Counselor Education Student Handbook

This handbook is provided to students and applicants for their general information and guidance only. It does not constitute a contract; either expressed or implied, and is subject to revision at the University’s discretion. 

COUNSELOR EDUCATION PROGRAM

This handbook is designed to provide information regarding the Counseling Program at Gallaudet University. The Counseling Programs are offered through the School of Human Services and Sciences. In addition to courses within this department, students are also able to enhance their experience by taking courses within other departments at Gallaudet. 

Since its founding in 1864, Gallaudet University (GU) has offered a unique, American Sign Language and English bilingual learning environment for faculty, students, and staff. The University’s Board of Trustees affirmed by adopting a new mission that fosters an intentional, inclusive and supportive environment in 2007. The counseling program embraces the bilingual mission of the institution. 

Our program is informed by research and shaped by the needs of the communities and schools who require the services of professional counselors. A strong theoretical thread runs through the core courses and the advanced courses and is evident in the particular orientations of our faculty in such areas of specialization as assessment, consultation, development, family and marriage counseling, play therapy, group work, and multicultural counseling as these areas relate to counseling deaf people. Theory also drives skill development with an initial exposure to the cornerstones of the counseling relationship followed by exposure to skills and intervention techniques important to major theories of counseling. 

The experiential thread begins in the first summer, as students interact with counselors from a variety of settings and learn about counseling on communities and schools. In their subsequent coursework, they add depth and breadth by engaging in experiences that allow them to practice individual and group counseling skills with deaf people from diverse populations. These experiences culminate in the Practicum and Internship, which are designed to provide supervised professional experiences for the counselor-in-training in schools and agency settings.

CONTACT INFORMATION 

Dr. Khadijat Rashid, Dean of Faculty

Office #: (202)-250-2405 (videophone)

Location: Hall Memorial Building S400

Email: Contact here

Dr. Beth Gibbons, Associate Dean of the Graduate School

Office #: (202)-499-6776 (videophone)

Location: Fowler Hall 210

Email: Contact

Dr. Daniel Koo, Director of the Schools of Human Services and Sciences

Office #: 202-250-2279 (videophone)

Location: HMB S411

Email: Contact here

Dr. Gabriel Lomas 

Professor and Program Coordinator

Office #: 

Location: Remote (HMB 423 during residency)

E-Mail: Contact here

Dr. Jessica Kuehne

Assistant Professor of Counseling 

Location: Remote (HMB 423 during residency)

Email: Contact here

Dr. Le’Ann Solmonson

Assistant Professor of Counseling

Office #: 

Location: Remote

E-Mail: Contact

Ms. Renee’ Smith

Secretary for the School of Human Services and Sciences 

Office #: (202) 651-5540 

Location: HMB

E-Mail: Contact here

Mission Statement

Gallaudet University, federally chartered in 1864, is a bilingual, diverse, multicultural institution of higher education that ensures the intellectual and professional advancement of deaf and hard of hearing individuals through American Sign Language and English. Gallaudet maintains a proud tradition of research and scholarly activity and prepares its graduates for career opportunities in a highly competitive, technological, and rapidly changing world. 

(Approved by the Board of Trustees November 2007)

Vision Statement 

Gallaudet University will build upon its rich history as the world’s premier higher education institution serving deaf and hard of hearing people to become the university of first choice for the most qualified, diverse group of deaf and hard of hearing students in the world, as well as hearing students pursuing careers related to deaf and hard of hearing people. Gallaudet will empower its graduates with the knowledge and practical skills vital to achieving personal and professional success in the changing local and global communities in which they live and work. Gallaudet will also strive to become the leading international resource for research, innovation and outreach related to deaf and hard of hearing people. Gallaudet will achieve these outcomes through:

• A bilingual learning environment, featuring American Sign Language and 

English, that provides full access for all students to learning and communication

• A commitment to excellence in learning and student service
• A world-class campus in the nation’s capital
• Creation of a virtual campus that expands Gallaudet’s reach to a broader 

audience of visual learners

• An environment in which research can grow, develop, and improve the lives 

and knowledge of all deaf and hard of hearing people worldwide

(Approved by the Board of Trustees, May 2009)

ADMISSION TO THE COUNSELOR EDUCATION PROGRAM: CRITERIA AND PROCESS

Counselor Education Student Recruitment Policy

The graduate program in counselor education believes that the needs of a diverse society can only be met by encouraging diversity in the counseling professions. Thus, the program actively recruits students who represent a variety of cultures, ethnicities, races, genders, sexual orientations, and socioeconomic classes. Furthermore, consistent with our mission, we aim to recruit students who will be able to provide counseling services to diverse students in the deaf community. Thus, we prioritize the recruitment of ASL fluent students. Counselor education faculty recruit students by speaking to undergraduate classes and student organizations. They also meet with personnel in organizations and schools as part of the outreach program to recruit diverse students. Faculty attend conferences to network with other professionals who may assist us in recruiting students. 

