Â鶹ӳ»­

Introduction

The purpose of this handbook is to provide information concerning programs, departmental policies, and the procedures required to obtain a counseling degree from the Â鶹ӳ»­. This handbook should be used in conjunction with the Â鶹ӳ»­'s . Please contact your advisor or another faculty member if you have questions not answered in the Handbook. While all efforts have been made to provide you with comprehensive, up to date information, this handbook cannot be used as a substitute for the University’s Catalog or Graduate School policies. Please consult those resources for the most up to date and accurate information; please be aware that University policies take precedence over college or departmental policies. The Counseling Student Handbook is in effect for one year, and students should access new Handbooks online each year. Program faculty reserve the right to adjust policy and curricular changes on an ongoing basis, with students notified in classes and/or via email. Students are protected from mid-program curricular adjustments that might otherwise lead to extended graduation dates by the filing of a Program of Study form.

Forms mentioned in the program handbook can be found at the Graduate Schools forms page.

Forms

Part I: Program Foundations (Standard I.B.)

Accreditation (Standard I.B.)

The Â鶹ӳ»­ is accredited by Northwest regional accreditation body. The College of Education undergraduate program is accredited by the National Council for the Accreditation of Teacher Education (NCATE). The counseling programs in School Counseling, Marriage, Couple, and Family Counseling, Clinical Mental Health, and the doctoral strand in Counselor Education and Supervision are currently accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) until 2024.

Program Description

The Counselor Education Program offers a master’s degree (M.A.) in Counseling with three possible tracks, each are a total of 67 credit hours: 1) School Counseling; 2) Clinical Mental Health Counseling; and 3) Marriage, Couple, and Family Counseling. School Counseling is the recommended track for students who wish to work in elementary, middle, high school, or alternative school environments. Clinical Mental Health Counseling is the recommended track for students desiring careers working with community members in mental health centers, agencies, non-profit organizations, and state or federal government environments. Marriage, Couple, and Family Counseling is the track recommended for students who wish to counsel couples and families in private practice.

In addition, the Ph.D. in Education: Counselor Education and Supervision is offered to students who have earned a master’s degree in counseling from a CACREP accredited program and have the career goal to pursue either leadership roles in counseling organizations or counselor education faculty positions. For more information regarding the doctoral program, see the Counseling Doctoral Student Handbook.

The Academic Unit (Standard I.A.)

The Counselor Education Program (CEP) is housed within the Department of Human Development, Family Science, and Counseling (HDFSC) in the College of Education and Human Development. All degrees offered through HDFSC are clearly identified as part of the University’s graduate degree offerings. CEP is the only unit on the University’s campus preparing school, marriage, couple, and family, and clinical mental health counselors. In addition to CEP, the Center for the Application of Substance Abuse Technologies (CASAT) offers coursework in addictions, an area of interest to many Counseling students.

Mission Statement (Standard I.M)

The mission of the University’s counseling program is to educate competent, culturally aware, ethical counselors who will provide exceptional services in both public and private settings to meet the needs of an increasingly diverse society.

Vision Statement

In keeping with the science/practitioner tradition, the degree offerings of the University’s Professional Counseling Program strive to prepare students to be exemplary professionals with the abilities and competencies to thrive as professional counselors. The curricular and field experiences emphasize developmental assessment through continuous student and program evaluative feedback, and strives to prepare counselors to serve diverse populations our contemporary society.

The program offers studies that stress skill training and clinical preparation and an approach of providing mental health and human development principles to address wellness, personal growth, career development, and emotional flourishing. Education and training are oriented toward strengths-centered, rather than an illness-centered approaches.

Context

The Counselor Education Program, as a component of the state’s Land Grant University and the College of Education and Human Development, is responsible for providing quality professional programs for students preparing to be counselors in educational and community settings. Master’s emphases are offered in Clinical, Marriage and Family and School Counseling, and a doctoral emphasis is offered in Counselor Education. The Counselor Education Program fosters creative and scholarly activities, and encourages and supports faculty and graduate student research in the application of that research to state and national problems. The Counselor Education Program support state and national counseling professional organizations, and is dedicated to encouraging students to develop a strong counseling professional orientation.

In carrying out its mission and vision the Counselor Education Program resolves to:

1. Offer quality graduate degrees and emphases.
2. Accentuate graduate and professional programs that meet the education needs of the citizens of Â鶹ӳ»­.
3. Emphasize doctoral level research and organized research programs in counselor education.
4. Provide undergraduate education programs and students with background knowledge and skills related to counseling.
5. Offer selected community and public service programs in counseling.
6. Contribute to the advancement and dissemination of knowledge in counseling, and counselor education that will help improve society at the state, regional, and national levels.
7. Reflect and respect the rich ethnic and cultural diversity of the citizens of Â鶹ӳ»­ in academic research and service initiatives.

Licensure and Certification (Standard I.M.)

For the purpose of facilitating a smooth transition from the academic to the professional arena, the University’s Counselor Education Program has aligned curricular experiences and requirements with the State of Â鶹ӳ»­ licensure entities and with certification with the National Board of Certified Counselors. The Marriage, Couple, and Family Counseling (MCFC) program is aligned with eventual licensure as a Licensed Marriage Family Therapist (LMFT); the Clinical Mental Health Counseling (CMHC) program is aligned with eventual licensure as a Clinical Professional Counselor (CPC); and the School Counseling program is aligned with licensure as a Â鶹ӳ»­ School Counselor. While the program makes every effort to align the curricular experiences with licensure, eligibility for licensure is a student responsibility and licensure is a relationship between the various boards and the individual, not the academic program. Therefore, students are expected to be aware of licensure requirements and adjust their professional activities accordingly. The Â鶹ӳ»­, does not have the authority to guarantee licensure to counseling graduates. In addition, students should be aware that licensure is a state-to-state process. Students interested in becoming licensed in other states should check the eligibility requirements of the other state early in their University academic program, and bring this information to the attention of their academic adviser.

When asked, advisers will assist students to align their programs of study with other state licensure laws to the extent possible. 

The specific process and criteria for licensure in the State of Â鶹ӳ»­, as well as NBCC certification, will be presented in required counseling courses.

Part II: Program Objectives, Key Performance Indicators, Student Dispositions and Student/Program Assessment Processes

Counseling Program Objectives (Standard I.M.)

Counseling program objectives are built upon the program's mission statement and are designed to be measurable. Student learning outcomes, shown in the syllabi for all courses, are identical to or reflect the counseling program objectives, and the student is expected to achieve these objectives upon completion of the Program.

Program Objective #1: Dispositions

From admission through exit, students will demonstrate the attitudes, characteristics, and behaviors defined by the program as characteristics of exemplary counseling professionals.

Program Objective #2: Ethical Practice

Students will demonstrate the capacity to practice counseling from a strong foundational understanding of ethical and legal issues, intentionally integrating counseling ethical practices into day-to-day professional activities.

Program Objective #3: Social and Cultural Diversity (Standard I.K.)

In keeping with the American Counseling Association (ACA) multicultural competencies, students will develop self-awareness, knowledge, and skills to prepare them to be contemporary, relevant, and culturally informed practitioners in marriage, family, and couples counseling (MFCC); school counseling; and clinical mental health counseling settings.

