a graduate student in a counseling program and I’m here to learn more
about (AA, NA, etc.). I want to have the knowledge and experience I need to help my
clients find the places they can get assistance with (alcohol problems, eating
problems, etc.).”
c. Do not tell people you are only there as a requirement for school. It may be considered
insulting to those in attendance. People attend these groups to help them survive and
cope with tremendous difficulties and they deserve your respect.
d. Yes, you will probably feel uncomfortable at your first meeting. This is part of the
point of attending. If you accidentally get into a closed meeting, apologize politely, ask
whom you can contact about an open meeting, and leave.
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e. All meetings have a different “flavor” to them, depending on who is in attendance and
the norms of the group. Be open to a variety of experiences.
7) Advocacy Participation Assignment. Attend a total of at least 8 hours of
meetings/gatherings, either regular planning meetings or events, of grassroots groups or
nonprofit organizations that organize to change larger systems or policies (rather than work to
improve the situation of a single person or family). These could represent organizing in sectors
such as immigration, LGBT, anti-racism, environmental justice, housing and homelessness,
prison reform, labor rights, peace, economic inequality, etc. You may attend groups in two or
three different sectors, but the idea is to find one and stick with it to learn about how these
groups move through time from month to month.
Participate as a person who cares about the cause or issue. In many cases, people come and go
from these groups. Be sure not to volunteer to do something and then fail to follow through.
Document this participation by answering the following questions in about 250-500 words:
1. What were the main short-term goals of the meetings you attended? How do these
connect to the mission of the organization?
2. In what ways were these goals fulfilled or not? What helped and what got in the way?
3. What do you notice about group dynamics? What helped make the meetings/events
effective and enjoyable?
4. What did you learn about yourself in the role of an activist or community organizer?
8) HIPAA Acknowledgement. You will be required to complete the online HIPAA
information training. This training will appear in your Blackboard account AFTER registration
for CNSL 6269 Practicum in Counseling and AFTER the instructor activates the course by giving
students permission to access class material through Blackboard. Upon completion, you should
print the completion acknowledgement to scan and upload into Taskstream with a copy
provided to your CNSL 6269 Practicum in Counseling course instructor. This is completed at the
beginning of your practicum class and is not part of your pre-practicum portfolio requirement.
See APPENDIX C for detailed instructions for building and submitting your portfolio.
REHABILITATION COUNSELING PORTFOLIO
1) Current resume or curriculum vita.
2) Statement of Professional Goals. Write a paragraph that states your professional goals
and upload to Taskstream. What do you hope to be doing professionally when you complete
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your degree? Identify the populations and problems with which you want to work, as well as the
settings in which you wish to work.
3) Documentation of Collaboration Skills. Write a paragraph that lists your collaborative
experiences as a professional or counselor-in-training. Collaboration means working
interactions with staff, advisors, professors, supervisors, co-workers, and peers. Collaboration
might be evidenced in team projects, group projects, small group work, supervisory
relationships, or other professional endeavors involving cooperative problem solving. Briefly
describe your role and the contributions you made to the work of the group.
4) HIPAA Acknowledgement. You will be required to complete the online HIPAA
information training. This training will appear in your Blackboard account AFTER registration
for CNSL 6269 Practicum in Counseling and AFTER the instructor activates the course by giving
students permission to access class material through Blackboard. Upon completion, you should
print the completion acknowledgement to scan and upload into Taskstream with a copy
provided to your CNSL 6269 Practicum in Counseling course instructor. This is completed at the
beginning of your practicum class and is not part of your pre-practicum portfolio requirement.
SCHOOL COUNSELING PORTFOLIO
1) Current resume or curriculum vita.
2) Statement of Professional Goals. Write a paragraph that states your professional goals
and upload to Taskstream. What do you hope to be doing professionally when you complete
your degree? Identify the populations and problems with which you want to work, as well as the
settings in which you wish to work.
3) Documentation of Collaboration Skills. Write a paragraph that lists your collaborative
experiences as a professional or counselor-in-training. Collaboration means working
interactions with staff, advisors, professors, supervisors, co-workers, and peers. Collaboration
might be evidenced in team projects, group projects, small group work, supervisory
relationships, or other professional endeavors involving cooperative problem solving. Briefly
describe your role and the contributions you made to the work of the group.
4) HIPAA Acknowledgement. You will be required to complete the online HIPAA
information training. This training will appear in your Blackboard account AFTER registration
for CNSL 6269 Practicum in Counseling and AFTER the instructor activates the course by giving
students permission to access class material through Blackboard. Upon completion, you should
print the completion acknowledgement to scan and upload into Taskstream with a copy
provided to your CNSL 6269 Practicum in Counseling course instructor. This is completed at the
beginning of your practicum class and is not part of your pre-practicum portfolio requirement.
