Clinical Mental Health Counseling & School Counseling

Counseling Student Handbook

Revised 7/11/22

Clinical Mental

Health Counseling

School Counseling

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STUDENT HANDBOOK

Counseling Student Handbook

Revised 7/11/22

TABLE OF CONTENTS

Introduction..................................................................................................................................4

Mission Statement of CSU Program & Faculty........................................................................4

How Does Counseling Relate to Other Mental Health Professions?.......................................5

Screening Courses........................................................................................................................6

Counseling, Administration, Supervision, and Adult Learning (CASAL) Office..................7

The Clinical Mental Health Counseling Program Model.........................................................7

Clinical Mental Health Counseling Specialization..............................................................8

Goals of the Clinical Mental Health Counseling Program..................................................9

The School Counseling Program Model..................................................................................10

School Counseling Specialization......................................................................................11

Goals of the School Counseling Program..........................................................................12

School Counseling Licensure............................................................................................13

Advising.......................................................................................................................................13

Program Planning......................................................................................................................14

Class Attendance Policy.............................................................................................................14

Plagiarism...................................................................................................................................16

Students with Disabilities..........................................................................................................17

Grading System..........................................................................................................................18

Academic Retention and Dismissal...........................................................................................21

Grade Policy for Practicum and Internship........................................................................22

Developmental Assessment of Counseling Students.........................................................22

Policy on Student Dismissal Related to Behavioral and Other Non-Academic Issues.....24

Endorsement Policy for Counseling License...........................................................................25

Grade Policy for Professional Counseling License.................................................................26

Registration.................................................................................................................................26

Add/Drop and Withdrawal.................................................................................................27

Add/Add Late.........................................................................................................27

Drop/Withdrawal...................................................................................................27

Medical Withdrawal...............................................................................................27

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Military Withdrawal...............................................................................................28

Petitions/Appeals........................................................................................................................28

Grade Appeal Procedures..................................................................................................32

Grade Dispute Procedures..................................................................................................32

Testing Out of Courses..............................................................................................................34

Transfer Credit...........................................................................................................................34

Student and Professional Organizations..................................................................................36

Graduate Assistantships and Scholarships..............................................................................36

Practicum and Internship..........................................................................................................37

Liability Insurance.............................................................................................................39

Certificate Programs..................................................................................................................39

Early Childhood Mental Health Certificate.......................................................................39

Certificate Requirements.......................................................................................40

Chemical Dependency Certificate.....................................................................................40

Certificate Requirements.......................................................................................41

Ohio Licensure and NBCC Certification.................................................................................41

Ohio Assessment for Educators (School Counselor) Exam....................................................42

Program Exit Requirements.....................................................................................................43

Program Exit Survey.................................................................................................................44

Graduation and Commencement..............................................................................................44

Completion of Certificate and Licensure Programs...............................................................45

Counselor Education Program Master Schedule....................................................................47

Professional Disposition Rubric..........................................................................................52-53

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INTRODUCTION

Welcome to the M.Ed. program in Clinical Mental Health Counseling and/or School

Counseling in the department of Counseling, Administration, Supervision, and Adult Learning

(CASAL) at Cleveland State University. We are pleased to have you join us to pursue your

academic and career goals. In addition to the information in this handbook, please consider

joining us on our Facebook page at https://www.facebook.com/groups/155927444425507/

This Student Handbook provides necessary information to successfully plan, implement and

complete the required program of studies for the degree you are pursuing. Please use this

handbook with your academic advisor as a planning guide and a place to record your progress.

For your convenience, at the back of this handbook you will find the master schedule for

counseling classes and the Professional Dispositions rubric. The website for the counseling

programs is http://www.csuohio.edu/cehs/departments/CASAL/ced.html. This site contains

information about the program, faculty, interviews with former students, internship information,

class schedules, and other important information.

MISSION STATEMENT OF CSU PROGRAM & FACULTY

The mission of the counseling program(s) at Cleveland State University is to provide

exceptional training through curricular experiences for master’s-level graduate students leading

to licensure to work in a variety of settings. We emphasize culturally competent generalist

training in two specialty areas of Clinical Mental Health Counseling and School Counseling.

Our Clinical Mental Health Counseling students are trained to address issues ranging from

problems of daily living to more pronounced problems that manifest as symptoms of

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psychopathology. Our School Counseling students are trained to develop programs and deliver

services following the American School Counseling Association (ASCA) national model. In

addition, we aim to facilitate the personal development of our students since “self” and

“relationship” are primary tools in successful counseling. We encourage students in the journey

of making their personality and style of life an object of awareness throughout their training.

HOW DOES COUNSELING RELATE TO OTHER MENTAL HEALTH

PROFESSIONS?

Counseling is one of several mental health professions in the United States. Cleveland State

University offers programs in School Counseling and in Clinical Mental Health Counseling.

The American Counseling Association has crafted the following definition of professional

counseling:

Counseling is a professional relationship that empowers diverse individuals, families and

groups to accomplish mental health, wellness, education and career goals.

Our School and Clinical Mental Health Counseling programs are accredited by the Council for

Accreditation of Counseling and Related Educational Programs (CACREP). The mental health

professions include counseling, clinical social work, clinical and counseling psychology,

marriage and family therapy, substance abuse counseling, and psychiatry. Psychiatry is a

medical specialization whereas the rest are non-medical mental health professions. Each state

decides how to license or certify each of the therapeutic professions. Although similar in their

applied settings, each mental health discipline differs in the training model employed. The

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counseling training model has been described as an "educator-practitioner" model. This model

focuses more on clinical skills than research and encompasses treatment of psychopathology

and facilitation of wellness. Psychiatry is based in the medical model with a bias toward the

biological bases of mental and emotional disorders. Social work uses an ecological model that

focuses on client advocacy within small and large systems. Psychology uses variations on the

scientist-practitioner model (the Boulder and Vail Models) that tries to balance training in

research and clinical skills.

Specializations across the mental health disciplines include Chemical Dependency Counseling

and Marriage and Family Therapy. The state of Ohio issues five levels of certification or

licensure in Chemical Dependency Counseling plus a supervision endorsement in Chemical

Dependency Counseling. As noted, the CSU Counselor Education program (in partnership with

the School of Social Work) has an accredited chemical dependency counseling sequence. Our

counseling programs at CSU do not have a specialization in marriage and family therapy.

Counseling and social work are master's level professions whereas licensure as a psychologist

requires a doctoral degree and licensure as a psychiatrist requires a medical degree. A person

should take into consideration their temperament and professional goals when trying to decide

between different mental health professions and training models.

SCREENING COURSES

In order to be fully admitted to the School or Clinical Mental Health Counseling programs,

students must pass (i.e., “B” or better) both CNS 523 (Small Group Laboratory) and CNS 620

(Laboratory in Counseling Skills). These are screening classes to make sure students possess the

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skills necessary to learn interviewing and small group facilitation. These two classes, along with

CNS 517 (Ethical and Legal Issues) and CNS 622 (Theories of Individual Counseling) are also

pre-requisites for CNS 680/681 (Practicum). Please note: Students must earn grades of “B” or

better in all pre-requisites to take the CNS 680/681 (Practicum) course. Practicum pre-requisite

courses in which a student earns a grade lower than “B” must be repeated until the student earns

a grade of “B” or better. Faculty reserve the right to allow or disallow taking a Practicum pre-

requisite course again.

COUNSELING, ADMINISTRATION, SUPERVISION, AND ADULT LEARNING

(CASAL) OFFICE

The CASAL office is in Room 275 of Julka Hall, which houses the College of Education and

Human Services. Office hours are from 9 a.m. until 5 p.m., Monday through Friday. The

CASAL office telephone number is 216-687-4613, or extension 4613 if you are using a campus

phone. If you need assistance when the office is closed, you may leave a message on the voice-

mail system and someone will return your call as soon as possible. If you have a question for a

faculty member that requires an immediate answer email the faculty member or the department

chairperson and counseling program coordinator, Dr. MacCluskie, at

k.mac[email protected]

THE CLINICAL MENTAL HEALTH COUNSELING PROGRAM MODEL

The Clinical Mental Health Counseling program model is: The Counselor as facilitator of

human development and adaptive functioning in emotional, social, and career domains. This

model is designed to reinforce training that is holistic. On the theoretical continuum from

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pathology to wellness, CSU faculty seek to integrate research and clinical practice spanning the

continuum.

