TEMPORARILY UNDER REVISION AS OF12-27-06

TEMPORARILY UNDER
REVISION AS OF12-27-06

STUDENT HANDBOOK

Counseling Program

(Department of Counseling and Special Education)

Youngstown State University

Revised December 2006

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TABLE OF CONTENTS

Mission Statement....................................................................................................3
Educational Objectives ............................................................................................4
Administrative Objectives .......................................................................................4
Introduction..............................................................................................................5
Admission Policies...................................................................................................5
Faculty Advisement .................................................................................................6
Program Descriptions...............................................................................................7
Degree Requirements...............................................................................................8
Faculty....................................................................................................................11
Comprehensive Examinations ...............................................................................13
Field Placements ....................................................................................................17
Retention Policy.....................................................................................................18
Appeals ..................................................................................................................19
Professional Counseling Services for Students......................................................20
Program Statement.................................................................................................20
Students with Disabilities ......................................................................................20
Vocational Placement Endorsements by Faculty...................................................20
Student Rights and Responsibilities.......................................................................20
Professional Organizations ....................................................................................21
Suggestions from the Program Faculty..................................................................21
Counseling Program Website ................................................................................22
Provision of Counseling Services by Full or Part-time Faculty ............................22

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Mission Statement

The mission of the Counseling Program is to educate primarily northeast Ohio students, and to
help them develop into counselors and related professionals who are sensitive to the impacts of
human development, culture, and context upon students and consumers of counseling services;
who are caring and compassionate counselors and people; who are self-reflective; who promote
opportunity and social justice for the impoverished urban and rural populations mainly within
northeast Ohio; and, who are committed to empowering consumers of counseling services to
thrive, and to achieve their fullest potential.

The Counseling Program advocates equality of opportunity for all persons. The curriculum, and
all educational experiences are designed to educate counselors in understanding and applying
various counseling methods and techniques to aid a multicultural, and diverse population with
psychological, educational, vocational, and personal concerns.

The Counseling Program fosters a learning environment that is challenging for both personal and
professional development, humane in its emphasis upon respect for the dignity and worth of the
individual, and realistic through its emphasis upon integration of academic, clinical, and field-
based learning.

Program faculty are expected to be involved in scholarship, and university, professional, and
community service, and to use those involvements to mentor students, to enhance students’
learning experiences, to serve the community, the counseling profession, and consumers of
counseling services who reside mainly in northeast Ohio.

The Counseling Program emphasizes high standards of professional competence. The
Counseling Program continues to remain committed to its stated mission through ongoing
accreditations by the Council for Accreditation of Counseling and Related Educational Programs
(CACREP), and National Council for Accreditation of Teacher Education (NCATE). The
Counseling Program also emphasizes ethical practice and keeps with state and national standards
for certification and licensure for practice in educational, mental health and social service
environments. Counseling programs have full approval by the Ohio Counselor, Social Worker,
and Marriage and Family Therapists Board, Ohio Chemical Dependency Professionals Board,
and the Ohio Department of Education. The Program engages in ongoing program development
and refinement based on accrediting bodies’ and licensure boards’ developments and
recommendations, and sensitivity to licensure requirements and legal and ethical issues is a
priority.

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Educational Objectives of the Community Counseling
and School Counseling Programs

The educational objectives of the Community Counseling and School Counseling Programs have been
designed to:

1. Provide a broad-based education for the preparation of graduate students to become competent
and effective counselors by:

A. Ensuring that students acquire current knowledge and essential skills in the following 8
core counseling areas:
1. Human growth and development
2. Social and cultural foundations
3. Helping relationships
4. Group work
5. Career and life-style development
6. Appraisal
7. Research and program evaluation
8. Professional orientation and ethics

B. Ensuring that students are prepared to meet the academic requirements for national
certification and state licensure

C. Fostering student self-awareness and sensitivity to personal issues that impact the helping
relationship

D. Developing student clinical skills and ability to build helping relationships in the context
of supervised counseling experiences

E. Encouraging the assimilation and integration of counseling theory and skills

F. Advancing student commitment to the highest ethical professional and personal standards

G. Developing student awareness and understanding of current and developing practice and
professional issues germane to the field.

2. Develop an awareness and understanding of multicultural issues and the current and evolving
needs of our pluralistic society.

3. Promote commitment to the Counseling profession through involvement in professional
counseling organizations and related activities which foster professional identity as a counselor.

Administrative Objectives of the Community Counseling
and School Counseling Programs

In pursuit of the educational objectives of the Community Counseling and School Counseling Programs,
the Departmental Chairperson, Program Coordinators, faculty, and staff have adhered to the following
administrative objectives:

1. To maintain CACREP accreditation

2. To encourage contributions to the counseling profession through scholarly activities and
activities in professional organizations

3. To promote diversity in faculty and the student population

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4. To regularly evaluate the Programs and use the results of those evaluations for program
improvement

5. To develop and maintain appropriate field placement sites and to encourage graduate
employment by developing and maintaining positive professional relationships with local
agencies and school systems.

Introduction

The Faculty of the Counseling Program welcomes you to our program! It is our goal to promote a
learning climate that is open, accepting, intellectually honest and personally affirming for students. We
hope your experience here will promote not only your academic and professional development, but will
lead to continued personal growth as well.