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14 COUNSELOR PREPARATION COMPREHENSIVE
EXAMINATION
Mastery of the knowledge content of the program is assessed in many ways throughout the
program. One specific milestone for assessing students’ mastery of content knowledge is the
program comprehensive examination. All master’s degree students in the 60 credit hour
Counseling Programs are required to earn a passing score on the Counselor Preparation
Comprehensive Examination (CPCE), a nationally administered exam, in order to graduate from
the program. Students entering the program during and after summer 2018 will be expected to
score at the mean or above compared to the national sample of students. Students scoring below
the mean may be required to complete additional work to demonstrate competency if
deficiencies are also noted in other methods of evaluation.
Faculty Program Coordinators will manage this process during the semester before the
examination will be taken. Course fees are used to pay for this examination and students will be
provided with registration instructions. This requirement is only for students enrolled in 60
credit hour Counseling Programs.
About the CPCE
The CPCE is a national examination offered and scored by the Center for Continuing Education
(CCE). This exam assesses knowledge content from the eight CACREP common core knowledge
content areas.
Eligibility to Sit for the CPCE
As illustrated in the table below, the CPCE areas correspond closely with several of the required
courses in the M.A. in Education & Human Development (M.A. in Ed. & H.D.) program.
CPCE Area
Related Courses in Counseling Programs
Appraisal
Individual Assessment
Career and Lifestyle Development
Career Counseling
Group Work
Group Counseling
Helping Relationships
Counseling Interview Skills AND Theories of Counseling
Human Growth and Development
Lifespan Development AND Adult/Child/Adolescent
Development
Professional Orientation and
Ethics
Foundations of Counseling AND Professional and
Ethical Orientation to Counseling
Research and Program Evaluation
Introduction to Quantitative Methods
Social and Cultural Foundations
Social and Cultural Dimensions of Counseling
Prior to taking the CPCE students must complete (with a B or higher) all of the following
courses:
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• CNSL 6157 Individual Assessment
• CNSL 6155 Career Counseling
• CNSL 6161 Group Counseling
• CNSL 6153 Counseling Interview Skills
• CNSL 6154 Theories of Counseling
• HDEV 6108 Lifespan Development
• HDEV 8224/6109/6110 Adult/Child/Adolescent Development
• CNSL 6268/6466/6376 Foundations of Counseling
• CNSL 6151 Professional and Ethical Orientation to Counseling
• CNSL 6114 Introduction to Quantitative Methods
• CNSL 6163 Social and Cultural Dimensions of Counseling
Scoring of the CPCE
All GW master’s degree in counseling students are required to earn a passing score on the
Counselor Preparation Comprehensive Examination (CPCE) in order to graduate from the
program. Students will receive a total score and individual scores for each of the knowledge
content areas. Students not passing the comprehensive exam on the first attempt will have an
additional attempt to pass the exam and may be required to cover the cost for subsequent exam
administration. Students scoring for the second attempt will use the highest scores from the two
attempts across the eight CACREP common core knowledge content areas. Students will receive
a score report showing both exams scores and a total using only the highest scores from the two
administrations. For additional information on the CPCE, visit https://www.cce-
global.org/assessmentsandexaminations/cpce
Should a student not earn a total passing score, the faculty will review that student’s score. This
review will identify areas of consistent weakness in the specified knowledge content areas.
Students who do not pass the examination after the second attempt will be required to audit the
course or courses that represent the competency areas identified in the faculty review of the
student’s score reports from the two examination attempts. Audited courses do incur additional
tuition costs that will the responsibility of the student. The student will be required to pass these
identified course(s) with a grade of at least an A- in order to take the CPCE a third time. Should
the student fail the CPCE a third time, the faculty may elect to remove the student from the
program.
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15 APPENDICES
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FREQUENTLY ASKED QUESTIONS
1. Are applicants interviewed by the faculty?
Yes, applicants who are being considered for admissions will be invited for an interview with
faculty. Applicants selected as finalists for admission are required to complete an interview with
program faculty. In most cases this will occur in person at GWU on one of a few possible
prearranged dates. Finalists will be interviewed in small groups, with different faculty during
either a morning or afternoon session. Finalists will also have the opportunity at that time to
meet and talk with current counseling students as well. School Counseling applicants are
required to attend an Information Session, and a face-to-face interview session with the
Program Director. Monthly sessions are conducted, and students are admitted and informed on
a rolling basis until the program is filled. On-line Rehabilitation Counseling students are
individually interviewed by phone by the Program Director.
2. Can I transfer in credits from another program?
In some cases, students who have successfully completed coursework equivalent to that required
for the program may petition to have it included toward the completion of their GWU degree
after they have already enrolled in the program. This coursework, however, must be graduate
level, been completed at a CACREP or CORE accredited program, must be a letter grade of B or
higher, cannot exceed 12 credit hours of work, be reviewed and approved by faculty, and not
used for a culminating degree. Admitted students may contact their advisor to initiate this
process. CHD does not permit the transfer of any foundations or clinical experience coursework.
3. Will I be able to become licensed with this degree?
The university and its programs cannot guarantee licensure since this is regulated by state
licensing boards. That means each jurisdiction has its own requirements for counselor
licensure. To determine whether this program will enable you to be licensed in the State in
which you plan to practice, go to the American Counseling Association’s webpage
(www.counseling.org) Knowledge Center (at the top) and then Licensure Requirements and
review their listing of States’ licensure requirements. You should also visit the individual state
licensing boards for specific information about the state’s requirements.