The Clinical Mental Health Counseling program at Cleveland State University, established in

1984, has evolved in a rich human environment and it brings together a diverse student body

with a vast array of professional aspirations. It aims at reaching adult learners who are

employed in educational and human service settings and therefore offers degrees on a part-time

as well as full-time basis and with late afternoon and weekend course offerings. The program

integrates a core counseling curriculum with rigorous clinical coursework, practica and

internships that prepare graduates to sit for the state counseling exam in Ohio (the National

Counselor Exam, or "NCE") and ultimately obtain the Professional Clinical Counselor (PCC)

license in Ohio. Graduates from this program go on to work independently, at agencies in the

community, or continue their education pursuing doctoral studies. Because students are the

faculty’s highest priority, teaching, mentoring, advising, and advocating are emphasized to

facilitate the development of responsible, competent and engaged counselors skilled in clinical

practice.

What makes the CSU program unique? Its commitment to educating clinical counselors with

highly developed knowledge base and skills in diagnosis, testing, and psychopharmacology, its

success in recruiting culturally diverse students, and its excellent record of involving Master’s

and Doctoral students in faculty research, publication and conference presentations.

Clinical Mental Health Counseling Specialization

The Clinical Mental Health Counseling specialization at CSU is a 60-semester-hour program

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leading to a Master of Education degree in Clinical Mental Health Counseling. Graduates who

have successfully met all educational requirements are eligible to sit for the National Counselor

Examination (NCE). Students may choose to use the NCE as their exit requirement. To obtain

licensure in the state of Ohio, you must first pass this exam. Following successful completion of

the exam you are eligible to receive the Professional Counselor (PC) license. The PC requires

that you be supervised and cannot independently diagnose or treat people with mental or

emotional disorders. To become eligible for the Professional Clinical Counselor (PCC) license,

and thus function as an independent provider of mental health services, you must complete two

years of supervised experience in counseling (at 1500 hours per year for a total of 3000 hours)

under the supervision of a PCC with the Supervisory endorsement (PCC-s). You may take

longer than two years to accumulate this experience but the total must be 3000 hours of

supervised work experience. This experience must be completed after the award of the master’s

degree. After obtaining the PC, you are not obliged to pursue the PCC. If you choose to remain

a PC you must have ongoing supervision.

Goals of the Clinical Mental Health Counseling Program

1. Education of Counseling students

a. To educate Clinical Mental Health counseling students who meet all Ohio

standards for licensure as Professional Counselors (PC) and Professional Clinical

Counselors (PCC).

b. To provide training across the 8 common core areas as identified by CACREP.

These are: Professional Counseling Orientation and Ethical Practice, Social and

Cultural Diversity, Human Growth & Development, Career Development,

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Counseling and Helping Relationship, Group Counseling and Group Work,

Assessment and Testing, Research and Program Evaluation

2. Advancement of program excellence

a. Promote professional counselor identity with students through involvement in

professional counseling organizations.

b. That our faculty contribute to the field of Counselor Education at the national

level through publications, presentations, membership in professional counseling

organizations and service.

c. To maintain our CACREP accreditation for Clinical Mental Health

3. Service

a. To provide service to counseling interns and the Cleveland State University

community in our Counseling and Academic Success Center (CASC).

b. To provide service to the greater Cleveland area through Continuing Education

workshops, pro bono presentations, and consultation.

c. Provide service to the profession.

THE SCHOOL COUNSELING PROGRAM MODEL

The School Counseling program model is: The School Counselor as facilitator of human

development and as a professional program manager. Again, CSU faculty integrate findings

from research and clinical practice in school settings across the wellness spectrum to create

leaders in the K-12 setting. We recognize that the unique setting of the school often calls for

program management on a variety of levels in addition to individual and group counseling to

support students socially, emotionally, and academically.

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The CSU School Counseling Program is a master’s level graduate program that prepares

students to become leaders in the counseling profession at the elementary, middle, and high

school levels. Our conceptual framework envisions the school counselor’s role as having two

facets:

• A Facilitator of Human Development

• A Professional Program Manager

We believe that to be effective facilitators of human development, school counselors must have

a broad academic background that includes an understanding of counseling philosophy, human

growth and development, counseling theory and practice, counseling interventions such as

psychological and educational testing and group approaches, educational development, personal

development, and career development. To be a professional program manager, the school

counselor needs skills in assessing, developing, improving, leading, and managing a

comprehensive school counseling program. Our ultimate goal is for our graduates to assist all

students to fulfill their potential in the academic, career, and personal/social domains (Perusse

& Goodnough, 2004; American School Counselor Association, 2005; Cobia & Henderson,

2007). We believe that to be effective, school counselors must provide an array of

developmental, preventive, and remedial interventions to support students (Baker, 2000; Lambi

& Rokatani, 2002; Trevisan & Hubert, 2001; Whiston & Quimby, 2009).

School Counseling Specialization

The School Counseling specialization at CSU is a 48-semester hour concentration leading to a

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Master of Education degree in School Counseling. In the state of Ohio you no longer need a

provisional or professional teaching license or two years teaching experience to become a

school counselor. The following is required to obtain a school counselor license:

• Completion of the Master’s degree in School Counseling including a 600 hour

internship in a school

• A passing score on the Ohio Assessment for Educators (OAE) School Counselor

Exam

• Endorsement by the College of Education

Goals of School Counseling Specialization

1. Education of counseling students

a. To educate and prepare School Counseling students who meet all Ohio standards

for licensure as School Counselors.

b. To provide training across the 8 common core areas as identified by CACREP.

These are: Professional Counseling Orientation and Ethical Practice, Social and

Cultural Diversity, Human Growth & Development, Career Development,

Counseling and Helping Relationships, Group Counseling and Group Work,

Assessment and Testing, Research and Program Evaluation

2. Advancement of program excellence

a. Promote professional counselor identity with students through involvement in

professional counseling organizations.

b. That our faculty contribute to the field of Counselor Education at the national

level through publications, presentations, and membership in professional

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counseling organizations and service.

c. To maintain our CACREP accreditation for our School Counseling program.

3. Community Service

a. To provide service to the greater Cleveland area through Continuing Education

workshops, pro bono presentations, and consultation.

b. Provide service to the profession.

School Counselor Licensure

At the end of their program, all school counseling students must apply for endorsement with the

College of Education and Human Services. This entails submitting the following materials in

one envelope to the Educational Student Services Center, Julka Hall 170:

• A completed application from the Education Student Services Center

• A check for $40 made payable to Ohio TEC

• A copy of your OAE score

***Make sure that you retain a copy of your transcript when you take the exam***

ADVISING

Once a person has been accepted to either the School Counseling or Clinical Mental Health

Counseling programs, an advisor will be assigned by the Educational Student Services

Center (ESSC). Students who have advising questions prior to having an advisor assigned may

consult Dr. MacCluskie, at k.macc[email protected]du. Meeting regularly with your advisor to

develop a good working relationship is essential. This allows your advisor to get to know you so

as to assist you in achieving your academic and professional goals. All faculty keep regular

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office hours to facilitate meeting individually with advisees. To schedule an appointment, call

your advisor directly, or contact the CASAL office at (216) 687-4613.

PROGRAM PLANNING

As mentioned above, it is crucial to work closely with your academic advisor in planning your

program of studies. The Program of Study (POS) for School Counselor students and the POS

for Clinical Mental Health Counseling students are available on the respective web sites of each

program. The main program page http://www.csuohio.edu/cehs/casal/counselor-education-

graduate-programs lists the links to both the School Counseling and Clinical Counseling web

sites. The POS forms outline the requirements of the programs including the course work in the

professional counselor sequence. Please refer to the appropriate guides for details about

prerequisites, sequence of required courses, and possible elective options. The prerequisites are

particularly important and students should review the prerequisite list at the end of this

handbook to plan appropriately. While planning your program, be sure to allow for a proper

balance between your work and school course load, especially during the Practicum and

Internship sequence. There is a Master Schedule at the end of this handbook. This schedule

identifies which courses will be offered on specific nights each semester. This schedule should

enable you to plan the majority of your scheduling far in advance.