The faculty have several expectations for you, and these will be discussed in the proceeding paragraphs.
Academically, we expect you to assume significant responsibility for your own learning. We expect a
high degree of motivation on your part (beyond minimum requirements of the program), to inquire in
order to learn, and to evaluate your learning as it relates to your professional goals. We encourage you, as
a student aspiring to professional counseling, to operate from a scientist-practitioner model of learning
and development. This process involves not only a primary concern about practical and technical
application of learning, but also on-going critical thinking, and where possible, empirical evaluation of
theoretical assumptions and models.

You are expected to demonstrate ethical behavior as defined by the Ethical Standards of the American
Counseling Association, the Ohio Counselor, Social Worker, and Marriage and Family Therapist Board,
and other relevant professional organizations in completing coursework; in relationships with faculty,
supervisors and other students; and in relationships with clients or volunteers with whom you work in
your clinical experiences.

Furthermore, we expect you to demonstrate a commitment to your own personal and professional growth.
In classes emphasizing discussion, group process, or challenge of one's own interpersonal style or clinical
skill, it is important that you be willing to give and receive feedback in non-defensive ways. In several of
your classes, you will be expected to be open to feedback regarding any personal limitations such as
egocentric cultural views or family of origin or individual dysfunction. The faculty encourages you to
consider participating in personal growth activities such as individual, group, or family counseling. A
personal group counseling “growth” experience is considered a critical component of Counseling 6973,
Group Counseling Theory and Practice. It is required of all students and provides an opportunity to better
understand yourself in relation to a career as a helping professional. Limited Opportunities for personal
counseling is available on campus through Career and Counseling Services and is free to students. This
service is offered by a licensed counselor and is confidential. In addition to promoting your own personal
growth, such counseling should provide a useful perspective on the client's experience.

Your professional growth and identity will be enhanced by membership and participation in various
professional organizations, which are discussed in a separate section.

Admission Policies
(Revised May 2005)

Effective for students admitted Fall 2005

Application for Graduate Program Admission must be received in the School of Graduate Studies and
Research by the following dates:
Fall semester: June 16 Spring semester: October 15 Summer semester: March 15

The following policies apply for admission to Counseling Program’s degree programs of study:

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1. Regular Status

A. Applicant must have earned a minimum 2.7/4.0 or higher undergraduate grade-point average.

B. Applicant must submit a Letter of Intent to apply for admission to the Counseling Program
(approximately four pages, double-spaced). The Letter of Intent will include responses to the
following items:
 What factors are motivating you to pursue a degree in counseling at this time? (one-half
page maximum)
 Please describe the process of counseling in your view (one-half page maximum)
 Please give an example of when you have determined to make desired changes in your
life? What motivated you to seek this change? (one page maximum)
 What do you believe are the most important counseling skills for helping a culturally-
different client to have a successful counseling experience? (one page maximum)
Successful performance in the Letter of Intent will be determined by the relevance and
appropriateness of responses as determined by program faculty.

C. Applicant must submit at least three Reference Forms/Letters of Reference, at least two of which
should be prepared by current or former professors. One reference form/letter of reference may be
written by a current or former employment supervisor. Reference Forms/Letters of Reference
must provide evidence of applicant’s ability, and readiness to pursue graduate study in
counseling.

D. Applicant must participate in a counseling simulation group activity/interview, which will be
conducted on several dates each semester. Please call the department secretary at 330-941-3257
to determine dates. All other application materials must be received by the department secretary
no later than one week prior to the date of the counseling simulation activity/interview.
Performance in the counseling simulation activity/interview will be evaluated using the following
criteria:
 Ability to communicate effectively (expressive and receptive skills) with faculty and
“clients” in counseling simulations
 Ability to establish rapport and demonstrate relational skills with faculty and “clients” in
counseling simulations
 Ability to demonstrate basic human relations skills in counseling simulations

E. During the interview, applicants will be asked to demonstrate writing and computer skills as
determined by the preparation, saving, and printing of a written document in a word processor
(Microsoft Word).

F. Although there are no specific course prerequisites for entry to the program, faculty may
recommend coursework for students who do not have preparation in the social or behavioral
sciences.

G. GRE or MAT score may be included in applicant submitted materials but are not required for
admission unless undergraduate GPA is below 2.7.

H. Each applicant’s credentials will be reviewed by program faculty and the chairperson who will
make a recommendation regarding admission to the Dean of Graduate Studies and Research.

2. Provisional Status

In unusual cases, students may be admitted with provisional status if deficiencies exist and if
performance in other areas is determined to “overcompensate” for identified deficiencies.

3. Change from Provisional to Regular Status

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Students admitted under provisional status will not be permitted to complete more than nine (9) semester
hours of coursework per semester. To be transferred from provisional to regular status, the student must:

A. Successfully complete nine (9) semester hours of coursework as prescribed by a faculty advisor
with a minimum grade point average of 3.0.

B. Earn a minimum grade of “B” in all courses.

Faculty Advisement

Each student is assigned a faculty advisor from among the program’s full-service faculty members. It is
important that you meet with your advisor early in the first semester after being admitted to plan your
academic program, and then on a semester basis to monitor your progress in completing the program.
Even though most of the program is coursework required for certification, licensure, or program
accreditation, there are varying numbers of hours that are elective. You should plan these areas in
accordance with your personal interests and career goals, and with the approval of your advisor.