Program Objective #4: Human Growth and Development

Students will demonstrate knowledge of lifespan development and the capacity to integrate knowledge of developmental theory into practice.

Program Objective #5: Career Development

Students will demonstrate competence in understanding the world of work and the relationship between mental health and life roles such as work, school, and home.

Program Objective #6: Counseling and Helping Relationships

Students will gain an understanding of the theories and research related to helping relationships, and will develop the skills to apply their knowledge in professional, therapeutic relationships.

Program Objective #7: Group Counseling and Group Work

Students will demonstrate knowledge of group process dynamics, group counseling, and group work, including group theories, stages of group, leadership styles, and therapeutic factors.

Program Objective #8: Assessment and Testing

Students will demonstrate a broad understanding of validity and reliability of assessments, the selection and use of assessment tools, client assessment and diagnosis, trauma assessment, and the assessment of self-inflicted harm and danger to others.

Program Objective #9: Research and Program Evaluation

Counseling students will demonstrate the capacity to select, analyze, and apply research to inform practice, including evidence-based practices and theory-based interventions appropriate to their designated setting and personal theoretical orientation.

Program Objective #10: Clinical Mental Health Counseling

Clinical Mental Health Counseling students will demonstrate an understanding of foundational knowledge (such as psychological testing), contextual factors (such as trauma, co-occurring disorders, poverty, and culture), and the demonstration of competence in clinical mental health fieldwork.

Program Objective #11: Marriage, Couple, and Family Counseling

Marriage, Couple, and Family counseling students will demonstrate an understanding of foundational knowledge (such as family systems theory and assessment), contextual factors (such as trauma, intergenerational influences, and culture), and the demonstration of competence in the practice of marriage, couple, and family counseling.

Program Objective #12: School Counseling

School counseling students will demonstrate an understanding of foundational knowledge (such as models of school program development and school assessment), contextual dimensions (such as the roles of school counselors, signs of substance abuse, and effective school leadership), and the demonstration of competence in the practice of school counseling.

Note: Doctoral Program Objectives are located in the Counseling Program Doctoral Student Handbook.

Key Performance Indicators

Key Performance Indicators (KPIs) are aspects of the Program Objectives that are being measured during a given cycle. KPIs are directly associated with one or more CACREP standards, and are usually denoted as either a Knowledge measure (what you know) or a Skill measure (what you can do). Students must pass all KPIs to graduate from the University’s program; successfully passing all courses will not lead to graduation unless all KPIs have been passed and other exit criteria passed or completed. (See Exit Criteria in this manual.) KPIs for the core are noted in the following charts as well as in the relevant course syllabi.

The Counselor Education Program has adopted a set of professional behaviors or dispositions that are essential for prospective counselors. These dispositions apply to graduate students who are in the Counselor Education Program. These dispositions apply to clinical experiences, which are both practicum and internship experiences.

After students are admitted into the program, the Counselor Education Program reviews all students at specified gates for dispositional fit. The gates for the review of students for dispositional issues that may impact performance in the field occur at three different times: 1) while enrolled in Practicum in Counseling; 2) while enrolled in the first semester of Internship; and 3) while enrolled in the last semester of Internship. Additionally, any time a problem or issue related to student dispositions arises while in a clinical or professional setting, a faculty member may review a student for dispositional fit. 

Failure to adequately demonstrate one or more of the dispositions may lead to an individualized plan for improvement and, could lead to probation and/or dismissal from the Counselor Education Program.

A. Problems Related to Professional Behaviors or Dispositions

At any time during enrollment in clinical coursework (beginning with Practicum in Counseling), faculty who have concerns that a student is struggling, as demonstrated by the Counselor Education Professional Behaviors and Dispositions rubric, may fill out a Counselor Education Professional Behaviors and Dispositions Referral Form (“Disposition Referral Form”), which outlines dispositions that the student is perceived to have violated or professional behaviors that the student is perceived to have violated while in a clinical setting. Dispositions forms are kept in a student’s advisement file. The Dispositions Referral Form shall include a clear statement on which disposition(s) was/were violated, provide an improvement plan for the student, and provide the consequences to the student of not following the improvement plan. When a dispositional problem or issue is identified and a Disposition Referral Form is sent to the student, the Student Dispositions and Appeals Processes, described below shall be followed.

In the case of COEHD courses containing clinical or practicum experience components involving interaction with K-12 students or other vulnerable populations, professional behaviors or actions which endanger the life, health, well-being or safety of any person at the clinical or practicum site or academic progress of K-12 students, may be a basis for the immediate removal of the student from the clinical or practicum site. The student’s immediate removal from the clinical or practicum site shall be at the discretion of the Program Coordinator and Department Chair. The student’s immediate removal from the clinical or practicum site for professional behaviors or actions which endanger the life, health well-being or safety of any person at the clinical or practicum site or academic progress of K-12 students, may be a basis for dismissal from the Program, pursuant to Section 3.4(i) of the Graduate School Academic Standing and Dismissal Policy.

B. Student Dispositions Process

When a student dispositional issue emerges, the following process shall be followed. Dispositional issues are described below in Sections F and G and in the Disposition Referral Form.

1. The faculty member shall meet with the student about the dispositional issue^*. The faculty member shall document this meeting in a brief report, which shall be sent to the appropriate Program Coordinator and Department Chair. The Department Chair is responsible for tracking these reports. If the dispositional issue is resolved after the faculty member meets informally with the student, the faculty member shall document the resolution and report it to the same Program Coordinator and Department Chair.

*NOTE: If multiple faculty have experienced issues with this student, the Department Chair may recommend a written dispositions form.

2. If the dispositional issue is not resolved after the initial meeting with the student, the faculty member shall fill out a formal written dispositions form. The formal written dispositions form shall, at minimum, include a description of the issue, the plan of action to resolve the issue, any deadlines to complete the plan of action and the consequences for the student if the student does not successfully complete the plan of action. A meeting shall be held with the student, faculty member, and Program Coordinator to discuss the formal written dispositions form. The form shall be signed by the student, faculty member, and Program Coordinator at that meeting and then the form shall be placed in the student’s advisement file. The faculty member shall send the dispositions form to the Program Coordinator, Department Chair.
3. If the dispositional issue is resolved, the faculty member shall report this to the Program Coordinator and Department Chair. If the dispositional issue is not resolved after the formal written dispositions form has been completed and discussed with the student, the faculty member notifies the appropriate Department Chair and the Program Coordinator. At that time, the Department Chair or Program Coordinator may recommend probation and/or dismissal based upon lack of professionalism or professional misconduct in a clinical setting. Only the Graduate School may officially place students on probation or dismiss students.

C. Probation and Dismissal

Recommendations to place a student on probation and/or dismissal from the Counselor Education Program shall follow the process stated in the Graduate School Academic Standing and Dismissal Policy, Section 3.3 or Section 3.4(i), whichever section is applicable.

D. Student Appeal Process

Students who wish to appeal a dismissal may follow the appeals process within the Graduate School Academic Standing and Dismissal Policy found on the Graduate School Website (Section 6).

