Orientation

1. The Department of Counselor EducationatDelta State UniversityWELCOMESyou toORIENTATIONfor the Masters of EducationinClinical Mental Health CounselingandSchool Counseling

2. IMPORTANT: After completing this orientation, you will complete a short assessment. Upon successful completion of the assessment, please print your scores and provide a copy to your advisor. You must complete this orientation/exam and bring your scores to your first advising appointment to sign-up for classes. A copy of this certificate MUST be on file before the end of the first full month of courses. Also, please note any questions/concerns that you may have and bring them to discuss in your “Introduction to Counseling” class.

3. Orientation • Meet your Faculty! • Admissions • Introduction to the Program • Counseling • Programs of Study • Informed Consent • Program Requirements • Field Experiences • Program Completion • Other Things to Know… • Activities/Opportunities/Professional Development • DSU Counselor Education Online • Preparing for Graduate School

4. Meet your Faculty! • Mistie Barnes, EdD • George Beals, PhD • Juawice McCormick, PhD • Bryon Pickens, EdD • Catherine Vincent, MEd • Each faculty member is a Licensed Professional Counselor and/or a National Certified Counselor committed to making a professional and academic contribution through active involvement in their professional organizations and personal growth.

5. Mistie Barnes, EdD, LPC-S, RPT-S mbarnes@deltastate.edu • Assistant Professor of Counselor Education • Director, Play Therapy Training Institute • Dr. MistieBarnes is a Licensed Professional Counselor-Supervisor and a Registered Play Therapist-Supervisor. Clinically, she specializes in utilizing play therapy with children, adolescents, and families, specifically those working towards resolving trauma experiences. She works with children, teens, adults, and families. She provides clinical consultation and supervision in counseling and play therapy, speaks nationally on play therapy and trauma, and has published chapters and techniques in several books. She has served on several committees with the Association for Play Therapy (APT), is current editor of the APT Mining Report, serves as an Ad Hoc journal editor for two peer-reviewed counseling journals,and is President of the Mississippi Association for Play Therapy. Dr. Barnes was recently announced as the winner of the 2014 International Key Award for Training and Professional Education through the Association for Play Therapy.

6. George Beals, PhD, LPC-Sgbeals@deltastate.edu • Assistant Professor of Counselor Education • Dr. Beals holds the following degrees:  BA, Troy State University; MA, University of Alabama at Birmingham; and PhD, Mississippi State University.  He has training in REBT, EMDR, clinical hypnosis, strategic family therapy, and integrated breathwork. He has been a drug and alcohol counselor specializing in dual diagnosis and chronic relapse. He practices using a multimodal theory base and is well-versed across basic and modern counseling theories.  His research interests include counseling interventions such as EMDR, hypnosis, and breathwork, counseling outreach into schools and the community, LGBTQ issues, and teaching strategies for counselor educators. Dr. Beals has enjoyed private practice work since 2002 as a generalist serving in underserved areas of Mississippi.  General research questions that pique Dr. Beals’ interests include: What counseling theories/techniques are efficacious with low income clients? How do counselors continue to do their personal work beyond graduate school? How do we integrate therapies to best fit clients’ needs? How do we increase counseling’s effectiveness in community/school settings?

7. Juawice McCormick, PhD, LPC-Sjmccormick@deltastate.edu • Assistant Professor of Counselor Education • Program Coordinator • Dr. McCormick's education: BSE, Delta State University; M.Ed. with an emphasis in Rehabilitation Counseling, Miss. State University; Ed.S. with an emphasis in School Counseling, Miss. State University, Ph.D, Counselor Education with concentrated research/study in School Counseling and Special Education, Miss. State University. Dr. McCormick is a Licensed Professional Counselor, Licensed Professional Counselor Supervisor, National Certified School Counselor, and a National Certified Counselor. She was appointed by the governor to the Miss. State Board of Examiners for Licensed Professional Counselors as the representative of Mississippi's third congressional district. Dr. McCormick is a member of the editorial review board for The Delta Journal of Education and sits on the Graduate Council at DSU. It is hard to believe, but Dr. McCormick is indeed old enough to have 10+ years’ experience in Community Mental Health as a therapist, substance abuse counselor, HR Director, and director of County Services in addition to 15+ years as a Professional School Counselor working with students in grades 3-12, alternative settings, and GED programs. Dr. McCormick feels incredibly fortunate to be a part of the CED family. Her colleagues are the smartest, kindest, most full-of-grace folks in the world. Her students are just the best! Her areas of interest are Leadership and Identity Development in Professional School Counseling, Reflection Practices Among Counselors; Exceptionalities; Resilience, Creativity, and the Meaning and Importance of All Types of Relationships. Dr. McCormick belongs to James, Hannah, Cullom, Ray, B’boo, and Mojo. They, too, are her happy prisoners. Life is good. We are blessed beyond measure.

