DEPARTMENT OF
COUNSELING & STUDENT AFFAIRS
Student Handbook
Dear Student:
Welcome to the Department of Counseling and Student Affairs!
Our goal is to provide you with the coursework and clinical experiences that will prepare
you to become effective counselors and student affairs professionals. As you progress
through your degree program, you will gain the knowledge, skills, and experience needed
for success in working with individuals across the life-span. You will have the opportunity
to work with nationally recognized faculty, participate in research and service projects, and
experience a wide-range of hands-on counseling and student development activities.
Our graduates go on to become Licensed Professional Counselors, Licensed Marital and
Family Therapists, Certified School Counselors, College Counselors, and Student Affairs
Professionals. You will find that your degree will open the door for you to make a difference
in lives of clients and students.
This handbook should answer many questions and assist you with your planning. In
addition, your faculty advisor is a key resource person to help you with coursework and
career planning.
We look forward to working with you and wish you success in your academic pursuits.
Sincerely,
Dr. Margaret Herrick
Dr. Joanne Cohen
Dr. Lauren Moss
Dr. Brian Wlazelek
Dr. Frederick Redekop
Dr. Monir Morgan
Dr. Kelley Kenney
Dr. Helen Hamlet
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TABLE OF CONTENTS
Part I – Learning about the Department and University
Faculty and Staff……………………….……………………………..…………………..……6
Department Mission Statement……..………………………………….…….….……………..8
Master’s Degree Programs……………………………………………………………………. 8
Educational Objectives.….…………………………………………….….…………………. ..9
Department Courses……………………………………………………………………………18
General Policies and Procedures……………………………………………………………….19
Forms……………………………………………………………………………………….. …20
University Services……………………………………………………………………………..20
Part II –Obtaining a Master’s Degree
Applications & Admissions………………………………………………………………….. ..25
Advising……………………………..………………………………….……………….……..27
Registration Information..…………………………………………………….….……………29
Evaluation of Student Progress….……………………………………………………………..30
Candidacy……………..…………………………………..……………………………………33
Practicum and Internship…………….…………………………………..………………..........34
Comprehensive Examinations and Culminating Projects……………………..………………. 36
Part III – Graduating and Advancing a Professional Identity
Graduation.………………………………………………………………….. ……………… 39
School Counseling Certification…………………………………………………………….. 39
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Professional Counselor Licensure……………………………………………………………39
Continuing Education…….……………………………………………………………..…....39
Professional Organizations ………………………………………………………………….
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IV. APPENDIX
Program Check Sheets ……………………………………………………………………… 42
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PART I
LEARNING ABOUT THE
DEPARTMENT& THE UNIVERSITY
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FACULTY & STAFF
Dr. Margaret A. Herrick
Department Chairperson
Professor of Counseling & Student Affairs
Old Main "A" Wing Room 418; 610-683-4225 - herrick@kutztown.edu
B.S., University of Steubenville; M.R.C., Wright State University;
Ph.D., Pennsylvania State University
PA Licensed Psychologist
Dr. Joanne Cohen Hamilton
Associate Professor of Counseling & Student Affairs
Clinical Coordinator- M.A. Counseling - Couples, Marital and Family CounselingTrack
Old Main "A" Wing Room 413; 610-683-4211 - hamilton@kutztown.edu
B.S., M.S., Frostburg State University; Ph.D., University of Georgia
PALicensed Psychologist
National Certified Counselor and
Licensed Marriage and Family Therapist
Dr. Helen S. Hamlet
Associate Professor of Counseling & Student Affairs
Clinical Coordinator –M.S. School Counseling Program
Old Main "A" Wing Room 414; 610-683-4202 – hamlet@kutztown.edu
B.S. West Chester University; M.S. West Chester University;
Ph.D. University of Pennsylvania;
PA Certified School Counselor; PA Certified School Psychologist; PA Certified
Elementary School Teacher
PA Licensed Psychologist
Dr. Kelley R. Kenney
Professor of Counseling & Student Affairs
Coordinator, M.Ed. Student Affairs in Higher Education Programs
Old Main "A" Wing Room 412; 610-683-4223 - kenney@kutztown.edu
B.A., Mansfield University of Pennsylvania; M.Ed., Temple University;
Ed.D., The George Washington University
Dr. Monir Morgan
Assistant Professor of Counseling and Student Affairs
Old Main “A” Wing Room 405; 610
morgan@kutztown.edu
B. A., Assuit University; M. Ed, Assuit University; M. A., Assuit University
Ph.D., University of Glasgow/Assuit University
Ph.D., Duquesne University
Dr. Lauren Moss
Assistant Professor of Counseling & Student Affairs
Old Main “A” Wing Room
lmoss@kutztown.edu
B. S., Indiana University of Pennsylvania; M. S., Troy University of Alabama;
Ph.D., The University of Georgia
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Dr. Fred J. Redekop
Associate Professor of Counseling & Student Affairs
Old Main "A" Wing Room 410; 610-683-4288 - redekop@kutztown.edu
B.A., Indiana University; M.A., The Johns Hopkins University;
Ph.D., University of Iowa
PA Licensed Professional Counselor
Dr. Brian G. Wlazelek
Professor of Counseling & Student Affairs
Clinical Coordinator- M.A. Counseling - Mental Health Counseling Track
Old Main "A" Wing Room 404; 610-683-4206 – wlazelek@kutztown.edu
B.A., M.Ed., Temple University; Ph.D., Lehigh University
PALicensed Psychologist
Professor Patricia Brenner
Instructor Old Main
"A" Wing Room 406
Phone Number: 610 - 683 - 4222
E- mail: brenner@kutztown.edu
B.A., Penn State, M.Ed.,
West Chester PA Certified Teacher and School Counselor
Ms. Pamela Hopstetter
Department Secretary
Old Main "A" Wing Room 420
610-683-4204 --- hopstett@kutztown.edu
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Department Mission Statement
The mission of the Department of Counseling and Student Affairs is to train graduate students to provide
competent and ethical service as counseling and student affairs professionals within a diverse society.