Also important is the proper sequencing of coursework and timely completion of prerequisites for field
placement in Advanced Practicum II and Internship.

Since current students can register by SOLAR, without an advisor's signature, you must assume
significant responsibility for adhering to your planned program. Any questions or desire to modify your
program should be discussed with your advisor.

Program Description

The Counseling program prepares individuals to serve as counselors in school, college, and community
mental health settings. The required core courses are those considered to represent basic knowledge and
skills essential for professional counselors in all three environments. The common core includes courses
in professional orientation, counseling theory, counseling skills, career counseling, group counseling,
assessment, research methods, and consultation. In addition to the core courses, specialty studies must be
completed before beginning a field placement in the student’s area of specialization.

The Community Counseling and School Counseling programs are accredited by the Council for the
Accreditation of Counseling and Related Educational Programs (CACREP). School Counseling is also
accredited by the National Council for Accreditation of Teacher Education (NCATE) and approved by the
Ohio Department of Education. The Community Counseling program meets the basic coursework
requirements for Ohio Counselor licensure. The program faculty will be submitting the Student Affairs
program for CACRP review, and anticipates receiving CACREP accreditation in the near future.

The program also sponsors a community clinic that provides free counseling services to uninsured and
under-insured members of the Youngstown area. All students in the clinical and school counseling
programs are assigned one semester of work in the clinic during their first practicum (i.e., 7001)
experience.

Competitive scholarships and graduate assistantships are available in all program options. Applications
are available through the department office and the School of Graduate Studies.

Option A: School Counseling

The 51-hour school counseling option meets the education requirements for school counselor licensure in
the state of Ohio. Students seeking Ohio school counselor licensure must have completed an approved
school counseling program with a one-year induction process. Students must also pass the school
counseling specialty portion of the Praxis Exam administered by Educational Testing Service for the state

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of Ohio or any other state-required standardized testing. Students seeking school counselor
licensure/certification in other states, such a Pennsylvania, have the responsibility to ensure that they meet
the requirements of that particular state. Internships must be completed in approved educational settings.

Option B: Community Counseling
Community counselors are employed in a variety of settings, such as mental health facilities, community
human services centers, crisis intervention agencies, clinical forensic settings, chemical dependency
treatment programs and hospitals. An internship in an appropriate community setting is required.
Students interested in community counseling complete a 61-semester hour curriculum which meets the
basic coursework requirements for Ohio Counselor Licensure as a Professional Clinical Counselor, and a
Professional Clinical Counselor.

Option C: Student Affairs Leadership Program

The Student Affairs Leadership program prepares individuals to provide effective leadership within
university and college student affairs programs. This program emphasizes the integration of student
development, counseling, student affairs administration and leadership, and experiential perspectives into
the graduate preparation of student affairs practitioners. This program has a 48-semester hour curriculum.

Degree Requirements

Students are required to complete appropriate coursework for their program option including satisfactory
completion of the counseling comprehensive examination. Coursework related to a specialized cognate
(e.g., electives and/or thesis) serve to enhance each program option.

Eight (6) semester hours of internship are required in the student affairs, community and school programs.
Since this requirement entails 20 hours per week of field placement work for two consecutive semesters
at the internship site, students who are employed full time may need to arrange for leaves of absence with
their employers to fulfill this requirement.

Option A: School Counseling Program – (52 semester hours)

Catalog # Title Prerequisite S.H.

Core Counseling Courses 3
3
Couns 5821G Life Span Development & Counseling 3
3
Couns 6900 Counseling Methods & Practice (permit required) Or concurrently 6962 3
3
Couns 6961** Orientation & Ethical Issues in School Counseling 3
2
Couns 6962 Counseling Theory 1
3
Couns 6964 Appraisal Techniques in Counseling 3
3
Couns 6968 Research in Counseling 3
3
Couns 6972 Career Counseling 3

Couns 6973 Group Counseling Theory & Practice (permit required) Or concurrently 6962

Couns 6973L Group Lab (taken concurrently with 6973) (permit required)

Couns 6976 Social & Cultural Issues in Counseling

Couns 6991 Family Systems

Couns 7001 Counseling Practicum I (permit required) 6900, 6961, 6962, 6973

Couns 7007* School Counseling Practicum II (permit required) (fall only) *7001, Comp, No PRs

Couns 7003 Counseling Children & Adolescents 6962 & 5821

Couns 7013A Diagnosis & Treatment of Children & Adolescents

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Couns 7014D School Counseling Program Development 6961 3

elective 1 s.h. required; Summer of Growth Workshops; etc. 1

Internship (6 s.h.required)

Couns 7009 School Counseling Internship (permit required) (spring only) 7007, 7014D, No PRs 3

Couns 7009 School Counseling Internship (permit required) (summer only) 7009, No PRs 3