The Counselor Education Program faculty seeks to admit only those who are personally and academically prepared to complete the master’s degree. Within these parameters, the faculty is committed to admitting students who represent diverse backgrounds and/or who have special abilities (i.e. bilingual competence) to serve a diverse population as counselors. 

Admission Criteria

Gallaudet uses a cohort model. We have a deadline for applications of February 1st each year. Subsequently, qualified candidates are invited to interviews in February, and accepted applicants are expected to begin with their first residency in the summer.

Admission to the program is competitive and is based on the criteria listed below. In order to be matriculated, the student must: 

1. Present evidence of academic ability and potential for graduate-level study; cumulative undergraduateGPA 3.0 or higher. If candidate doesnot meet the 3.0 GPA, the applicant may appeal to the director for consideration and the director may provide an alternative route for admittance; 
2. Have completed an undergraduate program which includes a general education distribution of courses in a broad range of areas; 
3. Demonstrate proficiency in English as demonstrated in a letter of application setting forth the reasons for wanting to enroll in a counselor education program, and emphasizing relevant experiences; 
4. Present three recommender rating sheets testifying to suitability as a prospective counselor; 
5. Interview with the faculty;
6. Demonstrate the potential for forming effective interpersonal relationships in individual and small group contexts; 
7. Have appropriate vocational goals and objectives relevant to the Program; 
8. Demonstrate openness to self-examination and personal and professional self-development; 
9. Have had paid or volunteer experience indicative of an interest in the helping profession; and
10. Demonstrate the ability to communicate effectively in ASL and written English.

 

*Students from certain states may require specific courses to become licensed or certified. While faculty will work to find all licensing requirements, students are encouraged to become familiar with credentialing requirements in their home states.

Background Checks and Fingerprinting

Depending on your state, some school districts and some clinical placements require candidates to be fingerprinted prior to the start of your field work; students may be required to pay the cost of the fingerprinting. Each site supervisor retains the right to withdraw a placement if the fingerprinting indicates information that is problematic for the site. In addition, some placements also mandate drug testing prior to interactions with students or clients. Faculty in the counselor education program should be informed of any concerns you may have with regard to your background, and will assist you in finding appropriate field placements. However, counselor education faculty will not allow candidates who are currently impaired to engage in a field placement course. Working as an impaired counselor is a violation of the ethical code.

Overview of the Counseling Programs

Counselors are skilled professionals who are trained to enable others to gain an understanding of their lives, make decisions, resolve problems, and be active. While the primary duty of the Counselor is to the individual, their responsibilities extend beyond the individual client to parents, schools, their community, and to the counseling profession. The school counseling major prepares students to work as counselors serving deaf students in a variety of settings including public schools and schools for the deaf. Graduates are also prepared to engage in crisis intervention. Graduates of the clinical specialization are prepared to work in a variety of human service settings, including mental health centers, substance abuse, residential programs, and other agencies offering counseling services.

The Gallaudet counseling programs are aligned with CACREP (Council for Accreditation of Counseling and Related Educational Programs) standards. CACREP is a specialized accrediting body recognized by the Council on Recognition of Postsecondary Accreditation (COPA). We were accredited by CACREP until the reorganization of the programs in 2022. We plan to remain aligned with CACREP standards are apply for accreditation again at our first available opportunity. Our education programs are accredited national by CAEP. Accreditation in the District of Columbia is also maintained. 

All full-time faculty have doctoral degrees in counselor education or closely related fields. In addition, part time faculty hold a minimum of a master’s degree in their respective field. Part-time faculty from other departments on campus and from the professional community at large provide our students with a wide variety of theoretical and experiential perspectives regarding the role of professional counselors.

 

STATEMENT OF MISSION, PROGRAM GOALS & OBJECTIVES 

Counseling Program Mission Statement 

The Counseling program prepares graduates to be multiculturally competent professional counselors, able to work skillfully with deaf, hard of hearing, and hearing clients of diverse backgrounds in a variety of settings. Our training models emphasize the development of cultural self-awareness, sensitivity, knowledge, and skills essential to becoming effective and ethical practitioners who are able to influence individual, group, organizational and systemic changes that promote health and well being for all persons in the context of social justice and multiculturalism. Faculty members are committed to promoting interpersonal values which support our professional relations with others. These values include compassion, self-awareness, genuineness, commitment to social justice, and an authentic appreciation of diversity. [Revised Feb. ‘09] 

Table below lists the key assessments aligned with the 2016 CACREP standards, program goals, and program learning objectives.