Students are expected to acquire a comprehensive academic knowledge base, develop effective
counseling skills, and to demonstrate the personal and professional growth that will enable them to be
highly skilled practitioners and leaders.
Four mission statements provide structure and purpose to the Department of Counseling and Student
Affairs. First, the Mission Statement of the College of Education provides the educational framework for
the master’s degrees. Second, the Mission Statement of the American Counseling Association (ACA)
defines Professional Counseling and identifies the role of the Professional Counselor in various settings.
Third, the Mission Statement of the Association for Counselor Education and Supervision (ACES)
specifies the art and science of educating Professional Counselors. Fourth, the Mission Statement of the
Council for the Advancement of Standards (CAS) in Higher Education provides standards and guidelines
for the professional education of student affairs practitioners. From these documents, the Department
faculty members have identified three overall goals for students in the department’s programs. These are
described in the paragraph below. Upon completion of a degree program in the Department of Counseling
and Student Affairs, the student will have developed:
1) A knowledge base, grounded in scientifically-derived theory and practice, specific to the
degree program chosen
2) A repertoire of skills, grounded in scientifically-derived, theory and practice, specific to the
degree program chosen
3) A sense of self and professional identity as a counseling or student affairs professional.
While each course and degree track identifies learning outcomes specific to the content or discipline,
Department faculty members design their courses to enable students to progress towards these overall
goals. This triadic approach to learning provides not only a model for students to follow during their
degree programs but also a framework for continuing education after graduation.
Department Programs & Mission Statements
Master of Science in School Counseling
The Master of Science in School Counseling Programs are designed to develop the competencies
necessary for an individual to function as a counselor in school settings. They are structured to enable
students to develop personal awareness of self, knowledge of counseling and educational concepts, and
skills in counseling school students. Included in the programs are an emphasis on developing assessment
and research skills and using research findings in school counseling. The School Counseling program
offers a 51-credit program and the 60-credit program:
The 51-credit School Counseling program provides opportunities to meet the requirements for
Pennsylvania School Counseling Certification in grades Pre-K through 12.
The 60-credit School Certification and Licensure program meets the requirements to be a Pennsylvania
Certified School Counselor and meets the academic requirements for the Pennsylvania Licensed
Professional Counselor credential.
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Upon successful program completion and qualifying scores on the PRAXIS examination, certification as
a School Counselor is granted through the Pennsylvania Department of Education.
Master of Education in Student Affairs Administration in Higher Education
The mission of the Masters of Education in Student Affairs in Higher Education Administration is to
prepare graduate students for professional practice in the realm of college student affairs and student
services in institutions of higher education. The design of the program is in accordance with the guidelines
and standards for Masters Level Student Affairs Professional Preparation Programs set forth by the Council
for the Advancement of Standards in Higher Education (CAS). The learning outcomes of the program
curriculum are consistent with the Professional Competencies for Student Affairs Practitioners developed by
the National Association of Student Personnel Administrators (NASPA) and American College Personnel
Association (ACPA). Hence, the program combines experiences that are practical and specialized with
those that are broad and theoretical in order to prepare students for professional practice in a variety of
functional areas ofstudent affairs/student services in higher education including, admissions, athletics,
career services, financial aid, housing and residence life, international student services, commuter
services, intramural and recreational sports, judicial services, multicultural affairs, new student
programs and orientation, registration and records, student activities, etc. This program requires 48
semester hours
Master of Arts in Counseling
The mission of the Master of Arts in Counseling degree program is to provide a high quality graduate
education for individuals pursuing careers in professional Counseling. The M. A. in Counseling offers
educational opportunities and learning experiences that are structured to develop personal awareness of
self as a counselor, knowledge of counseling and psychological concepts, and skills in counseling and
mental health service delivery to individuals across the life span. This program is structured so that
students specialize in one of three areas:
1) Clinical Mental Health Counseling,
2) Marriage, Couple, and Family Counseling
Students completing this program meet the academic criteria for the Licensed Professional Counseloror
Licensed Marital and Family Therapist credential.