Effective for students admitted summer semester 2007
REQUIRED COURSEWORK FOR M.S. IN EDUCATION – 52 SEMESTER HOURS
(1) Internship placement involves a minimum of 600 clock hours completed over 2 semesters. 7007 is to be
completed in the fall semester immediately prior to beginning internship. Students are to apply for their field
placement (note: application forms are in the central office and should be turned in to the internship coordinator) for
the fall or summer semesters no later than the 4th week of the spring semester. Students who fail to turn in their
field placement application form by the deadline will not be allowed to complete their field placement during the
specified semester. Refer to the School Counseling Fieldwork Handbook.
(2) Not all courses are offered every semester. It is the student’s responsibility to carefully plan his/her program of
study in order to meet all prerequisite course and graduation requirements.
(3) Beginning Spring 2007, all candidates will be required to purchase a Task Stream account to complete the
critical tasks for each course which is essential for Council for Accreditation of Counseling and Related Educational
Programs (CACREP) and National College Accreditation for Teacher Education (NCATE).
*Comp prerequisites: 5821G, 6900, 6961, 6962, 6964, 6968, 6972, 6973, 6973L, and 6976
** Students must take 6961 within the first 3 semesters in which a student enrolls

Option B: Community Counseling Program – (61 semester hours)

Catalog # Title Prerequisite S.H.

Core Counseling Courses 3
3
Couns 5821G Life Span Development & Counseling 3

Couns 5898** Orientation & Ethical Issues in Community Counseling 3
3
Couns 6900 Counseling Methods & Practice (permit required) 6962 or concurrent 3
Couns 6962 Counseling Theory with 6962 3
2
Couns 6964 Appraisal Techniques in Counseling
1
Couns 6968 Research in Counseling 3
3
Couns 6972 Career Counseling 3
3
Couns 6973 Group Counseling Theory & Practice (permit required) 6962 or concurrent
Couns 6973L Group Lab (taken concurrently with 6973) (permit required) with 6962 3

Couns 6976 Social & Cultural Issues in Counseling 3
3
Couns 6980 Diagnosis of Mental Disorders 3
3
Couns 6991 Family Systems 3

Couns 7001 Counseling Practicum I (permit required) *5898,6900, 3
Couns 7002* Counseling Practicum II (permit required) 6962,6973,6980
Couns 7031 Clinical Psychopathology and Treatment *7001, Passed
Comps, No PRs

6962

Couns 7032 Clinical Intellectual Testing (permit required) OR 6964

Couns 7033 Personality Objective/Projective Assessment (permit required) 6964

Couns 7037 Couns/Psychopharm Tx Men/Emot Dis (permit required) 6980 or 7013A

Couns 7040 Supervision Practicum (permit required) First or last
Couns 6902 Introduction to Chemical Dependency OR semester of 7010

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Catalog # Title Prerequisite S.H.
Couns 6903 Chemical Dependency Counseling 3

Elective 1 s.h. required ; Summer of Growth Workshops; etc. 1

Internship (6 s.h. total required)

Couns 7010 Community Counseling Internship (permit required) 7002, No PRs 3

Couns 7010 Community Counseling Internship (permit required) 7010, No PRs 3

Effective for students admitted summer semester 2007 and thereafter
REQUIRED COURSEWORK FOR M.S. IN EDUCATION – 61 SEMESTER HOURS
(1) Internship placement involves a minimum of 600 clock hours completed over 2 semesters. 7002 is to be
completed the semester immediately prior to beginning internship. Students are to apply for their field placement
(note: application forms are in the central office and should be turned in to the internship coordinator) for the fall or
summer semesters no later than the 4th week of the spring semester. If a student would like to begin his or her field
placement in the spring semester the student should apply no later than the 4th week of the fall semester. Students
who fail to turn in their field placement application form by the deadline will not be allowed to complete their field
placement during the specified semester. Refer to the Community Counseling Fieldwork Handbook for additional
information.
(2) Not all courses are offered every semester. It is the student’s responsibility to carefully plan his/her program of
study in order to meet all prerequisite course and graduation requirements.
*Comp prerequisites: 5821G, 5898, 6900, 6962, 6964, 6968, 6972, 6973, 6973L, 6976, 6980
** Students must take 5898 within the first 3 semesters in which they are enrolled

Option C: Student Affairs Leadership Program - (48 semester hours)

Counseling Courses (18 s.h.) Prerequisites S.H.
Couns 6900 Counseling Methods & Practice (permit required) 3
Couns 6962 Counseling Theory 6962 or concurrently 3
Couns 6968 Research in Counseling 3
Couns 6972 Career Counseling 6962 or concurrently 3
Couns 6973 Group Counseling Theory & Practice (permit required) 2
Couns 6973L Group Lab (taken concurrently with 6973) (permit required) 1
Couns 6976 Social & Cultural Issues in Counseling 3

Student Affairs (12 s.h.) 3
Couns 7026* Foundations & Functions of Student Affairs

Couns 7023 Characteristics & Development of College Students 3

Couns 7021 Legal & Ethical Issues in Student Affairs 3
Couns 7029 Professional Issues in Student Affairs 3

Couns 7042 Leadership (9 s.h.) 6968 3
Couns 7044 Administration & Organization in Higher Education 3
Couns 7046 Leadership in Student Affairs 3
Assessment in Student Affairs Practice
Couns 7005 (12 hours of Student 6
Experiential (6 s.h. required) Affairs/Leadership
Internship in College Student Personnel Work** (permit