Gallaudet Counseling Program Goals and Learning Objectives
Goals	Program Learning Objectives	CACREP Core Standards	Key Assessments	Courses
1. The Counseling program provides students with the knowledge and skills necessary to be successful professional counselors.	1. A. Students will demonstrate an understanding of professional identity and be able to apply ethical standards.	1	Fitness to practice, Professional identity project, Comprehensive Exam, Practicum and Internship evaluations.	COU 710 COU 755
	1. B. Students will demonstrate counseling skills necessary to develop, maintain, and manage a helping relationship.	5	Individual counseling project, fitness to practice, comprehensive exam, practicum and internship evaluations.	COU 721
	1. C. Students will demonstrate the knowledge and skills necessary to identify and successfully practice as professional counselors.	1	Site supervisor evaluations, employer survey, alumni survey, comprehensive exam.	COU 710, COU 721
	1. D. Students will demonstrate the ability to use evidence-based practices and create interventions for counseling.	5,8	Group counseling project, practicum and internship evaluations, fitness to practice	COU 753, COU 792, COU 794
	1. E. Students will demonstrate career theory knowledge and contemporary approaches in career assessment and practice.	4	Career advisement session and case conceptualization, comprehensive exam.	COU 734
	1. F. Students will demonstrate skills and knowledge in group counseling and group work.	6	Group counseling project, practicum and internship evaluations, comprehensive exam	COU 753, COU 792, COU 794
2. The Counseling program prepares students to consider each client as unique, multi-dimensional individuals, throughout the counseling relationship.	2.A. Students will apply multicultural competencies in both individual and group counseling settings.	2	Site assessments for practicum and internship, group counseling project, individual counseling project, assessment project, comprehensive exam	COU 730, COU 753, COU 721
	2.B. Students will demonstrate the ability to select, conduct, and interpret assessments, using data to formulate culturally and developmentally appropriate goals and interventions.	3,7	Assessment project, practicum and internship evaluations, individual counseling project, comprehensive exam.	COU 748 COU 714
3. The Counseling program assures students have dispositions which are consistent with the legal, ethical, and humanistic guidelines set forth by the ACA.	3.A. Students will demonstrate a disposition which is consistent with the legal, ethical, and humanistic guidelines of the counseling profession.	1	Fitness to practice, site supervisor assessments for practicum and internship, comprehensive exam.	COU 792, COU 794, COU 710 COU 755

Curricular Requirements

The former CACREP-accredited counseling programs suspended admissions in 2019. We are now reopened as a low residency program and we plan to stay aligned with CACREP standards until we are able to reapply for CACREP accreditation in the fall of 2024.

PROFESSIONAL IDENTITY, AFFILIATION AND LIABILITY INSURANCE 

Matriculated students in the Counseling programs are urged to consider affiliation with the professional association serving the counseling profession, e.g., the American Counseling Association (ACA), the American School Counseling Association (ASCA). Benefits of membership include receiving the professional journal(s) published by ACA, identification with current professional issues, opportunity to attend state, regional and national meetings, and professional liability insurance. Student membership in ACA is available at a reduced membership cost. Applications require a faculty member endorsement. Students will also be encouraged to join the state branch of ACA from their respective states. A copy of the student’s liability insurance form must be presented to the Practicum or Internship faculty supervisor for inclusion in the student’s clinical folder.

ADVISEMENT 

When a student is admitted into the Counseling Program, he or she is assigned an advisor. It is the student’s responsibility to make regular contact (usually once a semester) with his or her advisor regarding courses to be taken and overall progress in the program. Among the advisor’s responsibilities are the following: 

1. To develop a plan of study with each advisee for timely completion of the degree requirements. 
2. To advise the student regularly about courses to take in the subsequent semester. 
3. To communicate any corrective feedback to the student as a result of faculty evaluations of students. 
4. To review the advisee’s records at the time that the student registers to graduate to determine that the student has met all Program requirements. 
5. To serve overall as a liaison between the Program and the advisee. 

ORIENTATION MEETINGS 

An orientation meeting for new students is held with each cohort on the first day of our residency, during the first class meeting.

 

EVALUATION OF STUDENTS 

Graduate students at Gallaudet must maintain a 3.0 cumulative grade point average to be in good standing. Credit will not be awarded for course grades below a B. Students must retake the course. All grades are calculated in the cumulative GPA.

The Counseling faculty meets regularly to evaluate the progress of each matriculated student. The Program uses the Fitness to Practice Instrument to gauge professional dispositions (See below). The student’s advisor is responsible for collecting relevant feedback from the faculty about a particular student. When a student’s progress is not satisfactory, based either on academic criteria or professional criteria unrelated to academic performance, she or he may be placed on probation. In this event, the following process will occur: 

1. The student will receive a letter from his or her advisor (usually following a conference) outlining the faculty’s concerns and stating that the student has been put on probation. 
2. Furthermore, the letter will delineate what conditions the student must meet to be removed from probationary status. In addition, the student will be informed of the consequences should the faculty’s conditions not be met, including the possibility that the student will be dropped from the Program. 
3. Finally, the letter will state how long the probationary period is to last. Usually, a probationary period is one semester. 
4. At the end of the probationary period, the faculty will again assess the student and will inform the student (in writing) of their evaluation. Usually, a student is either reinstated into the Program fully or is terminated from the Program at this time. However, it is possible for probation to be extended if the student has met prior conditions outlined by the faculty but has shown evidence of new deficits. 
5. Should a student continue to present work that is of marginal quality, academically or professionally, she or he will not be recommended for continuation in the Program. 