The curriculum check sheets for all Department Programs are available in the Appendix of this
Handbook.
Department Educational Objectives
Counseling Programs
The Educational Objectives for Department Counseling programs are aligned with the Council for
Accreditation of Counseling and Counseling-Related Educational Programs (CACREP). The CACREP
learning objectives are as follows:
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Professional Orientation and Ethical Practice—studies that provide an understanding of all of the
following aspects of professional functioning:
a. History and philosophy of the counseling profession.
b. Professional roles, functions, and relationships with other human service providers, including
strategies for interagency/interorganization collaboration and communications.
c. Counselors’ roles and responsibilities as members of an interdisciplinary emergency
management response team during a local, regional, or national crisis, disaster or other
trauma-causing event.
d. Self-care strategies appropriate to the counselor role.
e. Counseling supervision models, practices, and processes.
f. Professional organizations, including membership benefits, activities, services to members,
and current issues.
g. Professional credentialing, including certification, licensure, and accreditation practices and
standards, and the effects of public policy on these issues.
h. The role and process of the professional counselor advocating on behalf of the profession.
i. Advocacy processes needed to address institutional and social barriers that impede access,
equity, and success for clients.
j. Ethical standards of professional organizations and credentialing bodies, and applications of
ethical and legal considerations in professional counseling.
Social and Cultural Diversity—studies that provide an understanding of the cultural context of
relationships, issues, and trends in a multicultural society, including all of the following:
a. Multicultural and pluralistic trends, including characteristics and concerns within and among
diverse groups nationally and internationally.
b. Attitudes, beliefs, understandings, and acculturative experiences, including specific
experiential learning activities designed to foster students’ understanding of self and
culturally diverse clients.
c. Theories of multicultural counseling, identity development, and social justice.
d. Individual, couple, family, group, and community strategies for working with and advocating
for diverse populations, including multicultural competencies.
e. Counselors’ roles in developing cultural self-awareness, promoting cultural social justice,
advocacy and conflict resolution, and other culturally supported behaviors that promote.
optimal wellness.
f. Growth of the human spirit, mind, or body.
g. Counselors’ roles in eliminating biases, prejudices, and processes of intentional and
unintentional oppression and discrimination.
Human Growth and Development—studies that provide an understanding of the nature and needs
of persons at all developmental levels and in multicultural contexts, including all of the following:
a. Theories of individual and family development and transitions across the life span.
b. Theories of learning and personality development, including current understandings about
neurobiological behavior.
c. Effects of crises, disasters, and other trauma-causing events on persons of all ages.
d. Theories and models of individual, cultural, couple, family, and community resilience.
e. a general framework for understanding exceptional abilities and strategies for differentiated
interventions.
f. Human behavior, including an understanding of developmental crises, disability,
psychopathology, and situational and environmental factors that affect both normal and
abnormal behavior.
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g. Theories and etiology of addictions and addictive behaviors, including strategies for
prevention, intervention, and treatment.
h. Theories for facilitating optimal development and wellness over the life span.
Career Development—studies that provide an understanding of career development and related life
factors, including all of the following:
a. Career development theories and decision-making models.
b. Career, vocational, educational, occupational and labor market information resources, and
career information systems.
c. Career development program planning, organization, implementation, administration, and
evaluation.
d. Interrelationships among and between work, family, and other life roles and factors, including
the role of multicultural issues in career development.
e. Career and educational planning, placement, follow-up, and evaluation.
f. Assessment instruments and techniques relevant to career planning and decision making.
g. Career counseling processes, techniques, and resources, including those applicable to specific
populations in a global economy.
Helping Relationships—studies that provide an understanding of the counseling process in a
multicultural society, including all of the following:
a.
b.
c.
d.
An orientation to wellness and prevention as desired counseling goals.
Counselor characteristics and behaviors that influence helping processes.
essential interviewing and counseling skills.
Counseling theories that provide the student with models to conceptualize client presentation
and that help the student select appropriate counseling interventions. Students will be exposed
to models of counseling that are consistent with current professional research and practice in
the field so they begin to develop a personal model of counseling.
e. A systems perspective that provides an understanding of family and other systems theories
and major models of family and related interventions.
f. A general framework for understanding and practicing consultation.
g. Crisis intervention and suicide prevention models, including the use of psychological first aid
strategies.