E. Dispositions

The following dispositions are considered important for students while in the clinical setting. These dispositions are used at gate checks, in faculty evaluations, and in site supervisor evaluations of student performance. Please see the Counselor Education Professional Behaviors and Dispositions rubric below.

• Initiative
• Problem Solving
• Commitment to Learning
• Professional Ethics
• Collaboration
• Commitment to Counseling
• Self-Reflection
• Professional Feedback
• Self Awareness
• Professional Demeanor and Responsibility
• Emotional Maturity
• Client Focus
• Commitment to Diversity

F. Counselor Education Professional Behaviors and Dispositions Rubric

The Counselor Education Program within the College of Education and Human Development (COEHD) has adopted a set of professional behaviors or dispositions that we feel are essential for prospective counselors. These dispositions (see self-rating scale) apply to clinical experiences, which are both practicum and internship experiences, and are assessed at different points during the Counselor Education Program. Failure to demonstrate one or more of these dispositions may lead to an individualized plan for improvement and, in extreme cases, could lead to removal from the Counselor Education Program.

Part III: Student Expectations, Requirements and Policies

Expectations for Students (Standard I.M.)

1. Students are expected to maintain the expected standard (“3” on the Counselor Education Professional Behaviors and Dispositions Rubric) for all dispositions while in the clinical (practicum or internship) setting, and to follow the ACA code of ethics and the ethical codes of other relevant counseling professional organizations and Â鶹ӳ»­ state law while in the clinical setting.
2. All students are required to be members of the American Counseling Association or the American School Counseling Association while enrolled in the CEP program, beginning in the course Pre-Practicum in Counseling.
3. Students are expected to undergo a self-designed program of growth and development while enrolled in the program. This could include participating in seminars, workshops, or other activities that contribute to personal and professional growth. Faculty may offer formal or informal suggestions, but students are expected to be dedicated to their own personal and professional growth.
4. While engaged in field sites activities, students are expected to show respect for cultural differences.
5. Students have First Amendment rights and are encouraged to speak their opinions and engage in meaningful dialogue in counseling courses.
6. Though not all classes take attendance, students are expected to regularly attend classes and field experiences.
7. Students are encouraged to communicate with faculty directly when conflicts occur. It is expected that counseling students will avoid pulling other students into their conflicts. 
8. Students are expected to know and follow the policies and procedures in the Counseling Student Handbook, the University Student Code of Conduct, as well as the policies and procedures of NSHE, the Â鶹ӳ»­ and the Graduate Catalog.
9. Students are expected to dress professionally when engaged in field site/clinical activities.
10. Students are responsible for meeting deadlines, completing all University forms, and for making advising appointments when they need assistance with advising. Faculty advisors are not responsible for an advisee missing deadlines.
11. Students are expected to engage in activities of professional counseling organizations while enrolled in the program.

Matriculation Policies (Standard I.B./I.M.)

Per the graduate catalog, after admission, students must maintain certain enrollment and academic standards. Please see the Graduate School for specific details on continuous enrollment and leave of absences policies.

Assigned advisors

As indicated in your admittance letter, counseling students have an assigned advisor at all times during the program. Your advisor will help you develop your Program of Study. If you do not know the name of your faculty advisor, please ask the program coordinator. Additionally, you will be assigned two advisory committee members to assist your advisor, who will also sign off on your program of study and notice of completion, and who will serve as consultants in the event a student requires alternatives to passing the comprehensive evaluation.

Exit Criteria for Graduation from the Program (Standard I.B.)

In order to graduate from the University’s Counselor Education Program, students must meet the requirements of the Graduate School and successfully complete the program requirements. Students are required to keep a record of their Exit Criteria Activities on the Exit Criteria Checklist. Faculty signature is required for each activity listed. The Exit Criteria Checklist is to be submitted with the Notice of Completion (discussed below) The exit criteria are listed below:

1. Completion of all required courses and field experiences (including 600 clock hours of Internship) with a B or Better grade point. A pass in Internship and a cumulative grade point average of 3.0 is required to graduate from the counseling program.
2. Passing all KPI and Dispositional Requirements. Regardless of grades in the course, students are required to pass all dispositional student learning outcomes, CORE student learning outcomes, and student learning outcomes for their specialty area. Students may not graduate from the program with an unresolved “red” on the Red/Yellow/Green forms filed by faculty members. Students will be required to earn at least “Expected Target” on all identified KPIs and key assignments. These assignments are a sample of the knowledge and skill expectations of the program, and are aligned with the standards of the CACREP. If a student does not earn “Expected Target” they will be given a remediation opportunity, asked to retake the course, suspended from the program, or dismissed from the program.
3. CPCE Examination. The comprehensive content exam is the Counselor Preparation Comprehensive Examination, which must be passed at the level required by the program. National Counselor Examination (NCE), while important for licensure, is not the exam used for graduation from the program. The CPCE consists of 160 items, multiple choice, with 17 items per the eight CACREP areas of: (1) Human growth and development, (2) Social and cultural foundation, (3) Helping relationships, (4) Group work, (5) Career and lifestyle development, (6) Appraisal, (7) research and program evaluation, and (8) Professional orientation and ethics. The CPCE is similar in content and format to the National Board of Certified Counselor (NBCC) National Counselor Examination (NCE). The average score of the pool of examinees nation-wide determines the CPCE minimum passing score. The exam has a total possible of 136 correct answers. The examination fee for registering, scoring, and handling is approximately $100 per student. The CPCE will be taken in the fall semester prior to May graduation. The program will send out an email with detailed information about registering for the test. The fees are to be paid upon enrollment for the test. If students are not successful in passing the exam, they will be required to register, pay and take the test again in the spring semester. Students may take the exam three times; if after three attempts a passing score is not attained, the student’s advising committee may assess the circumstances and opt to offer a written essay in place of the CPCE. The NCE will be scheduled and offered in the Spring semester through PearsonVue. Pending any changes considered, it is suggested you take the NCE at that time.
4. Capstone Theory Paper and Demonstration. In the spring semester, prior to graduation, students will submit a personal counseling theory paper to their internship instructors as the written component of the comprehensive examination process. A standard rubric is provided by the internship instructor with a pass/fail grading system. In addition, interns must show a 10-minute recording of clinical work in triadic supervision that demonstrates their theoretical orientation. Interns will be given a specific date in which the demonstration must be complete. Supervisors may also assess the demonstration before that time. Please note that the demonstrated theoretical orientation MUST be the same that is written about in the capstone theory paper for graduation. The capstone evaluation is pass/fail. The Notice of Completion may not be filed until the student receives a passing grade; it can be located under the “Master’s student forms” heading. If the student does not pass any portion of the assignment, they may be given additional opportunities to be re-assessed.
5. Membership in a Professional Organization and Professional Insurance. Beginning with enrollment in the course, Pre-Practicum in Counseling, students must be a member of a professional organization in counseling: ACA or ASCA. Also required is professional liability insurance, generally available to members for a drastically reduced fee.
6. Professional Organization Contribution. While enrolled in the program, students are required (as an exit criteria) to make a contribution to a professional organization. Faculty recommends activities such as serving on a committee, assisting with a conference, or serving as a student representative. In lieu of this requirement, you may also co-publish an article with a faculty member. See your faculty advisor for assistance.
7. We recommend you also take the National Counseling Exam (NCE). To sign up for the exam, the University’s Counseling Exit Exam Coordinator will contact you about how to sign up for this exam in your third year. The NCE no longer allows for on-site testing at the university, and instead, students can sign up to take the exam through PearsonVue in the final Spring term before graduation.
8. We recommend that you engage in Individual Counseling while enrolled in the program. At this time individual counseling (as a client) is not required by the program but is strongly encouraged. There may be a possibility that, based upon the dispositions student learning outcomes, counseling could be required.