8. Bryon Pickens, EdD, NCCbpickens@deltastate.edu • Assistant Professor of Counselor Education • Dr. Pickens is a clinical mental counselor with experience in family therapy, co-occurring disorders, crisis intervention, and hypnotherapy. He completed his master’s and doctoral studies in counseling and counselor education at The University of Memphis. Dr. Pickens pursues research in the areas of positive psychology and pedagogical methods of counselor education.

9. Catherine Vincent, MEd, LPCcvincent@deltastate.edu • Counseling Laboratory Director • Mrs. Vincent is the Counseling Lab Director for the Pre-Practicum class. Mrs. Vincent received her Master's degree from Webster University with an emphasis in Community/Mental Health Counseling and her Bachelor's degrees in Fine Arts and Psychology from Delta State University. Mrs. Vincent has counseling experience working in the private, state, and non-profit sectors. Mrs. Vincent has worked with the following populations: adolescents, college students, individuals with intellectual disabilities, adults, and older adults.

10. Admissions

11. Bachelor's degree from an institution fully accredited by one of the recognized accrediting agencies • Overall undergraduate GPA of 2.75 OR a 3.0 or higher on the last 64 hours of required coursework (Transcript Required) • Appropriate scores on the CAAP, or equivalent test scores before admission to the program (Please note: If you have not completed the CAAP or an equivalent assessment, the graduate school will hold your application until such assessment is complete).

12. Verbal Skill Proficiency Requirement for Graduate Students at DSU

13. Introduction to the Program

14. The counseling programs at Delta State University are housed within the Department of Counselor Education and Psychology, which resides within the College of Education and Human Sciences. • The program offers: • A Masters of Education (MEd) in Clinical Mental Health Counseling; • A Masters of Education (MEd) in School Counseling; • An Educational Specialist (EdS) in School Counseling; and • A Doctorate of Education (EdD) in Professional Studies with an Emphasis in Counseling (this degree program is not administered by the counseling department).

15. Counselor Education Mission Statement • The faculty and staff of the Delta State University Counselor Education Program, through teaching, training, supervision, and experiential activity, develop ethical, competent, and culturally sensitive counselors who are prepared to work in school or community settings. Program faculty seek to strengthen the profession by modeling for students the professional expectation of continued growth and learning, interpersonal awareness, and practical application of sound principles and practices in their work as professional counselors.

16. Accreditation • The Master of Education degrees in Clinical Mental Health Counseling and in School Counseling are accredited by CACREP (Council for the Accreditation of Counseling and Related Educational Programs), a specialized accrediting body that promotes the advancement of quality counselor education programs. Both programs were recently re-accredited for the maximum allowable of eight (8) years. • Completing a program with CACREP accreditation ensures that your educational program has been closely evaluated and found to meet the highest of standards as set forth by the profession. Completing a CACREP program also simplifies the process and requirements which must be met for licensure in most states, including Mississippi. • The School Counseling program at Delta State University is approved by the Mississippi Department of Education and is also accredited by NCATE, the National Council for Accreditation of Teacher Education.

17. Eight Core Areas of our Knowledge Base • Professional Identity • Human Growth and Development • Social and Cultural Diversity • Career Development • Helping Relationships • Group Work • Assessment Techniques • Research and Program Evaluation • These core areas are the basis from which your counseling education will be derived. Your comprehensive examination and your National Counselor Examination specifically focus on these core areas.