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required) courses)
Electives (As approved by graduate program advisor)

Faculty Research Interests

Carmella Hill, M.Ed., Cleveland State University, 2003
Instructor
Interests: Multicultural counseling, spirituality, counselor’s professional identity

Deborah Jackson, Ph.D., Mississippi State University, 2001
Assistant Professor
Interests: Student Affairs Student Services

Jennifer Jordan, Ph.D., Mississippi State University, 1998
Associate Professor
Interests: Play therapy, supervision, child and adolescent counseling

Victoria Kress, Ph.D., University of Akron, 1999
Associate Professor
Interests: Self-Injurious Behaviors, Sexual trauma, Child Abuse, DSM, PTSD, gender issues,
counseling supervision

Don Martin, Ph.D., University of North Texas, 1981
Associate Professor
Interests: School counseling, helping impoverished clients, family therapy; geriatric therapy,
clinical supervision

Kenneth Miller, Ph.D., Purdue University, 1990
Associate Professor
Interests: Measurement of cultural attitudes and behaviors, HIV/AIDS education, web-based
instruction, gender equity

Jake Protivnak, Ph.D., Ohio University, 2005
Assistant Professor
Interests: School Counseling

Adjunct Faculty

In addition to full service faculty, several adjunct faculty who are clinicians in the field teach
courses in such areas as substance abuse, parental counseling, art therapy, sex therapy, diagnostics, and
measurements and assessment. Full service and adjunct faculty are licensed in counseling and/or
psychology and many are certified by the National Board for Certified Counselors and/or other
appropriate certification bodies.

Cynthia Anderson, Ed.D., University of Akron, 1990
Interests: Student Affairs Administration

Karen Becker, Ph.D., The Ohio State University, 1993
Interests: Higher Education, learning, student development

Jerry V. Carter, M.Ed., University of Pittsburgh, 1970
Interests: Substance abuse

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David Chiarella, Ph.D., Kent State University, 1988
Interests: Children and adolescents

Jim Evans, M.S. Ed., Youngstown State University, 1982
Interests: Chemical Dependency Counseling, Strategic Planning

Roseann Gill-Jacobson, M.Ed, Ohio University, 1983
Interests: Higher Education

Stacey Hancock, Psy.D., California School of Professional Psychology, 1998
Interests: Psychological Testing, Psychoanalysis, Children and adolescents

Marty Manning, Ph.D., Kent State University, 2005
Interests: Student Affairs Student Services

Toni Notaro, M.S. Youngstown State University
Interests: Diagnosis and treatment planning, Supervision

Bill Rooney, Ph.D., University of Houston, 1980
Interests: Research, Psychological Testing

Suzanne Semivan, M.S. Ed., Youngstown State University, 2003
Interests: Mental Health and Wellness, Counseling Supervision

Comprehensive Examinations - Community Program

Students must pass the Counseling Program’s Masters Comprehensive Examination before
entering Counseling 7002 - Practicum 2. The purpose of the examination is to assess students’ cognitive
knowledge of important counseling information. The examination covers coursework as well as
knowledge obtained from professional reading and study.

Students must complete the Application to Take Comprehensive Exam form at least one month
prior to taking the exam. The examination is taken by appointment only. Please see the secretary in the
Department of Counseling and Special Education to schedule the appointment.

The examination covers the ten areas of study designated by CACREP and the Ohio Counselor,
Social Worker, and Marriage and Family Therapist Board. The areas are: 1) Normal Human Growth &
Development, 2) Abnormal/Clinical, 3) Appraisal or Assessment Techniques, 4) Counseling
Theories, 5) Counseling Methods and Techniques, 6) Group, 7) Research, 8) Life Style & Career
Development, 9) Social, Cultural & Family Issues, and 10) Professional Orientation and Ethics. The
exam contains a total of 200 questions. Students must obtain at least a total score of 147 questions correct
(75% pass rate) to successfully complete the examination. Students have four hours in which to complete
the examination.

Students are strongly advised to utilize the variety of study materials purchased by the
Counseling Program which are available in the Department, and on closed reserve in the Curriculum
Resource Center (CRC) before taking the examination.

This examination was designed to assess competence according to the American Counseling
Association entry level standards for preparation. Because the Comprehensive Examinations for the
Community program is tailored after the State of Ohio LPC Exam (i.e., the NCE), students may view this
as a preparatory experience.

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Comprehensive Examinations - School Program

Students are expected to perform satisfactorily on the Counseling Program’s Master’s
Comprehensive Examination before entering Counseling 7002 - Practicum 2. The purpose of the
examination is to assess students’ cognitive knowledge of important counseling information. The
examination covers coursework as well as knowledge obtained from professional reading and study.

Students must complete the Application to Take Comprehensive Exam forms at least one month
prior to taking the exam. The examination is taken by appointment only. Please see the Department of
Counseling and Special Education’s secretary to schedule the appointment.

The examination covers the ten areas of study designated by CACREP. The areas are: 1)
Normal Human Growth & Development, 2) School Counseling, 3) Appraisal or Assessment Techniques,
4) Counseling Theories, 5) Counseling Methods and Techniques, 6) Group, 7) Research, 8) Life Style &
Career Development, 9) Social, Cultural & Family Issues, and 10) Professional Orientation and Ethics.
The exam contains a total of 200 questions with the varying amounts of questions in each area. (See the
attached grid for the description and weighting of each area). Students must obtain at least a total score of
150 questions correct (75% pass rate) to successfully complete the examination. Students have four hours
in which to take the examination.