Endorsement Policy

The Counselor Education Program will not recommend you for a license or positions in the work place for which they feel you are not suited or are not well qualified. Students are encouraged to individually seek out any faculty members of their choice for writing position references. Please give the faculty adequate notice and information on the position to which you are making application. See licensure board website for instructions on licensure recommendations.

Counseling Course Scheduling

Please note that the Counselor Education Program is a year-round program with required courses being offered in the summer terms. Additionally, most courses are offered from 4-6:45 p.m. or 4:30-7:15 p.m., however, occasionally courses are offered during the day. Downing Clinic internship hours, clinic hours, and supervision are offered during the day. Counseling internship group class may also be offered before 4 p.m. We will make every effort to let you know the typical course times and schedules, but they are subject to change. Often summer courses are offered during the day, Monday through Thursday for five weeks, per the University’s Office of Digital Learning.

Transfer Credits

If you plan to apply any graduate credits earned prior to completing the Program of Study form, you must complete a “Graduate Credit Transfer Evaluation Request”. Results of the evaluation will be directed to the student, advisor, and Graduate Dean for reference. Details are below.

CEP 674 – Overview of Addictions: Prevention, Treatment, and Recovery

Students who went to the Â鶹ӳ»­ for undergraduate and took CAS 154 will not be allowed to take CEP 674 and will need to work with their advisor to select another course to meet the Substance Use Disorder or Addictions and Related Disorders course requirement.

Program of Study

The Program of Study (POS) specifies the courses and credits required to satisfy the requirements for the degree and documents the approval of the chair and members of the student’s duly constituted advisory committee. Students are required to work with their advisors to file a program of study by the end of the first semester of enrollment in the program. At this time the student should select a committee. Please see the Graduate School website for the Program of Study form, and meet with your advisor during the first semester of enrollment.

Once on the Graduate School website for “Forms and Policies for Students,” scroll down to the “Program of Study” tab under “General Forms”. You will see a PDF sample form to help guide you (do NOT submit this form to the Graduate School; it is a sample template only); please click on the link titled “Program of Study [DOCUSIGN]” to complete the official form. Please note, the graduate school does not accept hand written documents. Should you need to change your program of study, you will need to fill out the “Change of Study” form, also housed under “General Forms.” This is the same type of form; use the link labeled [DOCUSIGN].

Please note the Graduate School’s deadline for receiving your POS: For master’s degree students, the completed Program of Study form must be submitted to the Graduate School no later than the end of the student’s third semester. For counseling master’s students and doctoral students, the completed Program of Study form must be submitted to the Graduate School by the end of the student’s fourth semester.

Please keep a copy of your Program of Study. Students need to know who is on your advisory committee for the notice of completion. For more information, call the Graduate School at (775) 784-6869.

Dual Degree Programs

If a student wishes to graduate from two counseling specialty areas concurrently, he or she must meet the degree requirements for both CACREP accredited specialties. This would include meeting the curricular requirements for each specialty, a minimum of a 600 clock-hour internship for each specialty, and any differences in the core curriculum. The awarding of the degree(s) must occur simultaneously. Students must apply to each track and apply for an exception to policy through the Graduate School. Admission to one track is not a guarantee of acceptance to another. Once accepted, students must file a plan of study for each of the tracks they are pursuing.

Forms

The Graduate School's website has all of the following forms: POS, Change in POS, change of advisory committee, graduate credit transfer evaluation request, graduation application, leave of absence and notice of completion.

Leave of Absence

Full time enrollment is nine credit hours. Part time enrollment is six hours. If you need to take a break from school and will not be enrolled for a semester (excluding summer), you will need to fill out a leave of absence form. Students requesting a leave of absence must be in good academic standing, by completing at least one semester, and submit a completed form, “Request for a Leave of Absence,” to the Graduate School before the period of leave begins. Time spent on an approved leave is included in the time allowed to complete the degree, i.e., six calendar years for the master’s degree and eight calendar years for the doctoral degree. That is, the clock doesn’t stop.

Notice of Reinstatement to Graduate Standing

This form is to be completed by the student requesting reinstatement to their graduate program after an unapproved Leave of Absence. Once completed, the program will return this form to the Graduate School for final approval. Any students who are discontinued due to a lapse in enrollment must submit a Notice of Reinstatement to Graduate Standing form with department approval. A $60 fee will be placed on the student’s account to be readmitted to their graduate program. The Notice of Reinstatement to Graduate Standing form must be received by the Graduate School no later than the last day of enrollment for the semester the reinstatement is to begin. Reinstatement is not guaranteed. If a student has been formally dismissed from the program, the student will have to start all over again and apply to the Counselor Education Program (please note: a formally dismissed student cannot complete the reinstatement form).

Graduation Application

Every student must purchase a graduation application by the designated deadline:

• May Graduation: March 1
• August Graduation: June 1
• December Graduation: Oct. 1

All candidates for graduation should visit your department advisor to confirm their expectations for your final semester. Contact the Graduate School with any questions or concerns. There is a link from the graduate school website, forms section.

Notice of Completion

Every student will submit the Notice of Completion (Doctoral, Master's) form their graduating semester. This is a generic form for over 70 graduate programs and it relates to your cumulative project (Dissertation, thesis, professional paper, comprehensive exam). Fill out the sections that apply for your requirements. The advisory committee listed on the program of study signs the form. The notice of completion must be submitted by established deadlines for graduation. The Notice of Completion will be completed by you using the DOCUSIGN form on the Graduate School website. You will submit your NOC with names of your committee members filled in and appropriate signatures on March 1. Once the comprehensive exams have been completed and graded, the CEP administrative assistant will obtain the within college signatures and forward the NOC to the graduate school. Submitting the NOC does not guarantee graduation. If you do not pass one part of the comps process, your committee will be notified and your notice of completion will not be signed and submitted. You will repeat the entire comps process, graduation application, and the notice of completion process the following semester (this includes retaking or resubmitting the portion of the exam that was not successfully completed).

Graduate Academic Standing

Please refer to the Graduate School for all policies regarding good academic standing, probation, and dismissal.

Independent Study Policy

Independent study is not to be undertaken in lieu of regularly scheduled coursework, which covers the same topics. Independent studies are rarely available. It is understood that the effort expended in the independent study must be comparable to formal course work. Students taking a college course are expected to attend 15, three-hour class sessions for each semester credit and to spend approximately two hours in study and preparation for each hour spent in the classroom. Students taking independent study credit are expected to devote comparable time and effort for the credits earned. Evaluation of the student’s performance is usually based either entirely or largely on a written paper or a project submitted near the end of the term. The student and supervising faculty member shall agree upon the format, presentation, and length of the project.