18. Program Composition • Faculty • 5 Full-time Core Faculty • 1 Full-time Counseling Laboratory Director • Adjuncts are utilized as needed, and all adjuncts are qualified in the areas in which they are teaching • Students • Most students are from within the Mississippi Delta. From Fall 2009 until Fall 2012, our program enrolled students from four states and 25 Mississippi counties. • In the Fall of 2012, students ranged in age from mid-20s to mid-60s, with a mean age of 32.29. • Additional student information in Fall 2012:

19. Advising • You have an advisor. • Your advisor OR the program coordinator may be the first person to advise you for your first semester of coursework. • You are expected to seek assistance from your advisor as needed. • Your advisor will create for you an electronic program of study – this program of study will be your roadmap to guide you through the program – it tells you what courses you must take, and most often, when you will take them (subject to change based on enrollment needs). Your advisor will update this every semester. • You must meet with your advisor every semester to schedule your courses. If you would like to make a change in your program of study, please discuss this with your advisor BEFORE making any changes, or it may impact your graduation date or result in you being unable to progress in the program.

20. Advising Assignments • When coming in for course advising, please complete the “DSU Schedule Form” and bring with you to the appointment. This can be obtained online or in the office of the department secretary. • If you are unable to register for a class due to an ‘error,’ please email your advisor, along with the Program Coordinator. Include the course name, the CRN, and your 900#. • Note: Advising assignments ARE subject to change.

21. Programs of Study Programs of study are available in your student handbook, as well as from your advisor and in the office of the department secretary.

22. Program is designed to meet the state requirements for licensure as a Licensed Professional Counselor.

23. Program is designed to meet the Mississippi Department of Education requirements for certification as a School Counselor.

24. Ongoing Electives • CED 631-BEREAVEMENT IN CHILDREN AND ADOLESCENTS. This course examines the understanding and emotional response of death and bereavement by children and adolescents across multiple situations. Emphasis will include bereavement within the family and bereavement within the school and world. Additional emphasis will include assessment and interventions with bereaved children. • CED 704-PSYCHOPHARMACOLOGY • CED 713-SEXUALITY ISSUES IN COUNSELING. Examines sexual development across the lifespan including physiological, psychological and sociocultural variables associated with various stages of development. Special emphasis will be placed on counseling issues related to sex and sexuality including sexual abuse, sexual development, sexual dysfunction, sexual orientation and sexual addictions. • CED 714-SUBSTANCE AND PROCESS ADDICTION COUNSELING. Study and application of theory and techniques of counseling to include assessment and treatment of substance use disorders and process addiction from an individual and systemic perspective. • CED 718-COUNSELING AND SPIRITUALITY. This course examines the intersection and interaction of spirituality, religiosity, and counseling focusing on the impact of this intersection on the counseling relationship. Using the latest theories and research, students will examine developmental models of spirituality and how to address spiritual and religious issues with clients. Prerequisite: CED 600. • CED 720-HYPNOSIS AND THERAPEUTIC LANGUAGE • CED 722-PLAY THERAPY. Study of play therapy as a counseling intervention for children in schools and community settings. Covers the history and theories of play therapy, play as it relates to child development, and techniques of play therapy. Prerequisites: CED 604. Lab fee. • CED 723-ADVANCED PLAY THERAPY. This course will provide an overview and exploration of complex play therapy subjects, skills, and challenges beyond the basics of play therapy. • CED 770-SPECIAL TOPICS IN COUNSELING. Research and applied analysis of special topics related to counseling. 1-6 (May be repeated for a maximum of 6 hours credit) • Please Note: Courses listed in the opposing track may be taken as an elective.

25. Counseling What is it, what does it mean, what kind of job can I get? (Please note: This section is NOT all inclusive, it is merely a VERY brief overview).

26. Counseling is a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals (American Counseling Association, 2010).

27. Counseling Is…. • Learning to be silent. • Letting the client discover for themselves, rather than giving them the answers. • Learning to accept everyone just as they are, where they are. • Accepting ambiguity – we do not always understand the why’s and how’s – and that is ok. • Allowing our clients to choose for themselves, even if we do not agree with the choice or feel it is a mistake – respecting autonomy. • Putting aside our own beliefs and values and operating from within the belief and value system of our clients. • Having: • A genuine interest in people • The ability to listen and engage • Empathy (not sympathy!) • Emotional insight and comfort • The ability to be introspective • Comfort with emotional intimacy • Sense of humor

28. Counseling Is Not… • Giving Advice • Wielding Control and Power • A way to meet your own needs • A cool job to do because all of your friends come to you for advice • A way to meet your own needs for social interaction • A way to meet love and relationship needs • A way to address your own unresolved trauma

29. Potential Specialty Areas • School • Clinical Mental Health • Marriage & Family • Play Therapy • Gerontology • College/University • Rehabilitation • Addiction • Career • And more!