CLASS ATTENDANCE POLICY

Students should prepare for each academic term by referring to the "academic calendar" located

on the University Homepage to determine when classes start. Course attendance demonstrates

professional behavior and is required in order for passing grades to be earned. Training to

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become a mental health or school counseling professional involves the ability to successfully

perform the role while demonstrating responsible behaviors. Following is the CSU Counseling

Programs Attendance Policy for all courses:

Attendance will be taken in each class session. Prompt (i.e., “on time”) arrival to every

class is required as well as staying until the end of the class to receive credit for class

attendance. Please note the following policies for this course with respect to attendance:

1) Every student is provided one free absence. That means you can miss a class

during the semester without penalty to your grade. Please use your chosen

absence with discretion. You are responsible for contacting a peer in the class to

receive handouts and/or other information provided in your absence.

2) If a student misses a second class, a half letter grade will be deducted from the

final grade otherwise earned, i.e., from an A to an A- (i.e., five points deducted).

3) If a student misses a third class (excused or unexcused), an entire final letter

grade (i.e., 10 points) will be deducted.

4) It is the student’s responsibility to come to class on time and to leave class at the

designated time; being late and/or leaving early is disruptive to the class.

5) Excessive lateness will impact your participation and attendance grade. It can be

disruptive to the culture of learning. We also monitor this behavior in the

program as it will not be tolerated in most working environments. Walking into

class after the start time on more than one occasion will be the equivalent of one

absence. If you have a concern about being late for class, please contact the

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instructor.

6) Leaving early is equivalent to an absence. Please don’t ask me to make

judgment calls for leaving early.

7) If a student is experiencing an extenuating circumstance that might justify an

exception to the above policies, that student should compose a one page

document explaining those circumstances. The situation will be reviewed by the

entire faculty and a decision rendered as to whether there will be a grade policy

exception.

8) This attendance policy does not apply to students with attendance

accommodations from the Office for Disability Services or other campus offices,

or to students who must be absent to observe religious holidays.

9) Students with mobility or other limitations, and who have accommodations

related to their attendance, are permitted to arrive late or leave early without

regard to the attendance policy in the syllabus in instances when the mobility or

other limitation had a direct impact on their class attendance.

If a student becomes aware that he or she will, or has already, missed the first class meeting, it

is the student's responsibility to contact the instructor to obtain a copy of the syllabus and to

clarify the expectations for the course.

PLAGIARISM

The CSU Graduate College policy on plagiarism is:

Plagiarism is the act of presenting, as one's own the ideas, opinions, writings, or work of

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another person without appropriate scholarly attribution. This act is a form of academic

dishonesty and is a serious incident of academic misconduct. Ideally, situations of

plagiarism should be handled between the faculty member and the student. Any student

who disagrees with the instructor's decisions should follow standard channels of

communication, going first to the department chairperson and then, if still not satisfied,

writing to the academic dean of the college in which the course is offered. The Review

Committee of the Faculty Senate decides the matter if it cannot be settled within the

college. The committee is composed of two faculty members of the University, nominated

by the Faculty Senate Steering Committee and elected at large by the faculty, and one

student member of the University Judiciary, elected by the members of the body. The

decision of the Review Committee is final. If the student is found guilty, the instructor or

the committee informs the appropriate academic dean. A record of the decision is placed

in the student's academic file until the student graduates or separates from the

University. A second infraction shall be cause for further action by the academic

standards committee in the appropriate college.

STUDENTS WITH DISABILITIES

Educational access is the provision of classroom accommodations, auxiliary aids and services to

ensure equal educational opportunities for all students regardless of their disability. Any student

who feels he or she may need an accommodation based on the impact of a disability

should contact the Office of Disability Services at (216) 687-2015. The Office is located in Main

Classroom 147. Accommodations need to be requested in advance and will not be granted

retroactively.

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GRADING SYSTEM

After each academic semester of attendance at CSU, you will receive a Grade Report through

CampusNet. The Grade Report indicates each course taken during the prior semester by

department, course number, course title, semester hours, grade and quality points. An unofficial

copy of your transcript is also available through Viking, the CSU database for students. Your

academic standing is expressed in a cumulative grade point average (GPA). Maintaining a 3.00

GPA during the Counseling program is a requirement of the Graduate College. Please note that

if you are planning to apply to the Doctoral program in Urban Education: Counseling

Psychology, a 3.25 GPA is required. The grading system in the CSU Graduate Catalogue is as

follows:

A Superior graduate attainment. Valued at 4.0 quality points.

A- Valued at 3.7 quality points.

B+ Valued at 3.3 quality points.

B Acceptable graduate attainment. Valued at 3.0 quality points.

B- Attainment below graduate standards. Valued at 2.7 quality points.

C Attainment below graduate standards. Valued at 2.0 quality points.

F Failure. Valued at zero quality points.

U Unsatisfactory performance by a graduate student in selected courses. Grades of

U do not influence a graduate student's grade-point average. However, a U grade

may be used for a program's optional dismissal decision.

I Incomplete. A non-credit grade indicating course work has not been completed.

An "I" grade must be removed within a maximum of one semester (by the last day

of instruction of the next semester) or it converts to a grade of F, whether or not

the student enrolls the next term. An instructor may require course work to be

completed earlier. Incomplete deadline dates are noted on the University

Registrar's web page.

T Temporary non-credit grade. The T grade can be given only in courses for which

the offering department and the Dean of the College of Graduate Studies have

authorized its use. It is given for specialized training, independent study, or thesis/

dissertation research that is progressing satisfactorily. Work that is given a T

grade must be validated by a subsequent grade to count for graduate credit. T

grades are not included in the calculation of the grade point average.

S May be used only for courses authorized by the Dean of the College of Graduate

Studies. S grades indicate satisfactory completion of a course at the grade level of

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B or better. Although credit is granted for all courses with an S grade, the S grade

is not included in the calculation of the grade-point average.

N/C No Credit audit grade for graduate courses. Not included in the calculation of the

grade point average.

NS Progress that is Not Satisfactory in a thesis, dissertation, or alternate exit project.

This grade may be given only in courses authorized by the Dean of the College of

Graduate Studies. NS is a permanent grade designation. No credit is given for this

grade, and it is not included in the calculation of grade-point average. However,

an NS grade may be used for a program's optional dismissal decision.

W Authorized Withdrawal. A grade of W is recorded when a student withdraws from

a course following the University Registrar's procedures or those outlined in the

Withdrawal Policy section below, during the period extending from the beginning

of the third week of the semester to the final date for withdrawal.

X A grade assigned by an instructor when a student has not completed all

assignments for reasons that cannot be determined. An X also will be assigned by

the University Registrar when no grade is submitted by an instructor. If a grade

change is not submitted by the end of the following semester, the X becomes an

Notes:

• There is no grade of C+, C- or D for graduate (500 to 899) courses. However, a C+ or D

is a possible grade for graduate students enrolled in courses numbered 100 through 499

• On rare occasions a student is unable to complete all the course assignments during the

semester the course is taken. Students may request a grade of “I” (for incomplete) from

an instructor only if the majority of the work is complete (meaning there are only 1 or 2

outstanding assignments) AND the student can demonstrate that compelling

circumstances beyond their control make it impossible for them to complete the course.

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• It is the instructor’s decision whether to assign an incomplete grade. If the instructor

agrees, the student should bring the instructor an Incomplete Grade contract on which

the instructor will draw up an agreement with the student about when the final work is

due. Students not completing the work by the date specified on the contract will receive

a grade of “F.” When the course assignments are completed, the instructor submits the

final grade to the Registrar’s Office. The Registrar’s Office sets the latest cut-off date

each semester by which all Incomplete grades from the previous semester must be

completed. If the instructor has not submitted a grade change by the Registrar’s cut-off

date, the Incomplete automatically reverts to an “F” grade.