Transfer Credits: Graduation vs. Licensure

Department approval to transfer credits does not guarantee that all courses requested will be transferred, or applicable toward satisfying program course degree requirements. The faculty makes recommendations to the graduate school, and the Dean of the graduate school ultimately decides if a course may be substituted and used towards the degree sought. Additionally, while the university may accept a course as a substitution and apply it towards degree completion, in doing so, the university does not guarantee that those courses will be accepted by any board as substitution for a class offered at the Â鶹ӳ»­.

The University works with the NV Department of Education and the NV Board of Marriage and Family Therapists and Clinical Professional Counselors to meet standards for licensure. We are not aware of standards for other states and entities. If you are interested in licensure in other states, we recommend you contact that board or agency to determine what you will need for licensure. Modifications cannot be made to tailor your program to meet other entities licensure requirements. You may take additional courses to meet requirements, but please check with financial aid to see how the additional hours may impact you. Official transcripts showing courses requested to be transferred must be on file in the Graduate School. Research, Directed Study, Independent Study, Extension Courses, Correspondence Courses, Seminars, Colloquiums, Theses Credits, Dissertation Credits, Practicum, Special Topics, Undergraduate Courses, or Courses from Unaccredited Institutions are not transferrable, and are not applicable toward an advanced degree at the Â鶹ӳ»­. Only courses with grades of “C” or better may be transferred to a Master’s program. Only courses with grades of “B” or better may be transferred to a Doctoral Degree program. All course work with transfer credits must comply with acceptable degree program time limitations.

Course Validation

Coursework limits have been established for the various degrees: M.A., M.Ed., and Ph.D. Master’s requirements must be satisfied within the period of six calendar years immediately preceding the granting of the degree. Doctoral students are granted eight years.

Part IV: Practicum and Internship

Practicum in Counseling

Having direct field experience is an imperative part of becoming a successful counselor. Students are only eligible to register for CEP 651 Practicum after passing CEP 630 Pre-Practicum and their Gate 2. Practicum is only offered once a year in the spring semester. Students must pass practicum before they are eligible to enroll in their track specific internship.

Practicum consists of a weekly classroom-based learning experience, weekly triadic supervision and approximately one day or a total of eight hours a week spent at their placement site. Students are placed at the Downing Clinic and/or appropriate community and school settings. They will, among other duties, help review clinic policies, procedures, paperwork and tending to walk-in clients and phone calls. Students are responsible for being prepared and present for all aspects of practicum.

Students are required to complete 100 hours, with 40% of the time spent with clients in direct contact. Direct contact includes: individual, group, couple and family sessions. For school counselors, this also includes parent and IEP meetings. The remaining hours are considered indirect contact, which include: supervision, phone calls and relevant paperwork.

Students are required to participate weekly in class as well as in a weekly triadic supervision meeting. Students must attend their scheduled supervision to have their hour logs approved and validated. Students are responsible for tracking their own hours which will be submitted at the end of the semester for their clinical file.

Internship

Students must successfully pass CEP 651 Practicum and gate 3 to be eligible for CEP 770 Internship. Students are required to submit an application for internship to the Counseling & Educational Psychology Program by the designated due dates. School Counseling students begin internship in Fall of their third year and must complete one semester in an elementary setting and one semester in secondary setting. Students may use middle school as either elementary or secondary but cannot do two semesters in a middle school. CMHC and MCFC students begin their internship in the summer before their final year and complete a total of three semesters of internship. Applications are due by Nov. 1 for Spring internships and April 15 for Fall and Summer internships. School counseling students must also complete an online application. Students are expected to have completed their core classwork by the time they begin their placement.

Students in all three tracks complete a total of a 600-hour internship in which a minimum of 240 hours must be direct or face to face contact with clients/students. These hours are divided amongst the semesters of internship.

Students in the MCFC and CMHC tracks are placed with predetermined eligible placement sites, including the Downing Clinic, and receive one hour a week of supervision, which may be individual or triadic. MCFC and CMHC students are also required to attend weekly group supervision. They also attend weekly staff meetings. Students in the School Counseling track are assigned their placements in Washoe County School District (unless otherwise requested) and receive weekly supervision from their lead counselor and attend weekly group supervision. Students in all three tracks are expected to track their own hours and have them approved by their site supervisor. These forms are then submitted to their group supervision professor to be added to their clinical files. All students are expected to record their sessions with appropriate signed consent. These recordings are reviewed in their individual/triadic/group supervision to help provide constructive feedback to the student and allow for their clinical growth.

Instructional Environment (Standard I.B.)

Per CACREP, it is expected that the institution provides adequate and appropriate access to counseling instruction environments (on or off campus) that are conducive to training and supervision of individual and group counseling. The counseling instruction environments include technologies and other observational capabilities as well as procedures for maintaining privacy and confidentiality.” Each student in practicum and internship has weekly on campus group classes/supervision in which they meet with a member of the faculty as well as their peers currently enrolled in the same placement level. This time allows for review and practice of clinical skills and techniques. Students utilize role-plays, case conceptualization and use video with their clients (with signed consent) to demonstrate skills. Students are expected to follow their code of ethics and adhere to all privacy and practice protocols in line with their assigned placements. Students who see clients at the Downing Clinic are required to keep their SD cards with client videos as well as client files locked and secured in the COD room and are not allowed to leave with this material unless necessary to meet with their supervisor at an offsite location. If this is required students are expected to keep materials locked and secured and return materials immediately after their supervision. Students seeing clients at another placement, such as in Washoe County School District or a community placement, must adhere to that agency’s privacy protocols. They are expected to keep all sensitive client material locked and secured.

The Downing Clinic

The mission of the Downing Clinic is to provide a quality training venue for counseling interns under faculty supervision while providing low-cost mental health services to individuals, couples, and families, including University students and NSHE employees living in and around the community.

The Downing Clinic is a field-experience entity of the Counseling and Educational Psychology Program. The clinic is part of the CEP academic program, staffed by CEP master’s degree and doctoral student interns, and housed in the CEP suite. The Clinic operates as a stand-alone mental health clinic for training CEP student interns enrolled in CEP 770 (MCFC) and CEP 770 (CMHC).

The physical location of the clinic resides in the William Raggio Building, with rooms WRB 3041, 3042, 3009, 3011, 3012, 3013 and 3016 used as counseling offices, including one room designated specifically for play therapy. Room WRB 3043 is used as the graduate interns’ office (the “Counselor on Duty” location), and 3044 is the office for the Clinic Director.

Off-Campus Instructional Environments

All off campus sites are expected and required to only accept students if they have the ability to allow the students to see clients and meet their hour expectations. They must also be willing to review site specific protocols, procedures and policies with the student and help them to learn and follow these. Sites must also be willing to provide either weekly individual or triadic supervision to the practicum or internship student. They should adhere to the Code of Ethics and encourage clinical skill and practice growth for the student allowing them both educational and clinical based opportunities. Off-site environments are expected to communicate with the program, specifically the assigned professor regarding any concerns that may arise during the semester. The assigned professor is also expected to communicate with any and all supervisors at the beginning, middle and end of each semester term to review expectations, requirements and status of the assigned student.