FITNESS TO PRACTICE

The Counselor Education Program implemented a Fitness to Practice (FTP) policy in the summer of 2022. The FTP is designed to ensure that candidates are not impaired and are prepared for field placement. The FTP policy is an addendum to this handbook and should be reviewed with your advisor. (See Appendix A)

GRIEVANCE PROCEDURE 

If a student believes that he or she has been treated unfairly, either in a particular course or as a result of the formal evaluation process, it is the student’s right to initiate a grievance process.Gallaudet maintains an office for Student Grievances. 

COURSE WAIVERS AND TRANSFER CREDITS

The Graduate Counselor Education Program accepts only graduate level courses that meet Program curriculum requirements. Course waivers are limited in number and done under careful advisement. 

CREDIT HOURS FOR CLINICAL INSTRUCTION REQUIREMENTS 

All students in the program complete a practicum of at least 100 hours and an internship of at least 600 hours. We strongly advise students to complete 9 credits of clinical instruction (Practicum and Internship). However, a small percentage of students, with the consent of the counseling faculty, take 6 or 12 credits to complete the required number of clinical hours. Please note that students must have flexibility to complete the field experiences at an approved site during the field work portion of their training. Students who wish to do field work at their place of employment should speak with their faculty advisor to obtain approval. 

Early in the program, students must contract to complete a full-time or a part-time 

Internship, i.e., whether the Internship is to be completed in three (3) credit hours or six 

(6). It is crucial that students understand that contracting for one semester means that both the total 600-hour requirement and the 240-hour direct service requirement must be fulfilled in one semester. This also means that any Practicum or Internship experience that is contracted over a summer cannot occur during a regularly scheduled university semester. Summer clinical experiences usually need to extend over a three (3) month period and be approved by a faculty supervisor. 

It is the faculty’s prerogative to work with the field supervisor and determine if a student is ready to advance to Internship. Faculty may require any student to repeat Practicum if it is the faculty’s judgment that this is in the student’s best interest. 

Prior to entering field placement, all students must take the ASL-PI and receive a passing score of 2 or higher. Students who do not receive a 2 will not be allowed to enter field work. 

 

PRACTICUM 

Didactic instruction and pre-practicum are intended to prepare the student to be placed in a counseling setting (school or agency) that matches the student’s career objectives. The Field Placement Coordinator assists all students in obtaining both practicum and internship placements. The Coordinator also acts as a liaison between the students and site supervisors to assist with initial and evaluation paperwork required by the Program.

1. COURSE REQUIREMENTS: There are three (3) requirements for the practicum that are necessary to consider in identifying an appropriate site. 
1. Student complete 100 clock hours at the site to meet the requirements of Practicum. 
2. Direct service hours involve “face-to-face interaction with clients which includes

the application of counseling, consultation, or human development skills.” Ten (10) 

of the forty (40) direct hours must consist of group counseling.

1. Supervision of practicum and internship students includes program-appropriate

audio/video recordings and/or live supervision of students’ interactions with 

clients.

1. One hour per week of individual and/ortriadic supervisionthroughout the practicum provided by a program faculty member, or a site supervisor who is working in biweekly consultation with a program faculty member in accordance with the supervision contract. 
2. The student meets for a minimum of one (1) hour per week for individual or triadic supervision and a minimum of one and one-half (1 ½) hours per week of group supervision with other students.
3. Formative Evaluation of the student’s counseling performance throughout the practicum, including documentation of a formal Summative Evaluation after the student completes the practicum.

1. SUPERVISION: Practicum represents the first opportunity for the student to engage in direct service with “real” clients. The site supervisor must be a fully certified or licensed counselor with a minimum of two (2) years of professional experience. The clinical site supervisor must have a minimum of a master’s degree in counseling or a closely related field and appropriate certification and/or licenses as well as a minimum of two (2) years of pertinent experience. All site supervisors must have documented training in counselor supervision. Supervisors who do not have documented training in counselor supervision must take the online training provided by Gallaudet’s Counselor Education Program and pass a quiz with a minimum of 80%. The faculty assumes primary responsibility for the student’s supervision. The site supervisor is asked to: 

1. Organize the practicum experience and assure that the student will have an opportunity to work with appropriate clients. 
2. Help orient the student to the site. 
3. Provide appropriate space for the student to meet with clients. 
4. Monitor the practicum generally in order to determine that the student’s needs and to ensure that the clients’ needs are being met. 
5. Provide the faculty supervisor with evaluation of the student’s overall performance and professionalism during the practicum. 
6. Be available to the student in case of emergency. 
7. Provide any additional supervision for reasons of necessity or preference. (In other words, the university faculty welcomes the site supervisor’s involvement in supervision above and beyond the minimum expectations listed above.) 
8. Observe the student in situ to provide feedback as needed.