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ACADEMIC RETENTION AND DISMISSAL

As stated in the Graduate Catalogue, students are not fully admitted to either the School or

Clinical Mental Health Counseling programs until they have successfully passed both CNS 523:

Small Group Laboratory (1 credit) and CNS 620: Laboratory in Counseling Techniques (3

credits). The CSU Graduate Catalogue policy on dismissal is as follows:

If, in 400- to 800-level courses, a student receives:

• two F grades, or

• accumulates a total of nine credit hours of B- or less grades and has a cumulative grade-

point average below 3.0

then the student will be dismissed automatically from the University by the Dean of the College

of Graduate Studies. Students carrying a cumulative grade point average of below 2.0 may not

enroll in more than 13 credit hours in any semester.

Action toward continuance in or academic dismissal from a program must be taken by the

graduate program committee when a student receives:

• one grade of F or

• Two grades of less than B, or

• Two grades of NS

The recommendation from this committee is forwarded to the Graduate Dean. The Graduate

Bulletin states that dismissal is mandatory “if a student:

• receives a second grade of F, or

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• accumulates a total of 9-credit hours of less than B grades and has a cumulative grade-

point average below 3.00.”

Grade Policy for Practicum and Internship

Students who have two grades of B- on their transcript will not be approved for practicum or

internship until they have submitted a statement to their advisor discussing two topics:

• what factors contributed to the B- grades, and

• what the student's plan is for addressing those factors to ensure that they do not continue

to impinge on the student's professional functioning during the field placement.

Furthermore, any student who is dismissed/terminated from her or his practicum or internship

site may fail the course and can be dismissed from the program.

Developmental Assessment of Counseling Students

In addition to the regular review of students who are having difficulty in academic or clinical

instruction, the faculty discuss the progress of ALL non-degree, degree-seeking and “license

only” counseling students at least once per calendar year and develop a plan of action for any

student who is not at the appropriate level regarding their development of professional

characteristics and relevant interpersonal skills (see the Professional Dispositions Rubric)

required for effective work in counseling settings.

Additionally, if faculty observe and/or learn of any behavior, incident, or circumstance that

reflects developmentally inappropriate (i.e., below standards expected for graduate students in

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Counselor Education) Professional Dispositions and/or counseling skills then they will inform

the student.

If upon consultation with other faculty in the Counselor Education Program, faculty members

deem student conduct inconsistent with the satisfactory development of Professional

Dispositions, the student will be invited to a Concern Conference. When a Concern Conference

is scheduled, the student will be informed of the nature of the concern and invited to bring along

other individuals who can support/advocate with them. The Concern Conference will be held

with 2-3 faculty members in attendance. At that Conference, the student will be informed of the

conduct which is inconsistent with satisfactory development of Professional Dispositions,

students will have an opportunity to respond to the concerns presented by Counselor Education

Program faculty. Students will be given an opportunity to state their agreement or disagreement

with those the concerns presented by faculty, including the reasons for their agreement or

disagreement.

After the student responds to the concerns of faculty in the Counselor Education Program,

faculty may require student placement on a Remediation Plan to further develop their

Professional Dispositions that may include one or more of the following: provision of a

statement pertaining to the deficiency; recommendations for personal counseling, writing or

speech courses; withdrawal from specific courses; desisting temporarily from continuing course

work; performing voluntary or paid work in a school or agency; repeating courses; and/or

dismissal from the Counselor Education Program permanently. Students understand that if they

are dismissed from the program, they can no longer take courses in the Counselor Education

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program for the period of the dismissal and pending re-application process. If students

disagree with the Remediation Plan and/or the temporary or permanent removal from the

Counselor Education Program, the student can appeal that outcome through the grade appeal

process applicable to students in the College of Graduate Studies.

Because the professional dispositions are such a crucial aspect of becoming a licensed

mental health professional, lack of response to a concern conference request, or refusal to

participate to a faculty request for a concern conference, may result in program

dismissal.

Policy on Student Dismissal Related to Behavioral and Other Non-Academic Issues

Student development

is evaluated on 2 criteria:

• S

kills required for effective counseling

• Potential to fulfill the appropriate professional roles and functions of counselors.

Criterion

2 is in part assessed by your ability to consistently demonstrate conduct consistent

ith the American Counseling Association Code of Ethics and Standards of Practice.

You are also assessed in your ability to demonstrate competence in the following areas:

• Capacity for empathy with clients

• Capacity for insight into self in regard to interactions with clients

• Level of self-awareness in interactions with classmates during class activities and

with clients

• Ability to engage in self-reflection and personal and professional growth and

willingness to explore personal issues related to the practice of counseling

(countertransference issues)

• Openness and receptivity to feedback on basic counseling and interviewing skills

and interpersonal behavior

• Ability to integrate feedback into subsequent practice counseling sessions

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• Sufficient emotional regulation to consistently attend to the needs of clients

• Ability to accurately assess own strengths and weaknesses related to basic

counseling and interviewing skills and interpersonal behavior

• Commitment to the profession as exhibited by timely attendance, timely completion

of assignments, coming to class prepared to participate and having completed

assigned readings.

When a Concern Conference is requested, the meeting will include specific behavioral

examples of the source of faculty concern, and specific steps/conditions the faculty is requesting

for remediation. Students can be dismissed from the program if a significant problem continues

without satisfactory attention to and modification of the problem areas.

ENDORSEMENT POLICY FOR COUNSELING LICENSE

Students in the School Counseling program are endorsed for licensure when the endorsement

materials described above are sent from the College of Education to the Ohio Department of

Education. Students in the Clinical Mental Health Counseling Program are endorsed for

licensure when their official transcripts are sent to the State Counselor, Social Worker, and

Marriage and Family Therapy Board. Beyond this, students may request the recommendation of

professors in the program when they are seeking other credentials or employment. Faculty

reserve the right to refuse such requests when they believe they are unfamiliar with the student’s

work and skills or when they have reason to believe the student should not be endorsed for

credentials or employment for particular reasons. Should a concern arise about a student’s

suitability for the profession while that student is taking a course, a counseling faculty member

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is obliged to hold a Concern Conference. If the instructor is a part-time faculty member, they

should report their concern to the coordinator of the counseling programs or department

chairperson and set up a meeting with the coordinator and the student in question.

GRADE POLICY FOR PROFESSIONAL COUNSELING LICENSE

Please note that the Graduate College policy is maintenance of a 3.0 overall grade point

average. Therefore, it would be mathematically possible for a student to earn a C and still meet

the University grade standards.

REGISTRATION

Refer to your respective Program of Study to select courses from the core curriculum,

specialization areas and suggested electives. Be aware that all courses are not offered each

semester, but follow a rotation schedule. Summer courses are only offered if there is sufficient

enrollment. Generally speaking, any summer course with enrollment below 15 students will be

cancelled. Graduate School Bulletins for an upcoming semester are posted in advance of

registration for that semester. These bulletins list the courses being offered in the upcoming

semester as well as provide information about when you should register. Students may register

through CampusNet by telephone, fax, or in person at the Office of the Registrar, 1414 Keith

Building (online too). Please note that occasionally specific registration procedures change, so

be sure to read all material sent from the Registrar’s Office to stay informed.

If you are experiencing financial difficulties, you may be able to arrange a Budget Payment

Plan, which disperses payment over the course of the academic semester. Consult with a

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representative from the Bursar’s Office for further information.

Add/Drop and Withdrawal

The CSU Graduate Catalogue polices on Adding, Dropping or Withdrawing from classes is as

follows:

Add/Late Add

Adding classes can be done through CampusNet through the first week of the term. See

the academic calendar for the exact dates for each academic term. All subsequent adding

must be done with the appropriate late add form and must have confirmation of payment

from the Office of Treasury Services. Please follow all directions and deadlines stated on

the appropriate late add form.

Drop/Withdrawal

Dropping/Withdrawing from classes can be done via CampusNet through the established

deadline reflected in the academic calendar. Non-attendance does NOT constitute an

official withdrawal from classes. Questions regarding the refund schedule for classes can

be directed to the Office of Treasury Services at (216) 687-3615.

Medical Withdrawal

Students seeking a medical withdrawal from the university are strongly encouraged to

consult with their college advising office before making any registration changes. Once

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they have withdrawn from classes, students need to consult with the Office of Treasury

Services.

Military Withdrawal

Students who are called to active military duty have two options for their class work.