Group Work—studies that provide both theoretical and experiential understandings of group
purpose, development, dynamics, theories, methods, skills, and other group approaches in a
multicultural society, including all of the following:
Principles of group dynamics, including group process components, developmental stage
theories, group members’ roles and behaviors, and therapeutic factors of group work.
b. Group leadership or facilitation styles and approaches, including characteristics of various
types of group leaders and leadership styles.
c. Theories of group counseling, including commonalities, distinguishing characteristics, and
pertinent research and literature.
d. Group counseling methods, including group counselor orientations and behaviors, appropriate
selection criteria and methods, and methods of evaluation of effectiveness.
e. Direct experiences in which students participate as group members in a small group activity,
approved by the program, for a minimum of 10 clock hours over the course of one academic
term.
a.
Assessment—studies that provide an understanding of individual and group approaches to
assessment and evaluation in a multicultural society, including all of the following:
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a. Historical perspectives concerning the nature and meaning of assessment.
b. Basic concepts of standardized and non-standardized testing and other assessment techniques,
including norm-referenced and criterion-referenced assessment, environmental assessment,
performance assessment, individual and group test and inventory methods, psychological
testing, and behavioral observations.
c. Statistical concepts, including scales of measurement, measures of central tendency, indices
of variability, shapes and types of distributions, and correlations.
d. Reliability (i.e., theory of measurement error, models of reliability, and the use of reliability
information).
e. Validity (i.e., evidence of validity, types of validity, and the relationship between reliability
and validity).
f. social and cultural factors related to the assessment and evaluation of individuals, groups, and
specific populations; and
g. Ethical strategies for selecting, administering, and interpreting assessment and evaluation
instruments and techniques in counseling.
Research and Program Evaluation—studies that provide an understanding of research methods,
statistical analysis, needs assessment, and program evaluation, including all of the following:
a. The importance of research in advancing the counseling profession.
b. Research methods such as qualitative, quantitative, single-case designs, action research, and
outcome-based research.
c. Statistical methods used in conducting research and program evaluation.
d. Principles, models, and applications of needs assessment, program evaluation, and the use of
findings to effect program modifications.
e. The use of research to inform evidence-based practice.
f. Ethical and culturally relevant strategies for interpreting and reporting the results of research
and/or program evaluation studies.
Student Affairs Administration in Higher Education Program
According to the Board of Directors of both the American College Personnel Association (ACPA) and the
National Association of Student Personnel Administrators (NASPA) upon entering the student affairs
field, all student affairs professionals are expected to exhibit a set of basic knowledge, skills, and
attitudes, regardless of their area of specialization or positional role, or the functional area in which they
serve. All student affairs professionals should be able to demonstrate the ability to meet the basic level
outcomes for each of the following competency areas: Advising and Helping; Assessment, Evaluation and
Research; Equity, Diversity, and Inclusion; Ethical Professional Practice; History, Philosophy, and
Values; Human and Organizational Resources; Law, Policy, and Governance; Leadership; Personal
Foundations, Student Learning and Development. In accordance with the guidelines and standards set
forth by the Council for the Advancement of Standards in Higher Education (CAS) for Masters Level
Student Affairs Professional Preparation Programs the basic level outcomes for each competency area
listed below serve as the learning outcomes and objectives for the Masters of Education in Student Affairs
in Higher Education Administration.
Advising and Helping - The Advising and Helping competency area addresses the knowledge, skills,
and attitudes related to providing counseling and advising support, direction, feedback, critique, referral,
and guidance to individuals and groups.
a. exhibit active listening skills (e.g., appropriately establishing interpersonal contact,
paraphrasing, perception checking, summarizing, questioning, encouraging, avoid interrupting,
clarifying).
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b. establish rapport with students, groups, colleagues, and others.
c. facilitate reflection to make meaning from experience.
d. understand and use appropriate nonverbal communication.
e. strategically and simultaneously pursue multiple objectives in conversations with students.
f. facilitate problem-solving.
g. facilitate individual decision-making and goal-setting.
h. challenge and encourage students and colleagues effectively.
i. know and use referral sources (e.g., other offices, outside agencies, knowledge sources), and
exhibit referral skills in seeking expert assistance.
j. identify when and with whom to implement appropriate crisis management and intervention
responses.
k. maintain an appropriate degree of confidentiality that follows applicable legal and licensing
requirements, facilitates the development of trusting relationships, and recognizes when
confidentiality should be broken to protect the student or others.
l. recognize the strengths and limitations of one’s own worldview on communication with others
(e.g., how terminology could either liberate or constrain others with different gender identities,
sexual orientations, abilities, cultural backgrounds, etc.).
m. actively seek out opportunities to expand one’s own knowledge and skills in helping students
with specific concerns (e.g., suicidal students) and as well as interfacing with specific populations
within the college student environment (e.g., student veterans).