4. Is financial aid available?
In some cases, yes. While GWU does offer some scholarships (either partial or full), they are
only available on a very limited basis, based on merit. Students interested in non-GWU
scholarships must pursue those themselves; however, the Graduate School of Education and
Human Development’s Office of Admissions may have some helpful information. Some GWU
students elect to pursue full-time employment with the university, since this may include a
partial tuition benefit. Students interested in GWU employment are responsible for pursuing
this themselves and should begin with the University’s Human Resources webpage.
Occasionally GWU faculty members have paid part- or full-time research assistantships
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available, some of which may also have tuition benefits. These positions only become available
intermittently; interested students should let their advisor know of their availability for these in
case one becomes available. School counseling students who live and/or work in Alexandria are
eligible to apply for the Alexandria Partnership Fellowship.
5. Can students work full-time and complete this program in three years?
Not entirely. In some cases, some students are able to pursue full-time employment while
taking three courses a semester in their first 2 years of the program. In fact, most of our courses
are offered in the evenings to allow students who work during the day to attend. However, some
practicum courses and summer courses are offered during daytime hours. Most students find
that they are unable to work more than part-time once they begin on campus practicum because
of the one day time commitment or internship because of the intensive time commitment
required (20-30 hours per week) for these courses. School counseling students complete the
program according to the pre-determined cohort model program requirements and schedule.
Online Rehabilitation Counseling students attending on a part-time basis would consult with
their faculty advisor to determine the timeline for their program plan of study.
6. How do I find an Internship field placement site?
Students should begin thinking about the type of Internship placement they will pursue early
into the practicum experience. A field placement site is an important decision and one that
should be given a lot of careful consideration. Students will want to begin by considering the
range of options as they complete their initial coursework. By talking with class instructors,
advanced counseling students, and their advisor, they should begin to identify their training
interests. Next, students should investigate possible sites that have a Memorandum of
Understanding (MOU) agreements with GWU. The MOU listing is available from the
Coordinator of Clinical Training, Dr. Megivern (mmmeg@gwu.edu or (202)-994-2390.
Important factors to consider are:
• Has the site ever provided practicum/internship training to a student before?
• Is the site on the list of approved sites that have MOU agreements with GWU?
• What type/quality/amount of supervision would they be able to offer?
• Is there a licensed mental health professional available to oversee your work?
• Would the setting provide a broad range of experiences to maximize your marketable
skills?
• Does the quality of services offered clients ensure you would be trained in high quality
methods?
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An Orientation to internship is given during the practicum courses to make sure students have
all the information needed to make final arrangements for their field placement.
School Counseling students apply for and are placed in practicum and two internship
placements through the Department of Experiences and Clinical Learning (DCEL), as scheduled
in the cohort model, and under the direction of the program advisor. Three separate site
placements are required over three semesters, as outlined in the program cohort model. On-line
Rehabilitation Counseling students work closely with the Internship Instructor to identify and
secure an approved placement site.
7. How many non-degree courses can I take at GWU?
Students are allowed to enroll in courses (except for some advanced courses) for one semester
at GWU as a non-degree student. After that, they must be admitted to a degree or certificate
program in order to continue taking courses. Once enrolled in a degree program, students may
petition to have 12 credits taken in non-degree status applied toward their degree.
8. Are there opportunities for students to work on research?
Yes, although, most of these opportunities are unpaid. Most Counseling faculty members have
on-going research projects with opportunities for students to work on. These experiences are a
great way for students to learn about research, to evaluate whether or not they would like to
pursue more, and to improve their competitiveness for advanced graduate study. Interested
students should review faculty research areas and contact those faculty members directly whose
research areas are of interest.
9. What is “Chi Sigma Iota?”
Chi Sigma Iota (CSI) is the National Honor Society for counseling students. The GWU Rho
Theta chapter is one of the oldest and most active and is a great way for students to get to know
other students and alumni of their program, as well as participate in a wide range of extra-
curricular professional development experiences. Membership information is available in the
Counseling Department Office (Room 314).
10. How long specifically will the program take to complete and are there any
options to lengthen/shorten it?
Students who enroll in the on-campus programs full-time will take 3 classes per semester
including summer and have a program plan intended to be completed in 8 semesters. There is
not a ‘faster’ completion option. For students needing to attend part-time, the on-campus part-
time program is an 11-semester program whereby students enroll in only 2 courses a semester,
including summer. There is not a ‘slower’ option that the part-time sequence. Please note that
the part-time sequence only admits in the fall. A student admitted to a full-time program may
decide to drop to part-time; however, the converse is not true because the curriculum sequence
would not be offered in a timely fashion.
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11. Where do students typically live during the program?
GWU is in the Foggy Bottom area of NW Washington, DC. While some students live near or on
campus, many students elect to live in other neighborhoods in the District, close in Maryland
and Virginia suburbs like Silver Spring, Bethesda, Arlington, and Alexandria. Even still, students
can find other affordable individual and shared housing options near one of the many
universities in the area.