Students may:

1. Withdraw ("W") from ALL courses with a full refund of all tuition and fees; or

2. Take and Incomplete ("I") for ALL courses with the understanding that the "I"

would be extended until the student has had an opportunity to finish class

requirements following his/her return to school after the completion of active duty

status.

Affected students need to present an official copy of the military orders to the Office of

the University Registrar at Campus411 All-in-1 at the Main Classroom Building, Room

116 and to their instructors. The Office of the University Registrar will provide copies of

the orders to the Office of Treasury Services and Financial Aid Office. All questions

about financial aid implications can be directed to the Financial Aid Office at (216) 687-

3764.

PETITIONS/APPEALS

If you wish to be exempt from program, University, or Graduate College requirements and/or

regulations, you may petition for an exception. Some petitions may be at the level of the

College of Education and Human Services while others may be at the level of the Graduate

College. The Graduate College petition guidelines are as follows:

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The following guidelines must be followed so that petitions can be presented in a way

most likely to correctly inform the College of Graduate Studies Petitions Committee. This

body conducts the final review of graduate petitions.

When referring to a course, include the course number, title, semester taken, and the instructor's

name. Any petition requesting an exemption from a course requirement, a late withdrawal, or an

extension of an incomplete grade must include an instructor's dated statement. The instructor's

statement MUST include:

• information on the student's attendance and performance in the course;

• whether or not the student's request is supported by the instructor; and

• the instructor's rationale for supporting, or not supporting, the petition.

All requests for action on the grounds of medical, personal, legal, or work-related difficulties,

either previous or ongoing, MUST include written documentation of the situation and a dated

and signed statement on official letterhead from the appropriate person (attorney, doctor,

dentist, employer, etc.). The documentation provided MUST address directly how the

difficulties noted had an adverse effect on the student's academic performance. Without this

information/documentation, petitions will be returned to the student without Petitions

Committee action.

Please note that the University Graduate Council has determined that poor academic

performance on a midterm examination or in other course requirements does not constitute

sufficient grounds for granting a student a late withdrawal from a course.

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If questions arise in preparing a petition, contact the College of Graduate Studies at (216) 687-

9370. All other petitions are likely handled at the College of Education and Human Services

(COEHS) level. The college’s Education Student Services Center has compiled the following

chart to guide you in which petition form to use.

Type of Request

Petition to Use

Change a grade that has gone from an

Incomplete, NA, or X to an F

GRAD COLLEGE PETITION (must also include a

CHANGE OF GRADE form signed by course

instructor, department chair, and associate

dean of college)

Exit requirement request (relating to

Comprehensive Exam, Thesis, Project,

Dissertation)

CEHS PETITION

Extend 6 year Statute of Limitation for

Completing Master's program

CEHS PETITION (must also include Course

Relevancy form for each course beyond 6-yr.

limit; in addition, Graduate Credit Transfer form

must be completed if courses beyond limit are

from another institution)

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Extend an Incomplete deadline after

the deadline has passed

GRAD COLLEGE PETITION

Late Add/Register/Re-Register after

Friday of second week of term

GRAD COLLEGE PETITION

Late Withdrawal from a course after

9th week of term

GRAD COLLEGE PETITION

Practicum request (e.g., waive, late

application, special placement)

CEHS PETITION

Student Teaching request (e.g., waive,

late application, special placement,

take course during student teaching,

repeat student teaching)

CEHS PETITION

Substitute a course for a course

required in your program

CEHS PETITION

Waive a course required in your

program

CEHS PETITION

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Waive a Graduate College

Requirement

GRAD COLLEGE PETITION

Waive College of Education

Requirement

CEHS PETITION

Other

See Academic Advisor JH 170

Grade Appeal Procedures

Once the Office of the University Registrar receives a letter grade, a faculty member may

change the grade

1) because of an error in computation;

2) due to a recording error; or

3) because of circumstances he or she deems "extraordinary" which bears on the

appropriateness of the grade awarded.

A change of grade request for a graduate course requires the approval of the Dean of the

College of Graduate Studies.

Grade Dispute Procedures

In disputing a course grade, the burden is on the student to demonstrate that an error has

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occurred or that a non-uniform standard was applied in the assignment of the course grade.

If a student feels that an instructor's assignment of a course grade is improper, the student

should discuss the matter with the instructor within forty-five days following completion of the

semester in which the course was taken.

If resolution does not result from this meeting, the student should promptly write to the

chairperson of the instructor's department (or an appropriately designated substitute), stating the

nature of the dispute and its justification. The chairperson will provide the course instructor

with a copy of the student's statement and any additional documents submitted. The instructor

should promptly respond, in writing, and a copy must be provided to the student. Further

statements and documentation may be collected, if necessary, by the chairperson.

Once the written record is complete, the chairperson meets with the student (and instructor if

possible in a three-way conference) to try to resolve the dispute. Any student who is not

satisfied with the outcome of the meeting with the instructor and the department chairperson

may continue the dispute by petitioning the College of Graduate Studies Grade Dispute

Committee. In such cases, the chairperson must promptly transmit a copy (paper or electronic)

of all submitted documents, including the chair's recommendation concerning the dispute, to the

College of Graduate Studies Grade Dispute Committee. The Committee will:

1) inform both the student and the instructor of the Committee's membership;

2) send both parties copies of all written documents received and any additional materials

gathered by the Committee;

3) allow both parties to respond in writing to any new materials assembled; and

4) schedule a hearing inviting both the student and instructor to present their positions on

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the dispute. Both the student and the involved faculty member are expected to be present

at the hearing.

The recommendation of the College of Graduate Studies Grade Dispute Committee, along with

a copy of the entire grade dispute file, is forwarded for final decision to the University

Admissions and Standards Committee, which limits its review to the determination of the

following of due process. The decision of the University Admissions and Standards Committee

is transmitted in writing to both the student and the instructor. There is no further appeal within

the University from the Admissions and Standards Committee's decision.

TESTING OUT OF COURSES

The Counseling faculty do not allow students to test out of courses using the "Credit by Exam"

option described in the Cleveland State University Graduate Catalogue. Our classes are based in

an experiential learning environment and testing out of this is impractical and unrepresentative

of the learning that is engaged in this coursework. Even an online class requires an enormous

amount of participation and dialogue among students and between students and instructors.

There is no single exam for any counseling course that could possibly represent what is actively

learned across the entire course.

TRANSFER CREDIT

Transfer credit is subject to departmental regulations and is not permitted without the approval

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of the Graduate Program Committee concerned. Departments may limit transfer credit to less

than the maximum permitted by the College of Graduate Studies.

1) All transfer credit must be earned at an accredited graduate college or university and not

have been utilized to fulfill a requirement for any other degree.

2) Transfer credit cannot exceed nine graduate hours for master's degree students, and one-

third of the total graduate hours required for certificate, licensure, and doctoral degree

students. Requests for an extension of the limit on transfer credit must be approved by

the department/program graduate committee. Such requests do not require review and

approval by the College of Graduate Studies Petitions Committee.

3) All credits requested for transfer must carry a letter grade of A, A-, B+, or B in graduate

courses. No S/F graded courses may be transferred. Petitions are not considered for an

exemption from this requirement.

4) All transfer credit must be within the six-year statute of limitations on course work

applicable to fulfillment of graduate degree, certificate, or licensure requirements at the

time of program completion. Requests for an extension of the six-year limit on transfer

credit must be approved by the departmental/program graduate committee. Transfer

credits taken ten or more years previous to the anticipated point of degree completion

also must be reviewed and approved by the College of Graduate Studies Petitions

Committee.

5) Students seeking transfer credit must have Regular Graduate Student Status and be in

good academic standing at both Cleveland State University and the school at which the

credits were earned.

6) Students admitted to Cleveland State must receive prior approval to take courses

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elsewhere as Transient Students for transfer into their programs.

7) Credit awarded in transfer is not recorded on a transcript until the student has completed

twelve hours of graduate (500- to 800-level) course work at Cleveland State University

and has achieved a graduate grade point average of 3.0 or better.

Graduate Credit Transfer forms may be downloaded at http://www.csuohio.edu/graduate-

studies/current-students/graduate-students-downloadable-forms. They are also available in the

College of Graduate Studies and program offices.