Assessment, Evaluation, and Research -The Assessment, Evaluation, and Research competency area
(AER) focuses on the ability to use, design, conduct, and critique qualitative and quantitative AER
analyses; to manage organizations using AER processes and the results obtained from them; and to shape
the political and ethical climate surrounding AER processes and uses on campus.
a. differentiate among assessment, program review, evaluation, planning, and research and the
methodologies appropriate to each.
b. effectively articulate, interpret, and use results of assessment, evaluation, and research reports
and studies, including professional literature.
c. facilitate appropriate data collection for system/department-wide assessment and evaluation
efforts using up-to-date technology and methods.
d. assess trustworthiness and other aspects of quality in qualitative studies and assess the
transferability of these findings to current work settings.
e. assess quantitative designs and analysis techniques, including factors that might lead to
measurement problems, such as those relating to sampling, validity, and reliability.
f. explain the necessity to follow institutional and divisional procedures and policies (e.g., IRB
approval, informed consent) with regard to ethical assessment, evaluation, and other research
activities.
g. explain to students and colleagues the relationship of AER processes to learning outcomes and
goals.
h. identify the political and educational sensitivity of raw and partially processed data and AER
results, handling them with appropriate confidentiality and deference to the organizational
hierarchy.
i. align program and learning outcomes with organization goals and values.
Equity, Diversity, and Inclusion - The Equity, Diversity, and Inclusion (EDI) competency area includes
the knowledge, skills, and attitudes needed to create learning environments that are enriched with diverse
views and people. It is also designed to create an institutional ethos that accepts and celebrates differences
among people, helping to free them of any misconceptions and prejudices.
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a. identify the contributions of similar and diverse people within and to the institutional
environment.
b. integrate cultural knowledge with specific and relevant diverse issues on campus.
c. assess and address one’s own awareness of EDI, and articulate one’s own differences and
similarities with others.
d. demonstrate personal skills associated with EDI by participating in activities that challenge
one’s beliefs.
e. facilitate dialogue effectively among disparate audiences.
f. interact with diverse individuals, and implement programs, services, and activities that reflect
an understanding and appreciation of cultural and human differences.
g. recognize the intersectionality of diverse identities possessed by an individual.
h. recognize social systems and their influence on people of diverse backgrounds.
i. articulate a foundational understanding of social justice and the role of higher education, the
institution, the department, the unit, and the individual in furthering its goals.
j. use appropriate technology to aid in identifying individuals with diverse backgrounds as well as
assessing progress towards successful integration of these individuals into the campus
environment.
k. design culturally relevant and inclusive programs, services, policies, and practices.
l. demonstrate fair treatment to all individuals and change aspects of the environment that do not
promote fair treatment.
m. analyze the interconnectedness of societies worldwide and how these global perspectives
impact institutional learning.
Ethical Professional Practice - The Ethical Professional Practice competency area pertains to the
knowledge, skills, and attitudes needed to understand and apply ethical standards to one’s work. While
ethics is an integral component of all the competency areas, this competency area focuses specifically on
the integration of ethics into all aspects of self and professional practice.
a. articulate one’s personal code of ethics for student affairs practice, which reflects the ethical
statements of professional student affairs associations and their foundational ethical principles.
b. describe the ethical statements and their foundational principles of any professional
associations directly relevant to one’s working context.
c. explain how one’s behavior embodies the ethical statements of the profession, particularly in
relationships with students and colleagues, in the use of technology and sustainable practices,
in professional settings and meetings, in global relationships, and while participating in job
search processes.
d. identify ethical issues in the course of one’s job.
e. utilize institutional and professional resources to assist with ethical issues (e.g., consultation
with more experienced supervisors and/or colleagues, consultation with an association’s Ethics
Committee).
f. assist students in ethical decision-making and make referrals to more experienced professionals
when appropriate.
g. demonstrate an understanding of the role of beliefs and values in personal integrity and
professional ethical practices.
h. appropriately address institutional actions which are not consistent with ethical standards.
i. demonstrate an ethical commitment to just and sustainable practices.