CACREP Requirements for Practicum and Internship

The following chart shows the CACREP (2016 Standards) requirements for field experiences as well as the University’s application of the standards.

Students need to confirm all prerequisites have been completed and that they have successfully passed practicum and their gate 3. Students must then submit an application for internship by the required due date to the program. Students complete a yearlong internship beginning in the Summer Semester before their third year. Students enroll in three credits of CEP 770 in Summer, three credits of CEP 770 in Fall and finally six credits of CEP 770 in the Spring Semester. Over these three semesters, they complete a total of 600 clock hours with a minimum of 240 hours of direct, face to face contact. These hours must be verified and approved by their site supervisor. Students are expected to track their own hours and submit their logs for their clinical files. Students must complete all requirements to be eligible for graduation.

CACREP 2016 Standards Related to Professional Practice	University Notations
Students are covered by individual professional counseling liability insurance policies while enrolled in practicum and internship.	Students submit proof of liability coverage at the start of practicum and internship. This document is stored in their clinical file.
Supervision of practicum and internship students includes program-appropriate audio/video recordings and/or live supervision of students’ interactions with clients.	Students record all sessions. Students in school who do not receive consent to record are observed by their lead counselor/site supervisor.
Formative and summative evaluations of the student’s counseling performance and ability to integrate and apply knowledge are conducted as part of the student’s practicum and internship.	Student supervisors and instructors of clinical classes complete a Clinical Skills Rubric and review progress with each student in pre practicum, practicum and internship. Students also complete case conceptualizations to demonstrate integration of knowledge to practice.
Students have the opportunity to become familiar with a variety of professional activities and resources, including technological resources, during their practicum and internship.	Students are regularly encouraged to attend workshops and conferences. Students also are regularly encouraged to review evidence-based practices in relation to the clients they are working with.
In addition to the development of individual counseling skills, during either the practicum or internship, students must lead or co-lead a counseling or psychoeducational group.	During the first semester of internship, all students must submit a group proposal. Once their proposal is approved by their supervising faculty member, the student is allowed to begin leading or co-leading their group. This is a requirement that must be completed prior to graduation.
Practicum
Students complete supervised counseling practicum experiences that total a minimum of 100 clock hours over a full academic term that is a minimum of 10 weeks.	Students are provided with a placement and are responsible for tracking their hours. Students submit their hour log at the end of the semester which is signed by their site supervisor.
Practicum students complete at least 40 clock hours of direct service with actual clients that contributes to the development of counseling skills.	Students are provided with several clients to allow them to meet the minimum direct service requirement.
Practicum students have weekly interaction with supervisors that averages one hour per week of individual and/or triadic supervision throughout the practicum by (1) a counselor education program faculty member, (2) a student supervisor who is under the supervision of a counselor education program faculty member, or (3) a site supervisor who is working in consultation on a regular schedule with a counselor education program faculty member in accordance with the supervision agreement.	Practicum students receive triadic supervision. They are assigned a supervisor within the first week of the semester and must immediately begin meeting with this person. They are expected to attend weekly.
Practicum students participate in an average of 1.5 hours per week of group supervision on a regular schedule throughout the practicum. Group supervision must be provided by a counselor education program faculty member or a student supervisor who is under the supervision of a counselor education program faculty member.	Students are scheduled for a weekly group supervision/classroom-based meeting with a faculty member from the counseling program. This typically is from 4-6:45 p.m. weekly in the spring semester.
Internship
After successful completion of the practicum, students complete 600 clock hours of supervised counseling internship in roles and settings with clients relevant to their specialty area.	Students track and complete their hours over two (school counseling) or three (MCFC & CMHC) semesters, depending on which track they are in.
Internship students complete at least 240 clock hours of direct service.	Students are provided opportunities to work with individuals, couples, families or groups and are expected to communicate with their site supervisor and group supervisor any difficulties they experience in earning their hours.
Internship students have weekly interaction with supervisors that averages one hour per week of individual and/or triadic supervision throughout the internship, provided by (1) the site supervisor, (2) counselor education program faculty, or (3) a student supervisor who is under the supervision of a counselor education program faculty member.	Students are assigned either individual or triadic supervision at the start of the term. Expectations are reviewed and accepted by the individual providing the supervision. Supervisors are approved by counseling faculty.
Internship students participate in an average of 1.5 hours per week of group supervision on a regular schedule throughout the internship. Group supervision must be provided by a counselor education program faculty member or a student supervisor who is under the supervision of a counselor education program faculty member.	Internship students meet weekly with a faculty member from the program as well as their peers enrolled in the same type of internship.
Supervisors
Counselor education program faculty members serving as individual/triadic or group practicum/internship supervisors for students in entry-level programs have (1) relevant experience, (2) professional credentials and (3) counseling supervision training and experience.	Faculty members providing supervision all have their Ph.D. in counseling or equivalent field meeting the requirements to provide supervision for students.
Students serving as individual/triadic or group practicum/internship supervisors for students in entry-level programs must (1) have completed CACREP entry-level counseling degree requirements, (2) have completed or are receiving preparation in counseling supervision and (3) be under supervision from counselor education program faculty.	All those outside the faculty serving as supervisors are approved by the faculty and have met the expected requirements.
Site supervisors have (1) a minimum of a master’s degree, preferably in counseling, or a related profession; (2) relevant certifications and/or licenses; (3) a minimum of two years of pertinent professional experience in the specialty area in which the student is enrolled; (4) knowledge of the program’s expectations, requirements, and evaluation procedures for students; and (5) relevant training in counseling supervision.	All site supervisors are approved by faculty and provide their qualifications highlighting these areas on their site supervisor agreement as well as on their student evaluation.
Orientation, consultation, and professional development opportunities are provided by counselor education program faculty to site supervisors.	The Counseling Program provides an online orientation to field site supervisors, and professional development opportunities. In addition, site supervisors are made aware that faculty are available for consultation.
Written supervision agreements define the roles and responsibilities of the faculty supervisor, site supervisor, and student during practicum and internship. When individual/triadic practicum supervision is conducted by a site supervisor in consultation with counselor education program faculty, the supervision agreement must detail the format and frequency of consultation to monitor student learning.	A formal site supervisor agreement is provided to each individual. They are required to read, sign and submit to faculty. The faculty running the group supervision for that placement also provides an introduction at the start of the semester reviewing expectations and checks in at mid semester as well as at the end of semester.
Students have regular, systematic opportunities to formally evaluate practicum and internship supervisors.	Students are provided with a site supervisor evaluation form where they are allowed to provide feedback about their experience with the supervisor as well as at the site.

The internship is an integrated part of the Counseling program. Students should confirm that all prerequisites have been completed. A formal, written (Internship Contract) application is required and may be obtained in the department. (Deadlines: April 15 for Fall semester and Nov. 1 for Spring semester).