12. How many hours per week will I spend in class?
In the full-time on campus program, students can expect to spend about 6 hours per week in
class. It is suggested that for every hour spent in class, students should expect to spend 2 hours
per week working outside of class.
13. What time of the day/week are classes offered?
During the fall and spring, most Foggy Bottom courses are scheduled for 1 hour 50 min and
meet 1 day per week Monday through Thursday. CNSL 6269 and CNSL 6271 meet Monday
through Friday and are 9 hours each, 1 day per week. Course schedules are more flexible in the
summer, with courses meeting in the morning, afternoon or evenings 2 days a week and on
weekends. School Counseling students are scheduled in the evening with block scheduling. The
on-line program classes are posted weekly with additional class conference calls and webinars.
14. How many hours per week will I work during practicum and during
internship?
Students spend 9 hours per week for 1 semester in practicum and 9 hours per week in Advanced
Clinical Skills. During the internship experience, students should expect to spend 15-25 hours
per week at their internship sites. School counseling students spend 6-to-8 hours per week for
one semester during Spring semester of Year I for a total of 100 hours. For internship
experience, 250 hours per semester, over the course of two separate semesters, or approximately
20 -24 hours a week is required. Placements are coordinated through the Department of
Educational and Clinical Experiences (DCEL).
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IMPORTANT DATES FOR SUBMITTING FORMS
Full-Time Students
Summer
Cohort
2020
Fall
Cohort
2020
Summer
Cohort
2021
Fall
Cohort
2021
Summer
Cohort
2022
Fall
Cohort
2022
Practicum
Preference Form
3/15/ 21
3/15/ 21
3/15/22
3/15/ 22
3/15/ 23
3/15/ 23
Portfolio &
Practicum Readiness
Form
4/1/21
5/1/21
4/1/22
5/1/22
4/1/23
5/1/23
Practicum
Orientation
5/10-
11/21
CMHC
8/25-26/21
Rehab
Students
8/24 &
26/21
5/9-10/22
CMHC
8/24-25/22
Rehab
Students
8/23 &
25/22
5/15-
16/23
CMHC
8/23-24/23
Rehab
Students
8/22 &
24/23
Practicum
Agreement
3/1/21
3/1/21
3/1/22
3/1/22
3/1/23
3/1/23
CPCE
5/21/22
8/20/22
5/20/23
8/--/23
5/18/24
8/--/24
Internship
Application
12/1/21
1/15/22
12/1/22
1/15/23
12/1/23
1/15/24
Field Site
Supervisor
Agreement
3/1/22
5/1/22
3/1/23
5/1/23
3/1/24
5/1/24
Internship Site
Evaluation
12/15/22
5/1/23
12/15/23
5/1/24
12/13/24
5/1/25
Internship
Orientation
10/8/21
10/8/21
10/7/22
10/7/22
10/13/23
10/13/23
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Part-Time Students
Fall 2018
Cohort
Fall 2019
Cohort
Fall 2020
Cohort
Fall 2021
Cohort
Practicum Preference Form
3/13/20
3/15/21
3/15/22
3/15/23
Practicum Readiness Form
4/1/20
4/1/21
4/1/22
4/1/23
Practicum Orientation
5/11 & 12/19
5/10 &
11/21
5/9 & 10/22
5/15 &
16/23
Practicum Agreement
3/1/20
3/1/21
3/1/22
3/1/23
CPCE TBD
8/29/21
8/20/22
8/19/23
8/24/24
Internship Application
1/15/21
1/15/22
1/15/23
1/15/24
Field Site Supervisor
Agreement
5/1/21
5/1/22
5/1/23
5/1/24
Internship Site Evaluation
5/1/22
5/1/23
5/1/24
5/1/25
Internship Orientation
10/9/20
10/8/21
10/7/22
10/13/23
• Note: School counseling and online Rehabilitation counseling programs dates may differ.
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PRE-PRACTICUM PORTFOLIO TASKSTREAM INSTRUCTIONS
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CERTIFICATE PROGRAMS
15.4.1 Post-Master's Certificate In Counseling
12-credit program designed to prepare counselors and other human service professionals for
specialized areas of practice through the provision of advanced preparation.
This certificate program is designed for professionals who have completed a 48-credit hour
Master's degree, to gain an additional twelve (12) credits necessary for certification or licensure.
Curriculum
Four courses (12 credits) should be selected in collaboration with the faculty advisor. Individual
program plans of study can be designed based on student needs and career goals and should be
arranged with the faculty advisor upon admission to the program.