Students are strongly advised to utilize the variety of study materials purchased by the
Counseling Program which are available in the Department and on closed reserve in the Curriculum
Resource Center (CRC) before taking the examination.

This examination was designed to assess competence according to the American School
Counseling Association entry level standards for preparation.

Comprehensive Exams – Student Affairs Leadership Progam

The Student Affairs Students complete a different comprehensive examination than either school or
community students. Students are required to successfully complete the comprehensive exam, or
“comps”, to graduate from the program. The comprehensive exam is taken the last semester of the
student’s internship.

The examination consists of four case-study questions that are developed by a committee of faculty and
higher education professionals. The student decides on the topics for two questions. The topics of the
remaining two questions are decided on by the comprehensive examination committee and can be from
any area of Student Affairs (see Application to Take Comprehensive Exam Higher Education/Student
Services). Students have three weeks to complete the written portion of the exam. A committee of higher
education professionals has two weeks to assess the examination.

The student’s examination committee grades each question on a three point system. (See “Instructions for
Rating Higher Education Examination Questions”.) Students must score a “2” or a “3” on each of the
four questions. Any responses that receive a “1” must be re-written. Students will have one week to re-
write these questions. Two to three weeks after the written exam, students are responsible for arranging a
meeting with their examination committee to take the oral portion of the exam. The oral examination
gives the student the opportunity to expound upon answers given in the written portion of the exam. It
also gives the examination committee the opportunity to clarify responses on the written portion of the
examination and to ask additional questions.

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If the written or the oral exam is completed unsatisfactorily, remediation may be required.
Recommendations for remediation will be made by the student’s examination committee and may include
further coursework.

It is important for students to register for their comprehensive exams the semester before they want to sit
for the examination. Applications for the exam can be found in the counseling and special education
department office (room 3305). Completed applications should be returned to the coordinator of the
Student Affairs Leadership Program.

Reserved Readings

Several higher education academic journals and texts are on closed reserve at both the Wilcox Library (in
the Beeghly College of Education building, first floor) and at Maag Library. Reading these materials is
necessary to adequately prepare for the comprehensive examination. Also, it is recommended that
students begin preparation for the examination immediately upon selecting Student Affairs Leadership as
their major.

NOTE: The comprehensive examination requires reading not covered in classroom assignments. Many
helpful books are on closed reserve at Wilcox and Maag libraries.

Field Placement for Student Affairs Internship

The Student Affairs Internship is a field placement in a professional higher education setting. The
Internship requirement in the Student Affairs program is 6 semester hours for a total of 600 hours.
Completion of this requirement spans two semesters. To be eligible for the Internship, the student must
have completed Counseling 12 hours of Student Affairs courses and have completed an internship
application.

Steps to Apply for Student Affairs Internship

1. Before students begin the internship class they will have completed twelve semesters of Student
Affairs courses. These courses will give the student an introduction to different areas within
Student Affairs Leadership.

2. Meet with the coordinator of the Student Affairs Services program regarding higher education
placement. After this meeting the student should visit many colleges and universities to find a
school where they may want to have an internship. It is important to note that the student must be
sure that the school they choose will accept them as an intern.

3. Once the student has decided on an internship site, an “Internship Proposal Form” must be
completed and submitted to the coordinator. This must be completed by the end of the fifth week
of the semester prior to the semester in which the student plans to begin his/her internship. It can
be found in the “Fieldwork Handbook” or on the shelves in the counseling and special education
department office (rm. 3305).

4. Prior to the second meeting with the coordinator, the prospective intern should meet with the site
supervisor to define the goals to be accomplished during the internship.

5. Arrange a meeting with the Site Supervisor and the program coordinator to sign the Training
Agreement. The meeting must be scheduled before the beginning of the internship. At the
meeting the students should insure that the Site Supervisor has a copy of the “Fieldwork
Handbook: Student Affairs Leadership and Practice Internship Handbook, the two curriculum

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sheets, and a copy of the final evaluation form. You will not be able to begin your internship
without the signed “Training Agreement.”

Field Placements for School and Community Counseling Programs

Field placements are required in all Counseling programs and include Practicum II, and Internship. These
placements are intended to provide realistic and relevant experiences in settings appropriate to the
student's program emphasis. Depending upon a student's program, field placement for Practicum II and
Internship will be in either an elementary, middle, or secondary school; or in a community counseling
setting which provides residential, in-patient and/or out-patient counseling services.

Practicum II, required in both programs (school and community), involves 150 hours of field work, while
internship requires a minimum of 600 hours of field work (for additional, more detailed information refer
to the corresponding program’s Fieldwork Handbook, which is available in the department office).
Student Affairs students enroll in an internship of 600 hours and are placed in a community college and/or
college /university setting.

Eligibility: Only advanced students who have completed prerequisite coursework and who have
successfully completed the departmental comprehensive examination are approved for these field
placements.