1. EARLY PLANNING FOR PRACTICUM: Practicum should not be viewed as 

other courses in terms of the amount of time required to prepare adequately for the experience. At the time of matriculation into the program, when a student first meets with his or her advisor, it would be appropriate to begin planning for the approximate time of Practicum. Later, after the student has taken several prerequisite courses, more deliberate planning should begin to take place. Practicum proposals are distributed in classes, one year prior to Practicum. Students should work with the Field Placement Coordinator one semester prior to beginning Practicum. Be aware that:

1. It can be a time-consuming process finding a practicum site, and this should not be delayed until the beginning of the Practicum semester.
2. Because of the amount of supervision required for Practicum, faculty assignments will be determined by the number planning to enroll in the course. 

Staff planning takes place a few months before the beginning of each semester. 

1. With other counseling programs in your geographic area, there is competition for Practicum sites and early contracting with a site is recommended.. 

Please note that students must have flexibility to complete the field experiences at an approved site during the fieldwork portion of their training. 

1. Site Supervisors must complete the Gallaudet supervisor training or submit their 

documentation of supervisor training prior to the start of practicum.

1. Students who are employed at a school and wish to do field work at your place of employment should obtain approval prior to admission to the counselor education program. 

 

1. FINDING A PRACTICUM SITE: During the initial meeting with the student’s advisor, the discussion will center on the student’s career objectives. Usually, the Field Placement Coordinator will be able to recommend sites that the student might consider. The student may be aware of a site that he or she is hoping will be acceptable for Practicum. It is the student’s responsibility to keep the Field Work Coordinator current until the student has successfully contracted with a Practicum site. Although the Field Placement Coordinator assumes the role of guiding the student toward appropriate Practicum sites, it is ultimately the student’s responsibility to find an appropriate site. 

 

1. SITE VISIT: During the course of the semester, the Practicum instructor along with the student assigned to the meets with the site supervisor to review requirements for the course and the site supervisor’s role. The purpose of this meeting is for the faculty instructor to be assured that the site offers opportunities consistent with CACREP and Program Standards and to gauge student progress. We may conduct visits in-person or via video conferencing. 

 

1. THE PRACTICUM AGREEMENT FORM: This document must be signed by all parties where indicated and kept in the student’s clinical file. There is also an orientation meeting as well as supervision instruction for all site supervisors and students the semester prior to the Practicum experience.

1. STUDENT LIABILITY INSURANCE: Students must provide proof of Student Liability Insurance at, or before the signing of their Practicum Agreement Form at the Site Visit. 

INTERNSHIP 

Following successful completion of the counseling Practicum, students must complete a counseling internship in their specialization area. This internship is traditionally two semesters. 

COURSE REQUIREMENTS: There are five (5) requirements for Internship that are necessary to consider in identifying an appropriate site. 

1. The student must commit 600 clock hours to the site to meet the requirement of internship. 

1. Of these 600 hours, 240 must be direct service hours. Direct service hours involve “face-to-face’ interaction with clients which includes the application of counseling, consultation, or human development skills.” 

1. If the site does not allow the intern to audiotape (or videotape) direct service hours for the purposes of supervision, students will be observed at the site. The site must provide supervision by a counselor or clinician acceptable to the counseling program. The identified site supervisor must hold a minimum of a master’s degree in the program emphasis area and possess appropriate certification or licenses. In addition, the site supervisor must have a minimum of two (2) years of experience as a counselor. 
2. The site must permit the student intern to participate in a variety of professional activities in addition to direct service work. These activities should be those that a regularly employed staff member in the setting would expect to perform. 
3. The student must meet for a minimum of one and one-half (1 ½) hours per week for group supervision with the program faculty supervisor throughout the internship. 

1. SUPERVISION: All site supervisors must have documented training in supervision. The site supervisor is the primary supervisor for the student intern and must commit to a minimum of one (1) hour weekly of individual supervision to the intern. Clinical supervision should include supervision of counseling cases and related professional activities. This site supervisor will be asked to provide the counseling program with evaluations of the student intern’s overall performance and professionalism during the Internship. Supervision also takes place on campus with a faculty supervisor on a weekly basis. Group supervision for one and one-half hours (1 ½) includes peer feedback.

1. EARLY PLANNING FOR INTERNSHIP: Students should be in contact with the Field Placement Coordinator to begin planning for Internship. Few internship sites are ideal. The search for an acceptable site involves a number of variables, including mission of the site, qualifications of the site supervisor, availability of experiences that will enhance the intern’s professional growth, and physical proximity of the site to the student intern’s residence and to the University. Sometimes a site will appear acceptable to the intern but not to the Coordinator; at other times the intern may find the site unacceptable; and sometimes the site supervisor will not find the intern to be a good fit for the site. For all of these reasons, it is important that the student not delay the search for a best fitting site. Anticipating when the Internship will begin is as important as planning when other required courses will be taken. Early in the program, the student, with his or her faculty advisor, should identify approximately when he or she will reach the Internship. In the first month of the student’s Practicum, he or she should be informing the Coordinator of plans for Internship (expected semester to start Internship, sites under consideration, etc.). In other words, if you are beginning Practicum in the fall semester, you should make contact with the Coordinator in September. 