Courses
• CNSL 6169 Counseling Substance Abusers
• CNSL 6171 Family Counseling
• CNSL 6175 Living and Dying: A Counseling Perspective Advanced Career Counseling
Program Faculty
Dr. Mary DeRaedt
Assistant Professor of Counseling and Coordinator, School Counseling program,
Alexandria Graduate Education Center
(703) 549-6935
Requirements
• Online Application
• Resume
• Statement of Purpose
• Two letters of recommendation
• Transcripts
• Application Fee
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15.4.2 Counseling and Life Transitions Graduate Certificate
Program
The Program
The GSEHD counseling faculty affirms its commitment to
counseling as an effective, viable means of assisting individuals through normal development and in coping effectively
with personal and social problems. National trends illustrate that in the fast-paced world of constant change, the
mental health field needs to improve the quality of services it provides to adults, children and communities who are
facing these challenges.
Program Goals
Created for professionals in counseling, education, healthcare, human development, and related fields the graduate
certificate in Counseling and Life Transitions provides the knowledge and skills to effectively, skillfully, and
compassionately counsel those facing difficult life or career transitions. Students pursue a personalized program of
study, developed in consultation with faculty and designed to meet their individual interests and professional needs.
Working professionals can easily complete the 12 credit-hour curriculum over two semesters (one year).
Accreditation
The George Washington University’s graduate counseling programs are fully accredited by the appropriate counseling
bodies. The MA programs in school and community counseling and the doctoral program in counseling are
accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). CACREP is
the nationally recognized agency for the accreditation of graduate programs in counseling. The Council on
Rehabilitation Education (CORE) accredits the program in rehabilitation counseling. The MA program in school
counseling is accredited by the National Council for the Accreditation of Teacher Education (NCATE) and formally
approved in the District of Columbia.
Program Faculty
Dr. Kenneth C. Hergenrather
Professor
Graduate School of Education and Human Development
2134 G Street NW, Suite 321
Washington, D.C. 20052
202.994.1334
Email: hergenkc@@gwu.edu
Applications and Admissions
The admission requirements include the following:
• Completed application form
• Graduate degree from an accredited institution
• A minimum undergraduate GPA of 2.7 and a minimum graduate GPA of 3.0
• Official transcripts from all institutions attended
• Two professional references, 1-2-page statement of purpose, and resume
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For a GWU Graduate Application, contact the GSEHD Office of Admissions: http://gsehd.gwu.edu/admissions.
Fall and Spring admission is available on GW’s Foggy Bottom Campus, Washington, D.C.
Admission Deadline(s):
• Fall: February 1
• Spring: September 1
• Rolling admissions for the School Counseling Program at Alexandria.
• CNSL 6100 Special Topics meet for four consecutive days in July.
Students have the flexibility to choose from the four areas of specialization within the Counseling and Life Transitions
Graduate Certificate Program. Courses within the areas of specialization include:
Grief, Loss and Life Transitions: This set of courses equips students with the skills, theory, and knowledge to
effectively, and compassionately counsel the chronically ill, their caregivers, bereaved loved ones, and others who are
facing difficult losses. This specialization is idea for counselors, social workers, clergy, public health and other
professionals who work with those facing loss and life transitions. This is a 4-semester program.
• HDEV 6108- Lifespan and Human Development
• CNSL 6170- Grief and Loss
• CNSL 6100- Special Topics Summer Institute (Grief and Loss focus)
• One elective
Counseling Culturally and Linguistically Diverse Populations: This specialization expands counselors,
teachers, and professionals’ understanding of culture and linguistic diversity within the workplace, schools,
community settings, and in the process, enhance their understanding of their own psychological identity.
• HDEV 6108- Lifespan and Human Development
• CNSL 6163- Social and Cultural Dimensions of Counseling
• CNSL 6154- Theories and Techniques of Counseling
• One elective
Human Development: This specialization addresses content requirements for counseling licensure. Many
master’s level counseling programs are 48 credits, and 60 credits are needed for licensure in most states. this program
enables a counselor to meet credentialing requirements based on the state licensure content requirements. A student,
with faculty advisor, creates a program plan from the following course options:
• CNSL 6169- Substance Abuse
• CNSL 6171- Family Counseling
• CNSL 6173- Diagnosis and Treatment Planning
• One elective
Elective Courses:
Elective courses are selected in collaboration with faculty advisor from the following (other courses may also be
considered):
• CNSL 6179- Children and Loss
• CNSL 6175- Living and Dying: A Counseling Perspective
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• CNSL 6100- Special Topics Summer Institute (Career Development Focus)
• CNSL 6151- Professional and Ethical Orientation to Counseling
• CNSL 6154- Theories and Techniques in Counseling
• CNSL 6153- Counseling Interview Skills
• CNSL 6174- Trauma and Crisis
• HDEV 6109- Child Development
• HDEV 6110- Adolescent Development
• HDEV 6701- Adult Learning CNSL 6100- Special Topics Summer Institute (Career Development Focus)
• CNSL 6151- Professional and Ethical Orientation to Counseling
• CNSL 6154- Theories and Techniques in Counseling
• CNSL 6153- Counseling Interview Skills
• CNSL 6174- Trauma and Crisis
• HDEV 6109- Child Development
• HDEV 6110- Adolescent Development
• HDEV 6701- Adult Learning
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15.4.3 Job Development and Job Placement Graduate
Certificate Program
The Program
The Job Development Job Placement (JDJP) Certificate
Program is an educational on-campus training program designed for state, Federal, non-profit, and community-based
rehabilitation professionals to enhance their ability to assess and place consumers with disabilities into employment
environments. This 12-credit hour certificate program includes 4 courses that equip students with the
knowledge base and skills they will need to improve job placement outcomes for consumers and further the student’s
professional career in the rehabilitation services field. This is also offered online for persons residing 50 miles or more
from Washington, DC
Benefits of Enrollment
JDJP students have unique opportunities within this on-campus program. Students complete a 100-hour
practicum to gain immediate access to the field and are paired with a professional mentor for professional
development and educational support.