Planning and Applying for Field Placement: Each student should begin to plan for the type of field
placements desired, as well as when they will complete these experiences at the time they meet with their
advisors to plan their programs. Such planning will be important in selecting specialization and elective
coursework, as well as scheduling the completion of requirements prerequisite for field placement. You
are encouraged to explore possible settings for Practicum II and Internship in discussions with your
advisors; however, the actual placement is to be done by the corresponding program faculty internship
coordinator for field placements.

Placements are made using completed applications submitted to the coordinator of field placements
according to the directions found in the appropriate Fieldwork Handbook. Candidates are to apply for
their field placement (note: application forms are in the central office and should be turned in to the
internship coordinator) for the fall or summer semesters no later than the 4th week of the spring semester.
If a candidate would like to begin his or her field placement in the spring semester, the candidate should
apply no later than the 4th week of the fall semester. Candidates who fail to turn in their field placement
application form by the deadline will not be allowed to complete their field placement during the
specified, following semester.

Retention Policy
8/23/06

Continuation of students in the Counseling Programs is contingent upon their demonstration of
satisfactory progress in the areas of academic performance and personal and professional development.
The following policy and procedures shall be followed in the disposition of retention decisions within the
Department.

1. The Admissions and Retention Committee (ARC) of the program does conduct regular and
systematic evaluative reviews of student's progress in the program relative to academic
performance, personal growth and professional growth. Such reviews are completed after the
student completes 21 credit hours in the CHAP, Community or School program and again during
the internship phase of their program. Higher Education and Classroom Guidance students are
reviewed after completing 15 semester hours. Full-service faculty in the Program are asked to
submit their evaluations of students to the ARC for review. The ARC does also consider the

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student's self-evaluation and supervisor evaluations completed in the clinical instruction
components of the program. The ARC does:

A. Recommend continuation in the program with no stipulations.

B. Recommend continuation with stipulations of deficiency areas to be addressed by the
student with the faculty advisor.

C. Recommend discontinuation in the program for specific reasons.

2. Several factors considered critical in calling into question the appropriateness of a student for
continuation in the program are:

A. Receiving the grade of C or lower in any of the core courses. A grade of C or below
requires repetition of the course.

B. Failure for a provisional student to maintain a 3.0 or better GPA for their 1st nine
semester hours

C. Failure to maintain a GPA of 3.0 or higher any time throughout the program.

D. Engaging in behavior or conduct inappropriate for a professional counselor, e.g.,
commission of a felony or other violations of one's legal responsibilities, substance abuse
or misuse, plagiarism, violations of ethical standards regarding the counselor-client
relationship or other violations of ethical standards of American Counseling Association.

E. Evidence of unresolved personal issues interfering with the student's ability to function
appropriately as a counselor or in the completion of other program requirements.

F. Failure of the student to enroll in coursework on a schedule that will insure timely
completion of the program.

G. Interruptions in enrollment exceeding four academic semesters without acceptable
justification.

Appeals

A student may appeal a dismissal decision of the ARC by submitting a letter of appeal to the Chairperson
of the Department of Counseling and Special Education. The Chairperson will select an Appeals
Committee composed of two faculty members from the Counseling Program and two professional
counselors from outside the Department.

Since the appeals process is essentially a fact-finding effort, a student making a retention appeal should be
prepared to appear before the Appeals Committee with additional documentation and/or clarification in
support of the appeal. Also, the Committee reserves the right to call witnesses and seek all information
relevant to the case. Such information will be dealt with within the limits of ethical and legal standards of
confidentiality.

Failure of the student to meet with the Appeals Committee will be considered to be an indication of the
student's desire to withdraw the appeal.

Professional Counseling Services for Students

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At times it may become apparent that an individual's personal unresolved emotional issues are interfering
with performance. In such cases, the faculty will inform the student of their observations and may
suggest the student seek professional help in working through such issues. Referrals will be offered by the
department, as it is not appropriate for department faculty to provide counseling services for students.
The University provides counseling services through the Career and Counseling Services Office.
Qualified professional counselors are available there for consultations with students. For additional
information regarding these and other services provided by this office, contact them at (330) 941-3515.

Counseling Program Statement

The Youngstown State University Counselor Education Program prepares students for careers as
professional counselors, school counselors, or college student affairs professionals. The faculty is
dedicated to providing a challenging and supportive environment in which students rights and
responsibilities are respected.

Students are continually assessed by faculty throughout the program and progress may be interrupted or
terminated by failure to comply with academic standards or if a student’s interpersonal or emotional
status interferes with training/education related requirements for self and others. In addition to academic
competence, the counselor education curriculum requires students to be aware of their own affective and
cognitive development, to be receptive to feedback in all courses, be open to personal growth and change,
and be willing to present themselves in an open manner. Awareness of the needs of others and
acceptance of human rights is paramount.

Students with Disabilities

In accordance with university policy, if you have a documented disability and require accommodations to
obtain equal access in the course, please contact the instructor at the beginning of the semester or when
given an assignment for which an accommodation is required (at the beginning of the semester). Students
with disabilities must verify their eligibility through the Office of Disabilities Services at (330) 941-1372.

Vocational Placement Endorsements by Faculty

The Counseling faculty will recommend graduates for certification and/or licensure or
employment in those area(s) for which the graduate has received adequate professional
preparation.