History, Philosophy, and Values - The History, Philosophy, and Values competency area involves
knowledge, skills, and attitudes that connect the history, philosophy, and values of the profession to one’s
current professional practice. This competency area embodies the foundations of the profession from
which current and future research and practice will grow. The commitment to demonstrating this
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competency area ensures that our present and future practices are informed by an understanding of our
history, philosophy, and values.
a. describe the foundational philosophies, disciplines, and values on which the profession is built.
b. articulate the historical contexts of institutional types and functional areas within higher
education and student affairs.
c. describe the various philosophies that define the profession.
d. demonstrate responsible campus citizenship.
e. demonstrate empathy and compassion for student needs.
f. describe the roles of faculty and of student affairs educators in the academy.
g. explain the importance of service to the academy and to student affairs professional
associations.
h. articulate the principles of professional practice.
i. articulate the history of the inclusion and exclusion of people with a variety of identities in
higher education.
j. explain the role and responsibilities of the student affairs professional associations.
k. explain the purpose and use of publications that incorporate the philosophy and values of the
profession.
l. explain the public role and societal benefits of student affairs and of higher education generally.
m. articulate an understanding of the ongoing nature of history and one’s role in shaping it.
n. model the principles of the profession and communicate the expectation of the same from
colleagues and supervisees.
o. explain how the values of the profession contribute to sustainable practices.
Human and Organizational Resources - The Human and Organizational Resource competency area
includes knowledge, skills, and attitudes used in the selection, supervision, motivation, and formal
evaluation of staff; conflict resolution; management of the politics of organizational discourse; and the
effective application of strategies and techniques associated with financial resources, facilities
management, fundraising, technology use, crisis management, risk management and sustainable
resources.
a. describe appropriate hiring techniques and institutional hiring policies, procedures and
processes.
b. demonstrate familiarity in basic tenets of supervision and possible application of these
supervision techniques.
c. explain how job descriptions are designed and support overall staffing patterns in one’s work
setting.
d. design a professional development plan in one’s current professional position that assesses
one’s strengths and weaknesses in one’s current position, and establishes action items for
fostering an appropriate level of growth.
e. explain the application of introductory motivational techniques with students, staff and others.
f. describe the basic premises that underlie conflict in organizational and student life and the
constructs utilized for facilitating conflict resolution in these settings.
g. effectively and appropriately use facilities management procedures as related to operating a
program in a facility.
h. articulate basic accounting techniques for budgeting, monitoring and processing expenditures.
i. demonstrate effective stewardship/use of resources (i.e., financial, human, material)
j. use technological resources with respect to maximizing the efficiency and effectiveness of
one’s work.
k. describe environmentally sensitive issues and explain how one’s work can incorporate
elements of sustainability.
l. develop and disseminate agendas for meetings.
m. communicate with others using effective verbal and non-verbal strategies appropriate to the
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situation in both one-on-one and small group settings.
n. recognize how networks in organizations play a role in how work gets done.
o. understand the role alliances play in the completion of goals and work assignments.
p. describe campus protocols for responding to significant incidents and campus crises.
q. explain the basic tenets of personal or organizational risk and liability as they relate to one’s
work
Law, Policy, and Governance - The Law, Policy, and Governance competency area includes the
knowledge, skills, and attitudes relating to policy development processes used in various contexts, the
application of legal constructs, and the understanding of governance structures and their impact on one’s
professional practice.
a. explain the differences between public and private higher education with respect to the legal
system and what they may mean for students, faculty, and staff at both types of institutions.
b. describe the evolving legal theories that define the student-institution relationship and how they
affect professional practice.
c. describe how national constitutions and laws influence the rights that students, faculty, and
staff have on public and private college campuses.
d. explain the concepts of risk management and liability reduction strategies.
e. explain when to consult with one’s immediate supervisor and campus legal counsel about those
matters that may have legal ramifications.
f. act in accordance with federal and state/province laws and institutional policies regarding nondiscrimination.
g. describe how policy is developed in one’s department and institution, as well as the local,
state/province and federal levels of government.
h. identify the major policy makers who influence one’s professional practice at the institutional,
local, state/province and federal levels of government.
i. identify the internal and external special interest groups that influence policy makers at the
department, institutional, local, state/province, and federal levels.
j. describe the public debates surrounding the major policy issues in higher education, including
access, affordability, accountability, and quality.
k. describe the governance systems at one’s institution, including the governance structures for
faculty, staff and students.
l. describe the system used to govern or coordinate one’s state/province system of higher
community college, for-profit, and private higher education.
m.describe the federal and state/province role in higher education.
Leadership -The Leadership competency area addresses the knowledge, skills, and attitudes required of a
leader, whether it be a positional leader or a member of the staff, in both an individual capacity and within
a process of how individuals work together effectively to envision, plan, effect change in organizations,
and respond to internal and external constituencies and issues.
a. describe how one’s personal values, beliefs, histories, and perspectives inform one’s view of
oneself as an effective leader.
b.identify one’s strengths and weaknesses as a leader and seek opportunities to develop one’s
leadership skills.
c. identify various constructs of leadership and leadership styles that include but are not limited to
symbolic, expert, relational, and inspirational.
d. identify basic fundamentals of teamwork and teambuilding in one’s work setting and
communities of practice.
e. describe and apply the basic principles of community building.
f. use technology to support the leadership process (e.g. seeking input or feedback, sharing
decisions, posting data that supports decisions, use group support website tools).