Program of Study
Students will maintain a GPA of 3.0 or higher and complete the following 4-course sequence within 3 semesters:
• CNSL 6157 Individual Assessment-3hrs
• CNSL 6163 Social and Cultural Dimensions of Counseling- 3hrs
• CNSL 6376 Foundations of Rehabilitation Counseling and Case Management- 3hrs
• CNSL 6380 Job Placement and Supported Employment- 3hrs.
Total Program Credit Hours: 12hrs
Course Descriptions
Vocational Assessment of Individuals with Disabilities (CNSL 6130): This course represents skills to
provide an overview of relative concepts, issues, and trends in vocational rehabilitation (VR) appraisal. This is an
online course available through the GW’s Blackboard network.
Social and Cultural Dimensions of Counseling (CNSL 6163):
This course provides students with knowledge and skills related to multicultural counseling, providing services to
individuals with disabilities who are from culturally and linguistically underrepresented groups, multicultural
assessment instruments, and self-cultural awareness.
Foundations and Rehabilitation Counseling and Case Management (CNSL 6376):
This course provides students with the history, philosophy, basic principles, legislation, roles, and services of the
public VR, and the role of the VR counselor. Students are required to complete a 100-hour field-placement practicum
in a public VR agency providing JDJP services.
Job Placement and Supported Employment (CNSL 6380): This course provides students with job
development and job placement methods and techniques, with an emphasis on labor market information, supported
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employment and independent living, in order to understand and implement the vocational planning and placement
process.
Accreditation
The Rehabilitation Counseling Program at GWU is accredited by the Council for Accreditation of Counseling and &
Related Educational Programs (CACREP) http://www.cacrep.org
Applications and Admissions
The admissions requirements include the following:
• Two letters of recommendation
• Official transcripts from all institutions attended
• A copy of your resume
• A 1-2-page Statement of Purpose
• An interview will be conducted for qualified applicants
For more entailed information, please visit the GSEHD website: http://gsehd.gwu.
Contact Information
The Job Development and Job Placement
Certificate Program
Dr. Kenneth C. Hergenrather, PhD, CRC.
The George Washington University
2134 G Street, NW, Ste 321
Washington, DC 20052
Ph: 202.994-1334
Email: hergenkc@gwu.edu
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STUDENT STATEMENT OF INFORMED CONSENT
THE GEORGE WASHINGTON UNIVERSITY
Graduate School of Education & Human Development
Department of Counseling and Human Development
STUDENT STATEMENT OF INFORMED CONSENT
I agree to abide by the rules and policies of the George Washington (GW) University, the
Graduate School of Education and Human Development (GSEHD), the Department of
Counseling and Human Development (CHD), in the CHD Student Handbook, the CHD
Counseling Practicum/Internship Handbook, and the GWU Graduate Bulletin.
To successfully complete a program in any field of Counseling within the Graduate School
of Education & Human Development, I will be expected to demonstrate academic
competence, counseling skills, and personal –comportment appropriate for a counselor-in-
training. This conduct includes but is not limited to: appropriate interviews and sessions
with clients, practicing in a professional and ethical manner, and establishing appropriate
relationships with clients to facilitate client progress.
I understand that my performance in the program will be reviewed and evaluated on a
continual basis by department faculty members. I understand that the department faculty
meet twice yearly, and at other times as may be needed, to conduct an executive
(confidential) review of all students to discuss and identify any student who may be
exhibiting academic, professional, or personal behavior that calls into question his or her
suitability for being a professional counselor. Deficiencies in these areas may result in my
being required to repeat course work, to seek and show evidence of personal counseling at
my own expense, or dismissal from the program. The evaluation will be based on my
academic knowledge, practitioner competencies, and personal comportment. My learning
and professional activities will be characterized by my ability to achieve proficiency in the
following skills:
• Demonstrate effective listening skills.
• Respect divergent points of view.
• Express thought/knowledge effectively.
• Demonstrate realistic expectations in regard to academic planning.
• Show developed sense of self-awareness regarding skills and talents.
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• Demonstrate an ability to develop and sustain rapport with clients regardless of
gender, race, ethnicity, sexual preference, religion, ability, or class.
• Use personal power and authority appropriately.
• Work collaboratively with others.
• Demonstrate ability to articulate one’s feelings.
• Demonstrate an awareness of cultural, gender, and spiritual issues.