Internship in Clinical Mental Health Counseling

Currently, there are a few approved and recommended sites for the CMHC students. These are the Downing Clinic, Northern Â鶹ӳ»­ Mental Health Services, the Eddy House, Churchill County School District (mental health service delivery), and Great Basin Behavioral Health. This list is currently growing as sites are reviewed and approved. Students are encouraged to propose new sites such as prisons, adolescent treatment centers, residential treatment centers, psychiatric hospitals, etc. To propose a new site, students need to meet with the internship coordinator to review procedures for site approval.

Internship in Marriage, Couple and Family Counseling

Currently, there are approved and recommended sites for the CMHC and MCFC students. This list is currently growing as sites are reviewed and approved. Students are encouraged to propose new sites such as prisons, adolescent treatment centers, residential treatment centers, psychiatric hospitals, etc. To propose a new site, students need to meet with the internship coordinator or instructor to review procedures for site approval.

Internship in School Counseling

School counseling internships are only offered during the regular, long semesters. No summer internships are offered.

Students need to confirm all prerequisites have been completed and that they have successfully passed practicum and their gate 1. Students must then submit an application for internship by the required due date to the program. Students must also complete an application with the Field Office of the College of Education and Human Development as well as submit a substitute teaching application and be fingerprinted. School Counseling interns are encouraged to begin this process in practicum to ensure they will be able to begin their internship on time. Students complete two semesters of internship and enroll in six credits of CEP 770A and six credits of CEP 770B. They must complete one semester in an elementary setting and one in a secondary. It does not matter which semester they complete either in. Students may not begin internship in summer and can only begin in the fall semester. They are expected to complete a total of 600 clock hours over the two semesters with a minimum of 240 hours of direct face to face contact. These hours must be verified and approved by their site supervisor/lead counselor. Students are expected to track their own hours and submit their logs for their clinical files. Students must complete all requirements to be eligible for graduation.

Students are placed by the Field Office in Washoe County School District unless another district is requested. If the student requests another district, it is their responsibility to secure placement. Students may request specific schools in WCSD, however, due to availability these may not be able to be fulfilled. In order to be placed students must provide proof of liability coverage, complete a substitute orientation and be fingerprinted with the school district. Additionally, school counseling interns must complete an application in the Field Office of the College of Education & Human Development and be finger printed prior to being in the school.

University Policy on Clinical Courses

The CEP has a policy on retaking practicum and internship. Students are permitted to retake Practicum one time, for a total of two attempts to pass the Practicum course. Please note, this course is only offered in spring terms. If students have not passed practicum during their second attempt, the CEP will request dismissal from the program through the graduate school. If a student fails Internship, they will be required to add another semester to the total number of internship classes for graduation, resulting in four attempts. If they fail two semesters of Internship, the CEP faculty will request dismissal from the program through the graduate school. In addition, the CEP faculty retain the right to request dismissal through the graduate school if a student is dismissed from a clinical site for ethical violations.

Part V: Resources for Students

Learning Resources

The University provides learning resources appropriate for scholarly inquiry, study, and research relevant to counseling and accessible by all counselor education program faculty and students. Students should note that all academic papers must be in APA format, and that the University’s Writing Center provides assistance with APA. The Bookstore sells the APA Manual in the general text section.

Ann Medaille is the subject librarian for education, and she can help you find good sources, use research databases, manage your research, and cite sources for your papers and presentations. Contact her with a research question or to set up an appointment by emailing amedaille@unr.edu or calling (775) 682-5600. For those not familiar with the Knowledge Center, you may wish to sign up for a tour. Library training is also provided in the Counseling Theories course.

Technical Resources

@One, found on the lower floor of the Knowledge Center, provides students with an amazing array of technical support. For basic computer needs, students should contact the Help Desk (call 25000) or go to the Help Desk on the 2nd floor in the Knowledge Center. The WebCampus Office provides training and support for students related to online courses.

Personal Counseling Services (Standard I.H.)

In this section, we provide information to counseling students about personal counseling services provided by professionals other than counselor education program faculty and students. Counselor education faculty will not provide counseling to students, but will provide students with support and referrals to qualified counseling professionals. Please be aware that the University faculty have a legal and ethical duty to report danger to self or others. The faculty recommend that students consider receiving counseling at the University’s Counseling Center. They can be contacted at (775) 784-4648.

Students who wish to seek counseling services off campus are encouraged to talk with faculty members about an appropriate referral. There are some counseling practitioners who have offered to counsel University counseling students and other counseling professionals at a reduced rate. 

Professional Counseling Organizations

The counseling faculty are members of the American Counseling Association, and students are both encouraged and expected to be professionally connected with ACA and state organizations. All students are required to be members of the American Counseling Association or the American School Counseling Association while enrolled in the CEP program, beginning in course Pre-Practicum in Counseling. Examples of other organizations include Â鶹ӳ»­ Counseling Association and the American School Counseling Association. Information about professional counseling organizations, opportunities for professional involvement, and activities appropriate for students will be discussed in the first required course in the program, Pre-Practicum in Counseling.

Professional Organizations (Standard I.M.)

ACA Divisions

Association for Adult Development and Aging (AADA)
Chartered in 1986, AADA serves as a focal point for information sharing, professional development, and advocacy related to adult development and aging issues; addresses counseling concerns across the lifespan.

Association for Assessment and Research in Counseling (AARC)
Originally the Association for Measurement and Evaluation in Guidance, AARC was chartered in 1965. The purpose of AARC is to promote the effective use of assessment in the counseling profession.

Association for Child and Adolescent Counseling (ACAC)
Association for Child and Adolescent Counseling aims to focus on the training needs of counselors who work with children and adolescents, while also providing professional support to those counselors, whether they are school counselors, play therapists, or counselor educators.

Association for Creativity in Counseling (ACC)
The Association for Creativity in Counseling (ACC) is a forum for counselors, counselor educators, creative arts therapists and counselors in training to explore unique and diverse approaches to counseling. ACC's goal is to promote greater awareness, advocacy, and understanding of diverse and creative approaches to counseling.

American College Counseling Association (ACCA)
ACCA is one of the newest divisions of the American Counseling Association. Chartered in 1991, the focus of Ioana Marcus ACCA is to foster student development in colleges, universities, and community colleges.

Association for Counselor Education and Supervision (ACES)
Originally the National Association of Guidance and Counselor Trainers, ACES was a founding association of ACA in 1952. ACES emphasizes the need for quality education and supervision of counselors for all work settings.

Association for Humanistic Counseling (AHC)
AHC, formerly C-AHEAD, a founding association of ACA in 1952, provides a forum for the exchange of information about humanistically-oriented counseling practices and promotes changes that reflect the growing body of knowledge about humanistic principles applied to human development and potential.

Association for Lesbian, Gay, Bisexual and Transgender Issues in Counseling (ALGBTIC)
Educates counselors to the unique needs of client identity development; and a non-threatening counseling environment by aiding in the reduction of stereotypical thinking and homoprejudice.

Association for Multicultural Counseling and Development (AMCD)
Originally the Association of Non-White Concerns in Personnel and Guidance, AMCD was chartered in 1972. AMCD strives to improve cultural, ethnic and racial empathy and understanding by programs to advance and sustain personal growth.