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g. understand campus cultures (e.g. academic cultures, student cultures) and collaborative
relationships, applying that understanding to one’s work.
b. articulate the vision and mission of the primary work unit, the division, and the institution.
i. explain the values and processes that lead to organizational improvement.
identify institutional traditions, mores, and organizational structures (e.g., hierarchy, networks,
governing groups, nature of power, policies, goals, agendas and resource allocation processes)
and how they influence others to act in the organization.
k.explain the advantages and disadvantages of different types of decision-making processes (e.g.
consensus, majority vote, and decision by authority).
l.think critically and creatively, and imagine possibilities for solutions that do not currently exist
or are not apparent.
m.identify and then effectively consult with key stakeholders and those with diverse perspectives
to make informed decisions.
n.explain the impact of decisions on diverse groups of people, other units, and sustainable
practices.
o.exhibit informed confidence in the capacity of ordinary people to pull together and take
practical action to transform their communities and world.
p.identify and introduce conversations on potential issues and developing trends into appropriate
venues such as staff meetings.
Personal Foundations -The Personal Foundations competency area involves the knowledge, skills, and
attitudes to maintain emotional, physical, social, environmental, relational, spiritual, and intellectual
wellness; be self-directed and self-reflective; maintain excellence and integrity in work; be comfortable
with ambiguity; be aware of one’s own areas of strength and growth; have a passion for work; and remain
curious.
a. identify key elements of one’s set of personal beliefs and commitments (e.g., values, morals,
goals, desires, self-definitions), as well as the source of each (e.g., self, peers, family, or one or
more larger communities).
b. identify one’s primary work responsibilities and, with appropriate, ongoing feedback, craft a
realistic, summative self-appraisal of one’s strengths and limitations.
c.describe the importance of one’s professional and personal life to self, and recognize the
intersection of each.
d.articulate awareness and understanding of one’s attitudes, values, beliefs, assumptions, biases,
and identity as it impacts one’s work with others, and take responsibility to develop personal
cultural skills by participating in activities that challenge one’s beliefs.
e.recognize and articulate healthy habits for better living.
f.articulate an understanding that wellness is a broad concept comprised of emotional, physical,
social, environmental, relational, spiritual, and intellectual elements.
g.identify and describe personal and professional responsibilities inherent to excellence.
h. articulate meaningful goals for one’s work.
i. identify positive and negative impacts on psychological wellness and, as appropriate, seek
assistance from available resources.
j.recognize the importance of reflection in personal and professional development.
Student Learning and Development-The Student Learning and Development competency area
addresses the concepts and principles of student development and learning theory. This includes the
ability to apply theory to improve and inform student affairs practice, as well as understanding teaching
and training theory and practice.
a. articulate theories and models that describe the development of college students and the
conditions and practices that facilitate holistic development.
b.articulate how differences of race, ethnicity, nationality, class, gender, age, sexual orientation,
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gender identity, disability, and religious belief can influence development during the college
years.
c.identify and define types of theories (e.g., learning, psychosocial and identity development,
cognitive-structural, typological, and environmental).
d.identify the limitations in applying existing theories and models to varying student
demographic groups.
e.articulate one’s own developmental journey and identify one’s own informal theories of student
development and learning (also called theories-in use) and how they can be informed by formal
theories to enhance work with students.
f.generate ways in which various learning theories and models can inform training and teaching
practice.
g.identify and construct learning outcomes for both daily practice as well as teaching and training
activities.
h. assess teaching, learning, and training and incorporate the results into practice.
Department Courses
The following is a list of courses offered by the Department faculty. Complete course descriptions can be
found on the KU main website.