• Demonstrate the ability to receive, give, and integrate feedback, including
clinical supervision regarding my work with clients.
• Demonstrate appropriate boundaries: sexual, ethical, and professional.
• Exhibit ability to take responsibility for one’s actions.
• Interact appropriately with authority.
• Contribute to a positive classroom environment.
• Exhibit dependable behaviors with regards to assignments, group activities,
and attendance.
I understand that GW counseling faculty strongly encourages students to seek out
opportunities for personal growth and enhanced self-awareness through a variety of
means, including personal counseling, as a complement to my clinical training. Because
I understand that the process of becoming a counselor places heavy personal and
psychological demands on students and may cause me personal distress or challenge my
personal adjustment, I may be encouraged or required to seek support or personal
counseling to ensure that I am able to successfully complete my training.
I also understand that the program requires participation in experientially based courses.
Self-disclosures will not be used as a basis for grading these courses. However, if I disclose
an impairment, condition, or circumstances that compromise my ability to perform in a
professional and ethical manner, or which create the potential for harm to clients, I may
be required to repeat course work, to seek and show evidence of personal counseling at my
own expense, or I may be dismissed from the program.
I will be expected to successfully complete CNSL 6269 (Practicum I) and CNSL 6271
(Advanced Skills in Counseling) with a letter grade of “B-” or better prior to enrolling in
CNSL 6185 (Internship in Counseling). If I do not meet this requirement after two
attempts, I will be dismissed from the program. I understand that in order to register for
CNSL 6185 or CNSL 6186 (Advanced Internship in Counseling) a second time, it will
require permission from the Senior Associate Dean. I will be expected to successfully
complete both CNSL 6185 and CNSL 6186 with a letter grade of “B-” or better in order to
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complete the Program. If I do not meet this requirement I will be dismissed from the
Program.
I am aware that I must complete an on-campus Practicum and off-campus Internship. It is
imperative that I make myself available for the hours required by all Practicum and
Internship sites o n the specific days and times required by those sites. I also realize that I
am responsible for fulfilling all the procedures as outlined in the Practicum and Internship
Handbook. If I am enrolled in a 60-credit counseling program, I am aware that I must
successfully pass the comprehensive exam, the CPCE within two attempts. I understand that
failure to do so may result in my termination from the program. Proficiency as a counseling
intern is expected for the successful completion of programs at GW. Regular evaluations of
my progress will be provided during Interview Skills, Practicum, and Internship.
Finally, I understand that the completion of a degree or certificate in Counseling does not
guarantee certification or licensure. I understand that these credentials are conferred by
different agencies and may have requirements different from those of the Counseling
Programs at the George Washington University. I understand that the requirements set
forth in this document are not exhaustive or cumulative and that I may be dismissed from
the program based on reasons other than those set forth herein or based on my failure to
meet one or more of such requirements.
Student name printed Student signature Date
Faculty Advisor name printed Faculty Advisor signature Date
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EXECUTIVE SUMMARY 2019/20 ACADEMIC PROGRAM ASSESSMENT
The Academic Program Assessment (APA) is designed to evaluate how the Counseling and Human
Development Programs are contributing to developing students with the appropriate knowledge,
skills, and attitudes for employment as counselors and counselor educators. The 2019/20 academic
year was the year that the CACREP Self-Study was written and submitted. The relevant programs
included in the year’s APA were the Master of Arts in School Counseling, the Master of Arts in
Rehabilitation Counseling, the Master of Arts in Clinical Mental Health Counseling, and the Doctor
of Philosophy in Counseling and Supervision.
The Assessment Plan includes:
1. A review by program faculty of programs, curricular offerings and characteristics of program
applicants
2. Formal study of program graduates that assess their perceptions of faculty, training, and
adherence to program objectives, as well as evaluation of major aspects of the program
including advising, didactics, clinical training, and administrative processes.
3. Formal study of site supervisors and employers of program graduates that assess their
perceptions and evaluations of major aspects of this program, including relevant advisory
groups.
4. Assessment of student learning and performance on professional identity, professional
practice, and program area standards through the use of key assessment rubrics, evaluation
of student clinical skill development, student portfolios.
Because the spring of 2020 marked the beginning of the Coronavirus pandemic, a statement on
changes made to programs to respond to the crisis, was added to this report.
Program Modifications as a result of the Comprehensive Assessment Plan data.
The use of program evaluation data is used to inform program modifications. Evaluation of
program data is completed twice a year by program faculty, during two Retreats held in April and
October each year and during the overall Program Evaluation Meeting held at the beginning of each
academic year. During the two Retreats, faculty review data related to KPIs, Student Professional
Dispositions and complete assessment review forms, used to inform programmatic modifications
and improvements, along with demographic and post-graduate data during the Program Evaluation
Meeting. During the fall 2020 semester, the Counseling & Human Development Department faculty
met with our overall programs’ Advisory Board to disseminate the CACREP self-study program
evaluation results. Advisory Board feedback was used to inform CHD program modifications.
Evidence of these program and academic modifications will be presented during the CACREP site
visit. Below are the individual Program Director’s plans to utilize the self-study data to improve
GWU’s counseling programs.