30. Who Will My Clients Be? • School Counselor • Children in schools ranging in grades Pre-K – 12 • Clinical Mental Health Counselor • Any age individual, from infants to the elderly. Many clinicians choose to specialize with certain age groups, with certain disorders, or with certain treatment techniques.

31. What Types of Difficulties Will My Clients Be Facing? • You will interact with clients who may have any mental health diagnosis in the DSM-5. These include diagnoses such as Attention Deficit Hyperactivity Disorder, Learning Difficulties, Autism Spectrum Disorder, Bipolar Disorder, Personality Disorders, Eating Disorders, Dissociative Identity Disorder, and more. • Your clients may also be facing difficulties which may not be an official mental health disorder, such as divorce, the loss of a loved one, bullying, peer/family relationship issues, abuse, and other issues that may impact many of us.

32. How Do I Know if Becoming A Counselor is Right For Me? • “People have many different reasons for deciding they want to become a counselor. Some people choose this career because they once had a good experience with a counselor during a difficult time in their own life and they want to "pay it forward." Another person may have done some volunteer work at a crisis hotline and realized that they enjoyed both the challenges and joys of working with clients facing difficult times” (CACREP, 2013, para. 4).

33. “Whatever the reasons, individuals that choose to seek a career in counseling usually have one thing in common - a desire to help people work through life's challenges. Some individuals want to work primarily with children or teens. Others prefer to work with adults. Some want to work in specific settings, such as K-12 schools or college campuses. Others prefer to work in a community setting such as a mental health center or private practice setting” (CACREP, 2013, para. 6).

34. “Counseling can offer the right individual a rewarding career path in a health profession that is growing. It requires a strong desire to interact with people, exceptional communication skills, and an ability to complete a graduate degree. Choosing to become a professional counselor is a commitment to yourself, to others, and to society as a whole” (CACREP, 2013, para. 7).

35. SO…. • How do you know if becoming a counselor is right for you? Review the previous slides and ask, “Does this sound like me?” And if not, do you have the flexibility to learn, to grow, and to develop the needed characteristics and skills that may not be as strong as others? • If you can answer yes to either question, then we welcome you to continue on this journey as you explore your chosen career path.

36. Informed Consent Or…”What have I gotten myself INTO!?!”

37. 60 hour master’s program. • Program completion generally takes 2.5-3 years. • It is NOT just an academic program: It is a combination of academics and counseling skills / experiential work – you must be successful at both components to complete this program! You can NOT complete one component without the other. • Completing a Masters of Education degree in Counseling WILL change you. You will grow and change as a person and as a professional. • This is a professional program which • Involves clinical experience • Involves adapting a professional identity • Involves personal growth and change • Involves a deeper interaction with faculty and colleagues

38. “Never forget, you are being given a license to interfere with peoples lives! We are in a dangerous profession, to ourselves and to our clients – we use ourselves as a tool. Our clients may often feel invaded by us, even though we do not intend to do so.”

39. The Roles of Faculty • Teacher – facilitating your self-learning. Remember, we cannot teach you all you need to know, so we facilitate your ability to self-learn. • What does this mean? Just because we do not read a required book or segment in a book to you, does not mean the information is not valuable, will not be on a test, or may not appear on your comprehensive examination (more on this later). • Mentor – facilitate your learning of skills • Academic Skills • Counseling Skills • Supervisor – facilitating and monitoring your interaction with clients • Gate-keeper – helping students discern if counseling is a good fit for them

40. The Counselor Education Student Handbook will be your guide to help you maneuver through this program. • As you approach your field experience, you will utilize the Field Experience Guide. • You are responsible for knowing the content of these documents. Not knowing the content is not an excuse for not abiding by the content.