STUDENT AND PROFESSIONAL ORGANIZATIONS

All regular students are encouraged to be actively involved in appropriate professional

organizations including The American Counseling Association, The Ohio Counseling

Association, The American School Counseling Association, and the Ohio School Counseling

Association. Details about professional organizations can be found at

http://www.csuohio.edu/cehs/casal/counselor-education-program-overview

Cleveland State University has an active chapter of Chi Sigma Iota (Chi Sigma Upsilon

Chapter) and all School and Clinical Mental Health Counseling students meeting

membership criteria are encouraged to join. The details about Chi Sigma Iota are also on the

Counseling Programs website at http://www.csuohio.edu/cehs/casal/counselor-education-chi-

sigma-upsilon

GRADUATE ASSISTANTSHIPS AND SCHOLARSHIPS

CASAL offers several graduate assistantships for qualified graduate students. Assistantships

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consist of either tuition support with a stipend, or tuition support only. Responsibilities vary but

may include administrative and/or research duties. Interested students should contact the

CASAL office (Julka Hall 275, (216) 687-4613) regarding the availability and requirements of

these positions.

Another form of financial assistance available through the Counseling Programs is the David

Lawrence Santoro Scholarship Award. This award was founded as a way to recognize master’s

level counseling students who are committed to the profession and who have demonstrated

leadership or leadership potential in this field. The application deadline is May 1 of each year,

and the award is $1000 given the following academic year, with the money to be applied toward

a counseling course. Finally, there is the Daniel D. Drake scholarship offered 1-2 times a year.

Scholarship awards are money that can be applied to books or tuition.

PRACTICUM (CNS 680) AND INTERNSHIP (CNS 686/687 FOR CLINICAL MENTAL

HEALTH COUNSELING AND CNS 685 FOR SCHOOL COUNSELING)

Prerequisites for practicum are CNS 523, 517, 620 and 622. Practicum should be a training

experience that happens approximately mid-way through a student's degree program, and is a

one semester, 100-hour field experience in a school or clinical setting. Internship comprises an

intensive, two semester learning experience of supervised counseling at a field setting for

Clinical Mental Health Counseling and School Counselor candidates. Internship should occur at

the conclusion of a student's program. Prerequisites for both Practicum and Internship are listed

in the Graduate Catalog and are strictly adhered to by the Counselor Education Faculty.

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Practicum is currently offered in Spring and Summer terms. The two-semester internship

sequence is offered Fall/Spring only. Specific responsibilities for Practicum/Internship are listed

in the Counseling Practicum or Learning Contract that are available on the department

webpage.

All students intending to complete their Practicum or Internship must first attend the Practicum

and Internship Orientation meeting. The Practicum Orientation meetings are regularly

scheduled in the Fall semester for the students intending to do their practicum the following

semester. For example, students planning to complete their practicum in the Spring or Summer

2019 semester would attend the Practicum Orientation meeting in Fall of 2018. For Internship,

the Orientation meeting is always held early in February/March prior to Spring Break, for those

students beginning their internship the following Fall. Please note that there will only be a

guaranteed seat in a section of Practicum or Internship for those students who attended the

orientation meeting. Additionally, all students are expected to either lead or co-lead a

counseling or psychoeducational group during either practicum and/or internship.

There are specific requirements for the credentials and qualifications of the site supervisors who

are supervising students on internship. School Counseling site supervisors must be Licensed

School Counselors, who have a minimum of 2 years of experience as a School Counselor prior

to supervising the intern. Clinical Mental Health Counseling site supervisors must hold a PCC

license with the “Supervisor” endorsement (PCC-s) from the Ohio Counselor and Social

Worker Board.

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Students are expected to accumulate direct and indirect hours during the course of the semesters

in which they are enrolled for practicum and internship. Students may begin accumulating

indirect hours approximately two weeks prior to the beginning of the semester in which they are

enrolled for practicum (i.e., attending trainings, orientations, etc.). However, students cannot

accumulate direct hours/engage in direct service provision before the start of the semester in

which they are enrolled for practicum. Students may engage in and accumulate both direct and

indirect hours during winter break, spring break, and between the end of summer practicum and

the beginning of fall internship so long as the student is receiving weekly supervision at their

placement site.

Liability Insurance

Students must obtain professional liability insurance before the start of Practicum or Internship.

The American Counseling Association offers this insurance at a low cost to its members, and

student rates are even lower. More information about liability insurance is provided both in

CNS 620 and in the Practicum orientation meeting.

CERTIFICATE PROGRAMS

As of Fall Semester, 2008, there are two Graduate Certificate programs available: the Graduate

Certificate in Early Childhood Mental Health Counseling and the Chemical Dependency

Certification. The Program Coordinator for the Chemical Dependency Counseling program is

Dr. Stephanie Drcar ([email protected]) and the coordinator of the Early Childhood Mental

Health program is Dr. Katie Wootton (k.wootton@csuohio.edu).

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Early Childhood Mental Health Counseling

Early Childhood Mental Health Services are supportive interventions designed to strengthen the

optimal development of a young child within the context of the family and community. Young

children and families served include premature, underweight, medically fragile or chronically ill

babies; young children with identified disabilities or developmental delays; adolescent parents;

depressed parents; parents who are unprepared or overwhelmed by the care of a baby/child; and

parents at social or emotional risk in the caregiving role. This program is designed to be

delivered in an online and weekend-intensive format to draw students from across the state of

Ohio.

Certificate Requirements (16 credit hours)

Core Courses

CNS

510

Early Childhood Development & Mental Health (3 credit hours)

CNS

511

Families and Early Childhood (3 credits hours)

CNS

512

Early Childhood Assessment (3 credit hours)

CNS

513

Techniques and Interventions for Early Childhood Mental

Health Professionals (3 credit hours)

CNS

514

Internship in Early Childhood Mental Health and Behavioral

Consultation (4 credit hours)

Chemical Dependency Certification

Cleveland State University is now offering a Chemical Dependency Counseling Certificate

offered jointly between the Counseling and Social Work programs. The program is the first in

the state of Ohio to be accredited by the Ohio Chemical Dependency Professionals Board. All

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students holding a master’s in counseling or social work OR current students in these programs

are eligible for the certificate program. The 5 courses in this program (15 credits total) prepare

master’s level students in counseling or social work for all the academic requirements necessary

for all levels of chemical dependency licensure. Students must also complete experiential hours

that can be done in practica, internships, or in the field. These courses can also be used by

school counselors seeking updated information on Substance Abuse Prevention.

Undergraduate seniors in a behavioral science program or graduates from a Bachelor’s program

in behavioral science who want to pursue licensure can take the five courses but will need an

additional 100 contact hours for the academic training portion. These 100 hours are infused in

the Counseling and Social Work curricula. The courses for the certificate are designed to meet

the academic credential for all three levels of Chemical Dependency Counseling issued by the

Ohio Chemical Dependency Professionals Board (OCDPB).

• Licensed Chemical Dependency Counselor II (LCDC-II)

• Licensed Chemical Dependency Counselor III (LCDC-III)

• Licensed Independent Chemical Dependency Counselor (LICDC

The entire certificate will be offered fall and spring (and sometimes summer) of every year.

Certificate Requirements (15 credit hours)

SWK 694: Theories & Procedures in Addictions Treatment

CNS 501: Chemical Dependency Assessment, Prevention, Treatment

CNS 502: Pharmacology of Addiction

CNS 503: Legal/Ethical Issues in Addictions

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CNS 623: Group Work (Includes addictions modules)

OHIO LICENSURE AND NBCC CERTIFICATION

The M.Ed. in Clinical Mental Health Counseling fulfills the academic requirements for

students to sit for the National Counselor Examination (NCE) that leads to the PC license. After

two years of paid supervised experience graduates can take the National Clinical Mental Health

Counselor Exam (NCMHCE). Ensuring that all requirements are fulfilled during and after

completion of the Counselor program is your responsibility. Consult with your advisor

regarding the specifics of licensure requirements, or contact the State of Ohio Counselor, Social

Worker, and Marriage and Family Therapist Board, 77 S. High St., 16th Floor, Columbus, Ohio

43266-0340, (614) 466-0912.