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School Counseling MA Program Modifications
In reviewing the data from the program assessments, two areas were found to be in need of
improvement, these are the contextual dimensions of school counseling and the practice of school
counseling; both of these were below 2.5 on the 4-point scale.
Contextual Dimensions: A new course was created called Coordination of Comprehensive Guidance
Programs, CNSL 6467. Included in the new curriculum are theory and practice of classroom
management, creation and implementation of guidance programs, school system support,
designation, coordination of services, and support for special education students.
Practice of School Counseling: To address skill deficiencies, the interview skills course (CNSL 6153)
will move from a seven week course to a 14 week course, with added demonstrations of skills in the
course requirements. The Family Counseling course (CNSL 6171) will transition from a weekend
course offering to a seven week course. Both will be taught by core counseling faculty.
Rehabilitation Counseling MA Program Modifications
Approximately 92% of students met all the categories for Standard 5 of the specialty of
Rehabilitation Counseling, based on the assessment data. Two standards were evaluated to be lower
than 2.5, Professional Identity and Multicultural Competence. The knowledge and skills areas were
ethics, advocacy, and multicultural competencies. Two relevant courses, CNSL 6152 Professional
Ethics in Counseling; and CNSL 6163 Social Cultural Dimensions of Counseling will add curriculum
on advocacy and ethics, and these two courses will be taught by core faculty rather than limited
service faculty. Additionally, a diagnosis and treatment planning component will be added to the
Interview Skills course, to Theories and Techniques, and to Trauma and Crisis Intervention. An
anti-racist and culturally sensitive lens will be used to develop the enhanced curriculum.
Clinical Mental Health MA Program Modifications
The average scores across all the categories of Standard 5 of the Specialty of Clinical Mental Health
Counseling were 91%. For those categories where knowledge or skills were below 2.5, especially in
Professional Identity (CNSL 6151) and Sociocultural Counseling (CNSL 6163), the courses will now
be taught by core faculty rather than limited service faculty. A diagnostic and treatment planning
component from a culturally sensitive lens was added to Interview skills, to Theories and
Techniques, and to Trauma and Crisis Intervention. The faculty has also begun a year-long
assessment of all curriculum to ensure that an anti-racist and culturally sensitive lens will permeate
all courses as well as our policies and procedures.
PhD in Counseling and Supervision Program Modifications
A review of the assessment data for the PhD program showed that one area of Standard 6, Doctoral
Internship in Teaching, CNSL 8257, knowledge and skills in the area of mentoring in counselor
education, and ethical and culturally relevant strategies used in counselor preparation, needed
bolstering. As a result of this assessment, additional readings were added to the course (which will
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be offered for the first time following the assessment in Summer 2021, will require an assignment
outlining the students’ philosophy of teaching, and a section on the role of mentoring in counselor
education.
Annual Assessment of Program Alumni and Employers
In the spring of 2019, alumni across all programs accredited by CACREP were surveyed. Alumni
rated their demographic information, their employment and professional development activities,
and provided qualitative responses about the strengths and areas for improvement in their
respective programs. A total of 44 responses were received. These data are posted on each
program’s website.
In terms of strengths of the program, respondents noted they appreciated the cohort style of
learning, the real life experiences of professors/faculty, special training in Grief and Loss, and
flexible schedules. They also remarked on the solid connection they acquired between theory and
practice, both during the program and upon graduation.
In terms of areas for improvement, respondents wanted more knowledge and skills around
diversity, more focus on treatment planning, support for licensure and certification and career
opportunities. Respondents also noted the difficulties in maintaining employment while in the
program. Some respondents wanted more information on budgeting and the practical aspects of
counseling.
Because of the pandemic, survey were not completed during the 19/20 academic year. Surveys are
currently underway for the 20/21 academic year.
Pandemic Related Assessments
In the spring of 2020, as the pandemic shut down colleges and universities, faculty pivoted within a
two week period from a Face-To-Face format, to a telehealth delivery system. Policies and
procedures were developed in consultation with the Office of General Counsel at the university, and
risk management consultations with our malpractice insurers were conducted. A subscription to the
Zoom platform was obtained to manage the video recordings that could no longer be accessed
through our on-campus VALT system. All counseling sessions and supervisions transitioned to the
virtual environment and continue in that modality. Plans are underway to resume a Face-to-Face
model or hybrid depending on the public health status at the end of summer 2021.
Distribution of Program Assessment Data and Program Changes
Many of the results obtained through assessment of student learning and program evaluation are
available to appropriate constituencies, including students, upon request. Program changes were
also shared with the Office of Admissions as they significantly impact the programs to which
prospective students would be applying. As such, we wanted the Office of Admissions to be well
equipped to address prospective student questions about the training programs. All required
program assessment data are posted on the websites for each program. The vital statistics are also
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posted on the website, including number of graduates for the past academic year, pass rates on
credentialing examinations, completion rates, and job placement rates. A copy of this report is
appended to student handbooks each academic year.