1. FINDING AN INTERNSHIP SITE: The Field Placement Coordinator is available to meet with students prior to contacting any potential internship site to discuss the program’s requirements for the site. As with the Practicum placement, this discussion will center on the student’s career objective, the availability of Internship sites within the student’s area of interest, and the level of client services provided by the potential site. As with the Practicum site selection, the Field Placement Coordinator stands ready to offer suggestions, but the ultimate responsibility for finding an acceptable site remains with the student. 

1. SITE VISIT: During the course of the semester, the Internship instructor along with the student meets with the site supervisor to review requirements for the course and the site supervisor’s role. The purpose of this meeting is for the faculty instructor to be assured that the site offers opportunities consistent with CACREP and Program Standards and to gauge student progress.

1. THE INTERNSHIP AGREEMENT FORM: The Internship Agreement Form describes the responsibilities of both parties. The document is signed by all parties and kept in the student’s clinical file. 

1. STUDENT LIABILITY INSURANCE: Students must provide proof of Student Liability Insurance at, or before the signing of their Internship Agreement Form at the Site Visit.

 

GRADUATION 

Students registering for their final course in the program should apply for graduation. It is the student’s responsibility to submit appropriate forms prior to the deadline set by the University. Please keep a close eye on your Gallaudet email as this information is shared in your final year. 

COUNSELING SERVICES, FINANCIAL AID AND GRADUATE ASSISTANTSHIPS 

The Gallaudet Counseling and Psychological Services (CAPS) office, located in the Kellogg Conference Center. Students who are on campus are always welcome to make an appointment. Students in crisis are also welcomed to seek assistance at CAPS. However, CAPS has limitations in providing ongoing counseling services to students who take courses remotely due to credentialing requirements in other states. 

Individuals in need of partner violence services are encouraged to contact Deaf DOVE, a culturally affirmative organization that provides support for victims and survivors of IPV. They can be reached at www.deafdove.org. 

The Gallaudet Office for Students with Disability Services assists students with disabilities in accessing their program of study. They can be reached at 202-250-822612.

The Bison Career Link offers resume building, career counseling, and other related services. They can be reached at https://www.gallaudet.edu/career-education-professional-development/services/bison-careerlink/.

The Gallaudet Financial Aid office offers assistance for qualified students to meet their financial obligations. They also manage work-study employment. They can be reached at https://www.gallaudet.edu/financial-aid/.

Students receiving financial assistance under the federal supported Title IV Programs must comply with the following criteria to be eligible for such assistance. 

1. Quality of academic performance: Students must be matriculated and must maintain a 3.0 GPA to remain a matriculated graduate student in the University.

1. Speed of completion of the graduate program, i.e. satisfactory progress. 

1. Students who do attain the levels of satisfactory progress indicated above may complete the required credits in summer school without Title IV financial assistance. Students who increase the number of semester hours required for satisfactory progress will not be eligible for any Title IV financial assistance for the following an academic year.

1. Upon presentation of evidence of medical emergencies or other legitimate personal or family emergencies, students who have been denied financial assistance under this policy may appeal to the campus officer designated by the President. 

1. Title IV Programs are: 
1. College Work-Study Program (CWSP) 
2. Carl D. Perkins National Direct Student Loan 
3. Guaranteed Student Loan Program (GSLP) 
4. Parent Loan for Undergraduate Students Program (PLUS)/Supplemental Loan Program (SLP) 

Our program maintains one graduate assistant to support our program. Several graduate assistantships are available to matriculated graduate students who live in the DC metro area. Students should see their advisor who will address questions. 

ENDORSEMENT 

Students who successfully complete all requirements for the master’s degree in will receive formal endorsement in their area of specialization by the faculty of the training program. Formal endorsement includes recommendation for state certification and employment for those students successfully completing the program in school counseling, or recommendation for employment as a clinical counselor in a setting consistent with the training provided by the counseling program. Students will receive formal program endorsement only in that program for which they have met training requirements. Successful completion of a program means the completion of all didactic and experiential coursework including practicum and internship and marked by performance sufficient to ensure that the candidate possesses the skills and competencies necessary for ethical provision of services to clients in the setting for which endorsement is made. Completion of all requirements means that the candidate has completed the 60 credit master’s Degree as required by CACREP. Candidates must maintain a 3.0 (B) average. 

SCHOOL COUNSELOR CERTIFICATION

 

Students in the school counseling program may apply for certification as a school counselor, grades K-12, depending on the requirements of the state. Students who are seeking school counseling certification should obtain advisement early in the program.

LICENSED PROFESSIONAL COUNSELOR 

Every state has their own requirements for licensure. In general, most states require successful completion of 60 graduate semester hours in the discipline of professional counseling at a regionally accredited institution of higher education, which includes the core and clinical curriculum of the Council for Accreditation of Counseling and Related Educational Programs (CACREP). At least 42 of the graduate credits must be earned from a regionally accredited institution with a major in professional counseling.