The Counselor Education faculty runs review courses for the NCE, OAE and NCMHCE each

year in fall or spring semesters through Continuing Education. You may also access the

Counselor, Social Worker, and Marriage and Family Therapist Board website at

http://www.cswmft.ohio.gov/

The M.Ed. program in School Counseling meets the academic requirements for the State of

Ohio Professional Pupil Services License for School Counseling. Students can use the Ohio

Assessment for Counselors (OAE) exam as their graduation exit requirement. Graduates of the

M.Ed. should consult with your advisor regarding the specifics of licensure requirements. More

information may be obtained at the State Department of Education website at

http://www.ode.state.oh.us/

OHIO ASSESSMENT FOR EDUCATORS (SCHOOL COUNSELOR) EXAM

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Successful completion of the OAE School Counselor examination is required for School

Counselor licensure. Contact the College of Education/Education Students Service Center

(Julka Hall 170) or the university testing services (UC 253B, (216) 687-2272) for information

about when and where the OAE is offered.

***BE SURE TO SAVE SEVERAL COPIES OF YOUR OAE TEST TRANSCRIPT

WHEN YOU PASS THE EXAM***

PROGRAM EXIT REQUIREMENTS

The program exit requirement exists as the final academic activity students must satisfactorily

complete in order to earn their Master’s degree. Students have 3 exit requirement options:

• Passing score on OAE or NCE

• Thesis or research project

• Comprehensive Examination

Students can take their OAE at any time they wish, but many take it during their internship year.

The advantage of taking OAE at the beginning of internship is that the coursework is mostly

completed, and there is ample time leeway if there were any problems on testing day (car

trouble, illness, etc.) to reschedule the test. For Clinical Mental Health Counseling students the

disadvantage of using the NCE as an exit requirement is that permission is not usually given by

the State board to take the NCE until the student is within about a month of finishing internship.

If the student does not pass the NCE and is using the NCE as the exit requirement, then the

student will not be able to have his or her Master’s degree conferred until the NCE is passed.

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The Comprehensive Exam (“comps”) is a three and a half-hour essay exam that is given once a

semester. Normally, students complete the comprehensive exam during the last semester in

which they are taking coursework. Once you have filed for graduation at the graduation office

(UC 400), your name will automatically be placed on the comprehensive examination list. You

should check with your advisor as to the test date, format, and preparation tips.

You also have the option to choose a thesis or an exit project to fulfill the counseling program

requirements. Both options entail an in-depth investigation of a topic and the formation of a

committee to guide the planning and progress of the work. A thesis usually counts for four

graduate credits. These credits substitute for electives in the program. To initiate the

thesis/project option, pick up a Thesis Proposal Approval Form from the CASAL office or from

the Education Student Service Center (RT 1401) and complete it with input from your advisor.

PROGRAM EXIT SURVEY

Students are asked to complete an exit survey at the end of their academic program. This

provides the faculty with important, valuable feedback about the student perspectives of the

strengths and needs of the program.

GRADUATION/COMMENCEMENT

A graduation application must be on file for the term the student intends to graduate for the

posting of the degree to occur. There is no backdating of degrees. An application received after

a term ends will be processed for the next term and the student is responsible for adhering to all

requirements of the final term of graduation. In general, degree candidates should apply for

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graduation two semesters before their expected graduation date. Specific graduation application

deadline dates may be found

at http://www.csuohio.edu/enrollmentservices/registrar/graduation.html. Graduation

applications can be obtained from Campus411.

The University holds a Commencement ceremony in May for individuals who have completed

all degree requirements by the end of the spring semester, and in December for those who have

completed all degree requirements by the end of the summer and fall semesters.

Students are encouraged and expected to attend Commencement. In order for a Master's Degree

student to participate in the University commencement ceremony, he or she must have

completed all course work required to fulfill degree requirements and have defended the thesis

or completed any required exit project, capstone course, or other exit requirement for the

degree.

COMPLETION OF CERTIFICATE AND LICENSURE PROGRAMS

1) A student has a period of six years from date of entry into the College of Graduate

Studies to complete requirements for a graduate certificate or graduate licensure

program. Only course work, including transfer credit and credit by examination,

completed within the immediate past six-year period will apply toward program

completion.

2) A maximum of one-third of graduate certificate or graduate licensure program

requirements may be satisfied with Cleveland State University course work taken at the

400-level. Only 400-level courses taken from a department or program other than the

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one awarding the certificate or licensure may be used to meet completion requirements.

No 400-level courses taken by a student as an undergraduate may be used to meet

graduate certificate or licensure requirements.

3) Subject to departmental/program approval, a maximum of one-third of the requirements

for a certificate or licensure program may be satisfied via transfer credit. (See the

Transfer Credit Policy.)

4) None of the requirements for a graduate certificate or licensure program may be satisfied

via Credit by Examination. (See the Testing Out of Courses Policy.)

5) No 400-or-above-level course work with a grade of C may be used to meet graduate

certificate program requirements. A maximum of six credits of 400-or-above-level

course work with a grade of C may be used to meet licensure program requirements.

6) Not more than 50 percent of the required credits for a graduate certificate or licensure

program can be satisfied by a combination of:

a. 400-level courses; and

b. graduate transfer credit.

7) No course work taken on an S/F, S/U, or audit basis may be used to satisfy graduate

certificate or licensure program requirements.

8) A minimum grade-point average of 3.0 for all 400-and-above-level work is required to

satisfy licensure program requirements. A minimum grade-point average of 2.75 is

required to be awarded a graduate certificate. Individual graduate certificate programs,

however, may set the minimum GPA requirement at a higher level for the completion of

their particular graduate certificate programs.

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Counselor Education Program

Master Schedule

Beginning Fall 2021 (revised 1/19/21)

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The following courses are typically offered during the semesters indicated. We cannot guarantee which

days summer courses will be offered since they are flexibly scheduled. Please note there may be

variations due to budget and enrollment fluctuations particularly in the summer. All classes can be

canceled because of low enrollment.

Fall= F, Spring= SP, Summer= SMR

Curriculum:

COURSE

NUMBER

COURSE TITLE

CREDITS

SEMESTERS

OFFERED

FALL

DAY

SPRING

DAY

SMR

ALD 603

LIFESPAN DEV

F,SP,SMR

M or

online

W or

online

T/TH

CNS 504

(previously

604)

CULT FNDTAN

F,SP,SMR

M/W

CNS 505

(Previously

CNS 611)

APPRAISAL

F,SP,SMR

T/ OR

WEB

M/ OR

WEB

M/W

CNS 517

(Previously

CNS 617)

ETHICS

F, SP,SMR

T/TH

CNS 523

SMALL GROUP

LAB (9 week

course)

F,SP

Ends

10/22

Ends

3/18

CNS 524

(Previously

CNS 624)

CAREER

F,SP,SMR

TH or

WEB

M or

WEB

CNS 529

(Previously

CNS 629)

INTRO CLINICAL

SP, SMR

W or

WEB

I M/W

CNS 578

(previously

CNS 678)

FNDATION GUID

F, SMR

I T/TH

OR WEB

CNS 620

LAB

F,SP, SMR

T/TH

CNS 622

THEORY

F,SP

CNS 623

GROUP

SP,SMR

T/TH

CNS 634

COUNS & SPIR

SMR – as

needed

M/W

CNS 644

Counseling LGBT

Clients

CNS 650

CASE STUDIES

F, SP

CNS 670

COUNS

CHILDREN

F,SP

CNS 679

PROGAM

SP, SMR

WEB

II M/W

Counseling Student Handbook

Revised 7/11/22

PLANNING

WEB

CNS 680

CLINICAL

PRACTICUM

SP, SMR

None

Week (2

sections)

CNS 681

SCHOOL

COUNSELING

PRACTICUM

CNS 685

SCH INTNSP

F,SP

M&W

sections

M&W

sections

CNS 686

CLINICAL INT 1

M (4

sections)

CNS 687

CLINICAL INT 2

M (4

sections)

CNS 701

ADV APPRAISAL

F, SP

CNS 702

CAP @15

INDVDL

INTELLLIGENCE

TESTING

SP ODD

YEARS

CNS 703

PERS TESTING

CNS 706

PSYCHOPATH

F,SP

CNS 709

PSYCOPHARM

Fall, SP

CNS 712

THEORY PERS

CNS 738

FAMILY

SP even

years

Certificate programs (all clinical electives)