41. The Professional Performance Standards • Twice per semester, all students will be evaluated by all faculty members. The faculty will use the below criteria, rating students on a Likert rating scale. Any student falling below an acceptable score will meet with the Program Coordinator to develop a remediation plan. If a student falls below an acceptable score more than once or in more than one area, the student will meet with the faculty to discuss remediation and their fit within the program. • Openness to new ideas • Flexibility • Cooperativeness with others • Willingness to accept and use feedback • Awareness of one’s own impact on others • Ability to deal with conflict • Ability to accept personal responsibility • Ability to express feelings effectively and appropriately • Attention to ethical and legal considerations • Initiative and motivation

42. Program Requirements

43. Program Requirements (May be adapted to fit student needs. Includes, but is NOT limited to…) • Participate in 6 personal counseling sessions (1 hour each) • Complete a professional counseling portfolio (more details in the student handbook) • Maintain a “Taskstream” account • Present at a professional conference (not at work or in the classroom) • Maintain membership in a professional association • Participate in 4 Developmental ‘Steps’/Field Experiences • Counseling Skills (CED 630): Work with your classmates as clients. Observe sessions in the counseling lab. • Pre-Practicum (CED 604): Work in the counseling lab. Complete ‘at least’ 15 hours with 5 non-help seeking volunteer clients (3 sessions each). Participate in tape reviews with faculty. Observe sessions in the counseling lab. • Practicum (CED 609): Out in the real world! 100 hours required at a field placement site. • Internship: 600 (Clinical Mental Health – CED 610) or 1200 (School – CED 619) hours required at a field placement site. • Successful completion of the CPCE Examination

44. Examinations • CAAP or equivalent exam for program entry (All) • Counselor Preparation Comprehensive Examination (CPCE) for program exit (All) • National Counselor Exam (NCE) for state licensure (Clinical + School as desired) • Certification is NCC • National Board for Certified Counselors (NBCC) administers • CASE (Core Academic Skills for Educators) – required for all school counselors – if you are already a teacher, you have already taken/passed this exam. If you are not, you must take this exam. • Praxis II – required for all school counselors.

45. Field Experiences AKA: Practicum and Internship OR “Do I have to quit my job?”

46. Field Experiences are cumulative in nature. Each field experience is an academic course with a field experience component. These courses are pass/fail. Students must demonstrate competency in the courses to pass on to the next course. If a student does not demonstrate competency, they do not pass on to the next field experience. Students cannot complete a Masters degree without the completion of all four field experiences. • All students are required to have liability insurance prior to beginning the second field experience, typically their second semester in the program. Students will NOT work with clients until they have liability insurance. If a student fails to purchase liability insurance, and therefore does not see clients, they will not pass their field experience. Insurance is available at discounted student rates through many professional counseling organizations. • Many field placement sites require background checks, drug screening, self-defense training, orientations, and more. Therefore, it is imperative that students be proactive in their planning of ‘when’ they will complete field experience and where it will be completed.

47. Each student will participate in 4 Developmental ‘Steps’/Field Experiences • Counseling Skills (CED 630): Work with your classmates as clients. Observe sessions in the counseling lab. • Pre-Practicum (CED 604): Work in the counseling lab. Complete a minimum of 15 hours with 5 non-help seeking volunteer clients (3 sessions each). Complete tape reviews with faculty. Observe sessions in the counseling lab. • Practicum (CED 609): Out in the real world! 100 hours required at a field placement site. • Internship: 600 (Clinical Mental Health – CED 610) or 1200 (School – CED 619) hours required at a field placement site.

48. Practicum: Your first field experience outside of the University. • 100 hours (completed in 1 semester) • 40 hours of direct client interaction • 10 hours of the 40 must be in a group experience • Supervision requirements • 1.5 hours per week or 3 hours every other week group supervision at Delta State University • 1 hour per week of dyadic supervision with a University supervisor • 1 hour per week of individual supervision with an on-site supervisor • Note: Extra hours accrued during practicum will not carry to internship. However, they DO count towards licensure.

49. Internship: Clinical Mental Health Counseling • 600 hours minimum (may be completed in 1 or 2 semesters) • 240 hours of direct client interaction • Supervision requirements • 1.5 hours per week or 3 hours every other week group supervision at Delta State University • 1 hour per week of individual supervision with an on-site supervisor • Internship: School Counseling • 1,200 hours minimum (generally completed over 2 semester at 40 hours per week) • 240 hours of direct client interaction • Supervision requirements • 1.5 hours per week or 3 hours every other week group supervision at Delta State University • 1 hour per week of individual supervision with an on-site supervisor

50. Field Experience FAQ’s • Q. Will I get paid? • A. It is VERY unlikely. Maybe 1 out of 100 sites will pay, and then it is generally only a ‘token’ payment. Remember, you have not graduated as a counselor, so it is unlikely that there is any reimbursement for the services you are providing. The site is providing a service to you by allowing you to complete your field experience at their facility, the same as you are doing a service for them.