• Acquisition of three thousand (3000) hours of post graduate degree supervised experience in professional counseling performed over a period of not less than one year, that included a minimum of one hundred (100) hours of direct supervision by a licensed mental health professional in your state. Some states have different rules.
• Successful completion of the National Counselor Examination or the National Clinical Mental Health Counselor Exam for Licensure and Certification (NCE or NCMHCE). 

THE NATIONAL BOARD FOR CERTIFIED COUNSELORS 

The National Board for Certified Counselors (NBCC) is an independent, not-for-profit organization whose primary purposes are to establish and monitor a national certification system, to identify to professionals and the public those counselors who have voluntarily sought and obtained generic counselor certification, and to maintain a registry of these counselors. This process grants recognition to counselors who have met predetermined NBCC standards in their training, experience, and performance on the National Counselor Examination. A counselor who is certified by the NBCC uses the designation NCC, National Certified Counselor. 

Criteria for Certification as an NCC:

1. Graduate degree in counseling or a closely related field from an accredited university.
2. At least two years post-master’s professional counseling experience. 
3.  A documented supervised counseling experience. 

1. Assessment of counseling experience by two professionals in the field. 
2. Many states administer the National Counselor Examination as a component within their respective licensure processes. 

NCC’s are certified for a period of five years. In order to be re-certified at the conclusion of the five-year cycle the counselor must demonstrate completion of 100 contact clock hours of approved continuing education or re-examination as well as adhere to the NBCC Code of Ethics in professional practice. 

 

Specializations Offered (Elective Courses)

Clinical graduates are likely to be more marketable if they graduate with a clinical specialization. Students on the clinical track are required to take 55 credits and have 6 credits open for specialization. Gallaudet is in the process of developing specializations. Faculty has specializations in grief counseling, play therapy, crisis/trauma counseling, addictions, and other areas of specialty. 

Assessments and Related Fees

There may be fees that are passed along to students which are not covered by the university. These include testing fees, documentation fees, and evaluation fees for the ASL-PI. All students must receive a 2 or better on the ASL-PI to enter field placement. 

Clinical Mental Health Counseling (CMHC) Sequence of Courses

YEAR	Summer	Fall	Spring
1	COU 710 Orientation to the Profession of  Mental Health  Counseling  COU 755 (NEW)  Legal and Ethical Issues in Counseling  TOTAL: 6 Credits	COU 732 Theories and Approaches in Counseling and Psychotherapy  COU 730 Social & Cultural Diversity, Foundations & Multicultural Counseling TOTAL: 6 CREDITS	COU 717 Lifespan Development COU 720 Intro to Research for Counselors  TOTAL 6 CREDITS
2	COU 748 Principles of Assessment in Counseling COU 753 Group Psychotherapy  COU 765 Crisis and Trauma Counseling TOTAL: 9 CREDITS	COU 721  Foundations of Helping Skills 1 COU 714 (RENAME) Emotional & Behavioral Disorders across the Lifespan (Rename: Psychopathology and Diagnostics) TOTAL: 6 CREDITS	COU 768 Techniques and Skills in Psychotherapy  COU 715 Family Therapy  TOTAL: 6 CREDITS
3	COU 742  Practicum in CMHC COU 728 The Cycle of Substance Abuse  TOTAL 6 CREDITS	COU 792 Internship 1 in CMHC COU 734 Lifestyles and Career Development (POSSIBLE ELECTIVE) TOTAL 6 CREDITS	COU 794  Internship 2 in CMHC  COU 716 (1 credit) Psychopharmacology  (POSSIBLE ELECTIVE) (COMPREHENSIVE EXAM) TOTAL: 4 CREDITS

This plan represents 55 credits which are required for the degree. Students are required to take six elective credits as 61 credits are required for the degree. Two electives are offered each academic year. 

Appendix A

FITNESS TO PRACTICE POLICY AND PROCEDURES

As part of meeting the program objectives set forth in the Department of Counseling Program Student Handbooks and Graduate Catalog, students are expected to conduct themselves in an ethical, responsible, and professional manner. This conduct is evaluated through the Fitness to Practice (FTP) policy as an element of students’ academic performance. The purpose of the FTP review process is to regularly monitor students’ professional and personal development (CACREP, 2001) to ensure students demonstrate appropriate progress towards developing the necessary behaviors, attitudes, and professional competencies to practice as a counselor-in- training. Student progress is routinely monitored and discussed during faculty meetings, in consultation with other faculty members and field supervisors.

At the onset of their academic program, students are directed to review these standards and seek clarification when needed.