Chemical Dependency

Course

Number

Course Title

Credits

Semesters

Offered

Day

Time

Online

CNS 501

Chemical Dependency:

Assess, Treat, Prevent

F, SP,

SU-M&W

5-9:10pm

Saturday

9:00 AM-

12:50 PM

CNS

502

Pharmacology of

Addiction

F-8/26,28, 9/4

SP-1/15,22,29 SU-5/21,28,6/4

F, SP, SU

3 Saturdays

(first month

of the

semester)

1:00 PM-

5:10 PM

CNS

503

Legal Ethical Issues in

Substance Dependence

F-9/18,25,10/2

SP-2/12,19,26 SU-6/18,25,7/2

F, SP, SU

3 Saturdays

(second

month of the

semester)

1:00 PM-

5:10 PM

Counseling Student Handbook

Revised 7/11/22

Early Childhood Mental Health

CNS 510

Early Childhood

Development &

Mental Health

Saturday

(3-4 face to face

meetings, the rest

web-based)

9:00 AM-

12:30 PM

Hybrid

CNS 511

Families and Early

Childhood

Saturday

(3-4 face to face

meetings, the rest

web-based)

1:00 PM-

430PM

Hybrid

CNS 512

Early Childhood

Assessment

Saturday

(3-4 face to face

meetings, the rest

web-based)

9:00 AM-

12:30 PM

Hybrid

CNS 513

Techniques and

Interventions for Early

Childhood Mental

Health Professionals

Saturday

(3-4 face to face

meetings, the rest

web-based)

1:00 PM –

430PM

Hybrid

CNS 514

Internship in Early

Childhood Mental

Health and Behavioral

Consultation

NEEDED

HOLD

Saturday

(3-4 face to face

meetings, the rest

web-based)

9:00 AM-

1:30 PM

Hybrid

Clinical Coursework Requirements

Students are required by law to have 20 semester hours in clinical coursework spread across the four

area indicated in the law (OHIO REVISED CODE 4757-13-01e) Each area of the Ohio law pertaining to the

clinical training of Professional Clinical Counselors is outlines below along with the CSU courses offered

that meet each are of the law. Course descriptions of each course can be found in the graduate

catalogue.

AREA 1: PYSCHOPATHOLOGY- This includes courses in abnormal behavior, personality disorders, and

psychopathological conditions specific to developmental phases in the life span.

CNS 712: Theories of Personality and Counseling (3 credits)

CNS 510: Early Childhood Development and Mental Health (3 credits)

AREA 2: EVALUATION OF MENTAL AND EMOTIONAL STATUS- Includes the use of assessments

procedures for diagnosis and treatment planning and focuses on administering and interpreting

individual and group standardized tests of mental ability and assessment.

CNS 701: Assessment for counselors (3 credits)

CNS 702: Individual Intelligence Testing (3 credits) Prerequisite-admission into counseling

program

CNS 703: Personality Assessment (3 credits) Prerequisite-admission into counseling

Counseling Student Handbook

Revised 7/11/22

program

CNS 512: Early Childhood Assessment (3 credits)

CNS 501: Chemical Dependency: Assessment, Prevention, Treatment (4 credits) This course

also counts under area #4 but students clinical course work totals must be 20, meaning you can’t count

there hours twice but can apply them across the two areas.

AREA 3: DIAGNOSIS OF MENTAL AND EMOTIONAL DISORDERS- This includes the use of the current

Diagnostic and Statistical Manual of the American Psychiatric Association and an understanding of the

current ICD. Includes the use mental status exams, symptom identification, etiology and

psychodynamics of mental and emotional disorders.

CNS 706: Psychopathology and Diagnosis for Counselors (3 credits)

AREA 4: METHODS OF INTERVENTION AND PREVENTION OF MENTAL AND EMOTIONAL DISORDERS &

TREATMENT OF MENTAL AND EMOTIONAL DISORDERS- This Area includes several specialty courses

with regard to diagnosis, client population, and methods of intervention as well as developing and

implementing a treatment plan, reporting and assessing progress in treatment, appropriate referral

procedures, formulation of timelines and knowledge of psychotropic medications on clients. SPECIAL

NOTE: under the old law this area was actually two areas, areas four and five. Under the new law the

two are combined.

CNS 501: Chemical Dependency: Assessment, Prevention, Treatment (4 credits) This course

also counts under area #2 but students clinical course work totals must be 20, meaning you can’t count

there hours twice but can apply them across the two areas.

CNS 502: Pharmacology of Addiction (1 Credit)

CNS 503: Legal /Ethical Issues Treating Drug Dependence (1 Credit)

CNS 511: Families and Early Childhood (3 Credits)

CNS 513: Techniques and Interventions for Early Childhood Mental Health

Professionals (3 Credits)

CNS 514: Internship in Early Childhood Mental Health & Behavioral Consultation (4 Credits)

CNS 650: Case Studies (3 Credits)

CNS 634: Counseling and Spirituality (2 Credits)

CNS 644: Counseling LGBT Clients (3 credits)

CNS 670: Counseling Children and Adolescents (3 Credits)

Counseling Student Handbook

Revised 7/11/22

CNS 709: Psychopharmacology for Counselors (3 Credits) Prerequisite EDE 731)

CNS 738 Family Counseling (3 Credits)

Counseling Student Handbook

Revised 7/11/22

Skill

Empathy

Absence of

ability to

accurately

identify

feelings

Inaccurate or

narrow

feeling

vocabulary

(i.e.,

"stressed

out")

Accurate most of the

time, moderately

broad feeling

vocabulary

Advanced,

consistently

accurate; extensive

feeling vocabulary

Insight

Lack of

awareness of

any

relationship

between

emotions and

behavior

Concrete

awareness of

relationship

Able to recognize or

expand upon

someone else's

identification of

emotion/behavior

relationship

Initiates awareness

of relationships

between emotional

experience and

behavior

Self-Awareness

Denies

dynamic cycle

- externalizes

responsibility

Unaware of

dynamic

cycle

Able to identify

examples when

prompted or can

expands on example

provided by others

Can provide

concrete examples

of dynamic cycle of

interaction

Self-Reflection and

Countertransference

Denial of any

hot spots

Minimal

ability or

only

identifies

limited,

concrete

example

Able to identify own

emotionally charged

topics with prompts

Readily able to

identify own

emotionally

charged topics that

may interfere with

client dialogue (e.g.

perseveration on a

topic, facial

flushing, diversion

away from a topic,

or visible agitation)

Openness to

feedback

Arguing or

completely

denying

Defensive or

denying

response;

minimizing

Moderately

congruent - some

evidence of

defensiveness

through

incongruence in one

of the three - verbal,

paraverbal,

nonverbal

Demonstrates

congruent verbal,

paraverbal, and

non-verbal

openness to

constructive

criticism

Counseling Student Handbook

Revised 7/11/22

Ability to

effectively

integrate

supervisory

feedback

No behavior

changes

identifiable

Minimal evidence

of effort; more

instances of

undesired behavior

than instances of

approximating

desired behavior

Moderate

evidence; some

reversions to

previous but

clearly making

effort to

approximate

desired

behaviors

Significant evidence of

modified behavior among

targeted areas

Emotional

stability

Consistent

inability to

participate in

professional

settings

Evidence of being

so overcome by

own emotional

concerns that

behavior is

noticeably affected

on more than one

occasion

Moderate ability

- behavior

noticeably

affected on one

occasion

Ability to bracket own

emotional/personal

challenges to perform in

professional settings

Self-

assessment

accuracy

Accurate self-

assessment <

30% of the

time

Accurate self-

assessment of 30 -

44%

Accurate self-

assessment of 45

- 89%

Accurate self-assessment

of >90%

Professional

commitment

Lacking three

qualities from

the “3”

column

Lacking two

qualities from the

“3” column

Lacking one

quality from the

“3” column

• Consistently prepared

for professional

duties regarding

arrival (i.e., <2 times

tardy) and readiness

• Consistently initiates

questions about

tasks/assignments

prior to due date

• Meets deadlines

Counseling Student Handbook

Revised 7/11/22