It is the policy of the Faculty of the Counseling Program to endorse a student only in the areas of
specialization completed during the completion of the Master’s Degree in Counseling. In
agreement with the advisor, early in the program, the student must indicate an area of
specialization. Student’s program plan of study should reflect the selected program specialty. It
is possible to complete more than one program of study, but this must be documented and done
under the direction of your assigned academic advisor, and the student must have completed all
program requirements necessary for both program specialties.

Student Rights and Responsibilities

Any student believing that he or she has been discriminated against or treated unjustly by the University,
or by any faculty member, may wish to consult The Code: A Handbook of Student Rights,
Responsibilities, and Conduct, which has been drawn up by Youngstown State University to provide

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outlines for due process on any grievances or complaints. The Code is available on the YSU website.

Professional Organizations

Students are expected to develop a professional identity through membership in a variety of professional
organizations. All are encouraged to consider membership in one or more of the professional
organizations affiliated with the American Counseling Association (ACA) and its divisions, American
College Personnel Association (ACPA), or the National Association for Student Personnel
Administration (NASPA). The ACA is the national organization that represents the counseling
profession. Membership in ACA enables students to receive a journal and a newsletter, and ensures them
representation on Federal legislation affecting counselors.

The ACPA is the national organization for student affairs professionals. Membership in ACPA gives
students the opportunity for professional development and networking with colleagues and experts.
ACPA can assist students in keeping current of cutting-edge issues in Student Affairs and provides a
national convention placement service to assist students in career advancement. The NASPA is the
leading organization for student affairs administration, policy and practice. Membership in NASPA
provide professional development through the dissemination of information and models of practice. The
organization is designed to help senior student affairs administrators enhance student learning and
development.

The Ohio Counseling Association (OCA) is the state branch of ACA and OSCA (Ohio School Counseling
Association) is a state branch of ASCA (American School Counseling Association). The OCA represents
counselors on matters affecting counselors at the State level. The organization sponsors two large
statewide conventions annually to give members the opportunity to earn continuing education credits
while providing a means of networking with other professionals. Membership in OCA guarantees student
membership in the Eastern Ohio Counseling Association (EOCA). The EOCA advocates for counselors
on the local and regional level as well as providing quarterly opportunities for counselors to become
involved in professional workshops. The EOCA is the largest chapter of OCA and has always maintained
a close association with the Counseling Program at Youngstown State University.

The Ohio College Personnel Association (OCPA) is the state branch of ACPA. The OCPA is a
comprehensive student affairs organization that provides professional development opportunities as well
as collaborative relationships among student affairs professionals. The organization sponsors state-wide
conferences that bring graduate students, new professionals, seasoned professionals and senior student
affairs professionals together for professional development opportunities. OCPA is committed to
building collaborative relationships with educators dedicated to the development of college students.

Brochures and membership applications are available in the Department of Counseling and Special
Education office. They will also be distributed in Orientation and Ethical Issues in Professional
Counseling class (Couns 5898). Chi Sigma Iota is an International Honor Society for Students and
Professionals in Counseling. Qualifications include 9 semester hours completed in graduate counseling
courses with a 3.5 or better GPA. Applications are available in the Counseling and Special Education
office.

Suggestions from the Department Office

1. When registering or planning to register for classes which require a permit for registration, please
contact the Counseling Program’s secretary or assistant to find out if an opening is still available.
If you should change your mind after obtaining a permit or after registering for one of these
classes, please notify the Counseling Program so that another student may be allowed to enroll in
your place. This will also aid the Department in efficient course scheduling.

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2. Please be reminded that the YSU Graduate Bulletin states that:
A) "All coursework, including transfer credits, offered in fulfillment of the minimum credit
hour requirement for the degree, all comprehensive exams, and thesis (if required) must
have been taken within the six-year period immediately preceding the date on which the
last requirement is completed." All requests for transfer of graduate credit must be made
during your first semester after admission.
B) "Graduate students who fail to take courses or otherwise to pursue their graduate
education for two years will be readmitted only under regulations in force at the time of
re-application and after review by the department for approval of the readmission."

3. Application for graduation must be made during the first week of the semester in which you plan
to graduate. Ideally, you should apply during the semester preceding your final semester so that
any deficiencies or changes necessary to meet graduation requirements may be made in time.
Failure to apply for graduation may result in a delay in graduation.

4. Application for ALL certifications and licensures must be initiated by the student. You will not
"automatically" be certified or licensed.

5. All papers submitted for courses should be written and documented in APA style and should be
duplicated, with the original submitted to the instructor and a copy retained by the student. In the
event of a lost or damaged paper, the student may be required to submit a copy of the original.

Counseling Program’s Website

Most program materials and new information are available in the YSU web site at
www.ysu.edu/counseling/.

Provision of Counseling Services by Full or Part–Time Faculty

All full-time faculty may not provide counseling services to students in the graduate program. Students
who are presently a client of an adjunct faculty member must not enroll in a course with that adjunct
faculty member and an alternative course will be substituted. If the student or faculty member believes
that a prior counseling relationship would affect the instructor’s grading of that student, an alternative
course will also be arranged. If you have any questions regarding this policy, please contact the
department chairperson.

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