American Rehabilitation Counseling Association (ARCA)
ARCA is an organization of rehabilitation counseling practitioners, educators, and students who are concerned with enhancing the development of people with disabilities throughout their life span and in promoting excellence in the rehabilitation counseling profession's practice, research, consultation, and professional development.

Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC)
Originally the National Catholic Guidance Conference, ASERVIC was chartered in 1974. ASERVIC is devoted to professionals who believe that spiritual, ethical, religious, and other human values are essential to the full development of the person and to the discipline of counseling.

Association for Specialists in Group Work (ASGW)
Chartered in 1973, ASGW provides professional leadership in the field of group work, establishes standards for professional training, and supports research and the dissemination of knowledge.

Counselors for Social Justice (CSJ)
CSJ is a community of counselors, counselor educators, graduate students, and school and community leaders who seek equity and an end to oppression and injustice affecting clients, students, counselors, families, communities, schools, workplaces, governments, and other social and institutional systems.

International Association of Addictions and Offender Counselors (IAAOC)
Originally the Public Offender Counselor Association, IAAOC was chartered in 1972. Members of IAAOC advocate the development of effective counseling and rehabilitation programs for people with substance abuse problems, other addictions, and adult and/or juvenile public offenders.

International Association of Marriage and Family Counselors (IAMFC)
Chartered in 1989, IAMFC members help develop healthy family systems through prevention, education, and therapy.

Military and Government Counseling Association (MGCA, formerly ACEG)
Initially known as the Military Educators and Counselors Association, MGCA was chartered in 1984. MGCA is dedicated to counseling clients and their families in local, state, and federal government or in military-related agencies.

National Career Development Association (NCDA)
Originally the National Vocational Guidance Association, NCDA was one of the founding associations of ACA in 1952. NCDA provides professional development, connection, publications, standards, and advocacy to career development professionals who inspire and empower individuals to achieve their career and life goals.

National Employment Counseling Association (NECA)
NECA was chartered in 1966 as the National Employment Counselors Association. NECA is committed to offering professional leadership to people who counsel in employment and/or career development settings.

Other Professional Organizations

• (CSI)-Alpha Omega Mu Chapter (Â鶹ӳ»­)

More information can be found at (ACA Divisions).

Opportunities for Professional Development

If you are seeking opportunities for professional development in the field of counseling, one avenue is through being involved with professional organizations. Some professional organizations include ACA divisions, ACA Branches, ASCA, AMHCA and Chi Sigma Iota (CSI) to name a few. Within these organizations, there are opportunities to serve on committees, take on leadership roles, and gain further mentorship in the field. In addition, many of these organizations hold or take part in conferences, which are great opportunities to attend sessions about numerous counseling topics, to present and prepare for future career goals, and to network with graduate students, faculty members, and professionals from all around. Further, many professional organizations offer many webinars and additional trainings as well that can address topics such as certain client populations, counseling theories, how to address current issues, how to prepare for graduate studies or professional work, etc. It is encouraged that you get involved early, as being engaged in professional development is a great asset to carry throughout your journey as counseling professionals. 

Health Insurance 

All domestic degree-seeking graduate students, who are enrolled in six or more credits (regardless of the course level) in a semester, will be automatically enrolled and billed for the University-sponsored health insurance for each term they are eligible (fall & spring/summer). If a student has other comparable coverage and would like to waive out of the student health insurance, it is the student’s responsibility to complete the University online waiver form prior to the deadline. If approved, a health insurance waiver is good for the current academic year only. A new waiver must be submitted each academic year. All international graduate students are required to carry student health insurance, and the cost will be automatically added to your student account. Any international graduate students with insurance questions must contact the Office of International Students and Scholars (OISS) directly. 

Graduate Student Association 

The Graduate Student Association represents all graduate students and promotes the welfare and interests of the graduate students at the Â鶹ӳ»­. The GSA works closely with appropriate university administrative offices, including the Graduate School and Student Services. The GSA government functions through the Council of Representatives, Executive Council and established committees.

Watermark/Taskstream

The College of Education & Human Development at the Â鶹ӳ»­ has chosen to partner with Watermark for assessment, accreditation and continuous improvement.

Watermark advances effective assessment to improve student learning and institutional quality. Watermark provides online solutions and supporting services to plan and manage assessment processes and demonstrate both student learning achievement and institutional effectiveness for continuous improvement and accreditation.

What does this mean for you and our community?

For Students

With Watermark, you have access to a rich set of capabilities that supports your education in meaningful ways, not just a place to turn in assignments. Here are just some of the things you can do with your Watermark account:

• Reflect on your learning experiences inside and outside of the classroom and personal growth over time regarding the knowledge and skills you are expected to master as a result of your education.
• Receive rich feedback from others, beyond course grades, for helping you improve in the areas that matter most for your discipline and general education.
• Turn your work into multiple high-impact online portfolios that showcase your experience, skills, and achievements through a variety of media for employers, instructors, and others.
• Maintain a record of work samples and accomplishments even after you graduate.
• Contribute to the accreditation and improvement of your program and institution — the data the institution collects from scoring their work can be used to assess effectiveness and inform improvement.

For Faculty

Watermark helps you derive more value from your assessment work so that you can focus on your students and improvements you can make to your courses that lead to better teaching and learning, not just address the requirements of external accreditors. With Watermark, you can:

• Encourage students to reflect on their learning experiences inside and outside of the classroom and personal growth over time regarding the knowledge and skills they are expected to master as a result of your education.
• Provide students with the ability to build high-impact online e-portfolios that showcase their experience, skills, and achievements through a variety of media for employers, instructors, and others.
• Easily find work that your students have submitted for review, score it, and provide your students with rich feedback using custom rubrics and forms.
• Access real-time dashboards and approachable reports to see how your students are performing against the intended learning outcomes so you can identify appropriate strategies to help them improve.

Accessing Your Watermark Account

All students within the College of Education and Human Development’s Initial Educator Licensure and Advanced programs will be required to submit electronic evidences at various points in their training. Therefore, a Watermark account is required for all students. 

Students can purchase a Watermark account by visiting its  and following the instructions below:

• Click on “create a new Taskstream subscription” at the top of the screen and “continue” after Option 1.
• Answer on-screen questions. After selecting your university, you will be prompted to select your “school.” Please select College of Education. Under role, select “Student.” 
• Select the subscription rate that best fits your needs. You can choose to pay for a yearly account. However, it is often cheaper to purchase an account that covers all of the anticipated semesters you are enrolled at the Â鶹ӳ»­. 

Faculty, please contact Melissa Burnham, Ph.D. at mburnham@unr.edu to create your account and access Watermark.

Resources and Support

Watermark provides unlimited support for all users seven days a week and Mentoring Services is happy to answer any questions that you may have. You can contact them directly at help@taskstream.com or (800) 311-5656. You can also view more information about Watermark by visiting its .

Cost and Assistance

The cost for a 1-year account is $50. The cost for a seven-year account is $139. All students and faculty will be required to use Watermark for key assignments and assessments. Financial assistance is available in the form of scholarships through the College of Education & Human Development.

Graduate Assistantships

Graduate assistantships are available to apply for through the College of Education & Human Development. We cannot guarantee assistantships, as these are highly competitive.