In order to successfully complete the program and be endorsed for any relevant certifications or licensure, students must demonstrate academic performance meeting

or exceeding department standards in all settings, including classes, advising sessions, clinical sites, and all verbal and written communication, including: 1. Maintain a cumulative GPA of 3.0 or better and present grades of a C or higher in all required courses, 2. Demonstrate fitness in their interactions with others as measured on the Fitness to Practice Standards, which include the following competencies: 1. Follows ethical and legal considerations 2. Displays multicultural competence 3. Open to new ideas 4. Aware of own impact on others 5. Responsive, adaptable, and cooperative 6. Receptive to and uses feedback 7. Responds to conflict appropriately 8. Accepts personal responsibility 9. Expresses feelings effectively and appropriately 10. Dependable in meeting obligations, and 3. Conforms to the codes of ethics of professional associations in counseling and all related national and state licensure and certification boards.

The FTP Evaluation Process: Students’ competence is evaluated using the Fitness to Practice Standards and documented with the FTP Evaluation Form. All students will be reviewed by individual faculty using the Fitness to Practice Standards during Introduction to Community or School Counseling (ED 585 or EPY 618), Counseling Skills (EPY 604 and EPY 605), Practicum (EPY 610 and EPY 611), and as necessary throughout the program. Admission to the program does not guarantee fitness to remain in the program. In addition, a FTP review may be initiated on any student at any time if a faculty member, staff, course instructor, program advisor or field supervisor believes the student has displayed behavior which suggests the student does not possess sufficient competency on one or more FTP criteria. Faculty also may initiate a FTP review at any time for: a. Students who engage in illegal or unethical behaviors, b. Students who present a threat to the wellbeing of others, or c. Students who violate the Gallaudet Student Code of Conduct, any other applicable Gallaudet policies or procedures, or any other Gallaudet Counselor Education policies or procedures. In such cases, depending upon the circumstances, the fitness to practice process may result in the student being dismissed from the Counselor Education program without the opportunity for remediation. However, students should be aware that faculty in the Counselor Education program will make strong efforts to remediate students who show desire and/or potential to improve and correct the competency deficit(s).

Faculty members, staff, course instructors, program advisors, and field supervisors may evaluate all students according to these standards. Students will have the opportunity to participate and respond at each step of the FTP process.

Performance on the FTP standards will be rated on a scale of 0 (unacceptable) to 1 (acceptable) as described in the Fitness to Practice Standards. A rating of 1 on all FTP standards will indicate competence. The FTP Evaluation Form then will be shared with the student and a copy placed in the student’s file. A rating of 0 on any of the FTP standards will initiate the following procedure:

(1) The student will be contacted to schedule a meeting to review the FTP Evaluation Form. The meeting will be held with the issuing faculty member, unless the FTP process was initiated because the student engaged in illegal or unethical activities, presented a threat to the wellbeing of others or violated the Student Code of Conduct or the Handbook of Operating Procedures (in which case, the meeting will be held with a review committee comprised of faculty, as outlined in Step 3 below).

The student has five business days to respond to the request to schedule a meeting. If the student does not respond by the close of business on the fifth business day, the matter will proceed to step 3 below.

(2) At the meeting, the issuing faculty will review the FTP Evaluation Form with the student and discuss a remediation plan. Within fifteen business days after the meeting, the issuing faculty will provide a final copy of the remediation plan (incorporating any changes agreed upon at the meeting) to the student for review and signature. The student will have ten business days to review, sign, and return the remediation plan. Failure of the student to sign and/or return the remediation plan by the close of business on the tenth business day will not impede the process and may be considered during the fitness to practice process. Faculty may place an academic hold on course registration for students do not resolve concerns using the FTP process.

The remediation plan may include 1. Specific competency(ies) from the Fitness to Practice Standards which require(s) remediation, 2. Specific recommendations to achieve remediation, 3. Specific requirements to demonstrate remediation efforts have been successful, and 4. A specific deadline for subsequent monitoring to evaluate progress. Both the student and issuing faculty may retain copies of the signed FTP Evaluation Form and remediation plan and copies will be placed in the student’s folder. At any time during the remediation process, the issuing faculty member may refer the student to a faculty review committee.

(3) A faculty review committee will be convened if: a. The FTP process was initiated because the student engaged in illegal or unethical activities, presented a threat to the wellbeing of others, or violated the Student Code of Conduct or the Handbook of Operating Procedures, b. A student fails to respond to the issuing faculty’s request to schedule a meeting to review the FTP Evaluation Form, c. A student fails to show reasonable progress in the remediation plan, or d. A student receives more than one FTP Evaluation Form rated 0 during his or her Program of Study. The committee will be comprised of faculty in Education and Educational Psychology, appointed by the Department Chair. The student will be required to meet with the faculty review committee in accordance with the procedures described in #1 and #2 above. The faculty review committee may consult with any of the full faculty, including adjunct faculty, regarding the development of alternative remedial strategies and/or evaluation of the student’s fitness for continuation in the Counselor Education program.

The faculty review committee will monitor the student’s progress on the remediation plan. If at any time the student is determined not to be making satisfactory progress, the faculty review committee may either modify the remediation plan or dismiss the student from the program.

(4) All faculty review committee decisions for a student’s dismissal from the Counselor Education program will be forwarded to the School Director. The school director will forward the committee’s decision to the Dean of the School. The student may appeal the committee’s decision to the appropriate authorities.