COU
507
508
515
516
517
518
519
522
528
530
531
532
535
538
540
541
542
546
547
548
Course Title
Tests and Assessment in Counseling
Research Methods in Counseling
Foundations of Play Therapy
Introduction to Student Affairs
Professional Orientation and Ethics in Student Affairs
Professional Orientation and Ethics for the Mental Health Professional
Intercultural Issues in Counseling
Professional Orientation and Ethics for School Counselors
Seminar in Marital Therapy
Fundamentals of Counseling
Brief Counseling
Trauma Counseling
Career Counseling Issues Across the Life Span
The Addicted Family
Role of the School Counselor with Diverse Learners
Counseling Children and Adolescents on the Autism Spectrum
Counseling Children and Adolescents with Mental Health Disabilities
Group Processes Seminar
Processes and Principles of Counseling and Psychotherapy Supervision
Counseling Theories Seminar
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549
550
551
555
558
562
570
571
572
578
580
581
590
592
593
594
SAP - Counseling and the Student Assistance Professional
Counseling the Aged
Counseling in an Urban Environment
Org & Admin Elem SchGuid
Structural and Strategic Family Therapy
Intro To Prob Of Addict'n
Contemporary College Students
Theory and Application of Student Development Principles
Seminar in Leadership in Student Affairs
Case Analysis in Marital and Family Therapy
Practicum in Counseling – 579 Practicum in Student Affairs
Independent Study
Supervised Counseling Experience
Internship in Student Affairs I
Internship in Student Affairs II
Field Experience
CPY
540
544
554
560
599
Group Counseling and Psychotherapy
Professional Orientation and Ethics in Family Therapy
Psychology of Family Systems
Topics and Issues in Community Counseling
Thesis
General Policies& Procedures
Academic Honesty Policy and Code of Conduct
A cornerstone to the pursuit of graduate education is personal and academic integrity in an environment
of trust. Any act that presents the works of another as one’s own, fabricates or falsifies data, and/or uses
unauthorized materials or methods, breaks that trust and corrupts the very foundation by which
knowledge and the counseling and the student affairs administration professions are advanced. Kutztown
University values academic integrity as core to its mission and has adopted an Academic Honesty Policy
which defines acts of dishonesty and describes the process to confront and respond to acts as they may
occur. Students are to understand that acts of academic dishonesty which occur in this class may lead to
not only failure in the course but also removal from the graduate program. Students are also bound
by the Code of Conduct which sets forth behavioral expectations. Both the Academic Honesty Policy and
the Code of Conduct can be found at http://publications.app.kutztown.edu/thekey/
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Grading Policy
Graduate courses are graded according to the following scale:
A (4.0) for exceptional graduate work
A- (3.67)
B+ (3.33)
B (3.0) for acceptable graduate work
B- (2.67)
C+ (2.33)
C (2.0) for substandard or conditional graduate work
F (0.0) failure
W withdrawal from the course
I incomplete (computes as an “F” until resolved)
P/F Pass/Fail (for certain specified courses in some graduate programs)
Incomplete Grades — Graduate students receiving a grade of “I,” incomplete, in a
graduate course have one calendar year from the date of the end of that semester to
complete missing assignments or requirements that resulted in the incomplete. All grades
of “I” are converted to grades of “F” if not changed within the grace period of one year. It
is the sole responsibility of the student to address all matters concerning the change of the
grade of “I.” A conversion “F” is computed in the QPA exactly as a regular “F.”
Grade Appeal Policy
The purpose of the grade appeal policy is to provide for a process for a redress of grievance between a
student and a faculty member, concerning a final grade for a course taken at Kutztown University.
1. The student shall first discuss the matter with the faculty member directly involved in
an attempt to resolve the matter.
2. If there is no resolution with the faculty member, the student shall discuss the matter with the
chairperson of the faculty member's department, or, if the department chairperson is the
person who gave the grade, with the dean of the respective college, who shall attempt to
resolve the matter after consideration of the evidence.
3. If there is no resolution through the department chairperson, the student shall discuss the
matter with the dean of the respective college, who shall attempt to resolve the matter after
consideration of the evidence.
For further information on the university grading policy refer to Kutztown University Policy ACA-047.
Letters of Recommendation and Written Endorsements
Letters of recommendation are considered by the Department of Counseling and Student Affairs faculty at
Kutztown University to be letters of endorsement for continued education, employment, professional
credentials or professional awards. Such letters are not automatically provided. Students may ask
individual faculty members for such endorsements. Faculty members reserve the right to refuse these
requests.
Repeating Course Policy
A graduate student can repeat a single course for grade improvement only once. Graduate students will be
limited to a maximum of two repeats across the program. The most recent grade (regardless of whether it
is higher or lower) will be the grade used for the GPA calculation. A grade of “C” or better is required for
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all courses counted toward a graduate degree at Kutztown University. The grade of “F” received in
required graduate courses must be repeated.
Forms
Forms referred to in this Handbook can be found at the Counseling and Student Affairs Department
Website.
UNIVERSITY SERVICES
Career Services
The Office of Career Services offers numerous resources and services for both graduate students and
undergraduates. These include a career resource center featuring materials on career planning, job search
directories, and graduate school information; career programs and workshops presented by Career
Services professionals; individual and group consultation to practice interviewing techniques, job search
strategies, and career goals; on-campus interviewing conducted by potential employers; and computerassisted career planning featuring “Focus” interactive software. In addition, College Central, our jobs and
résumé database, is available to assist candidates in the job search process. For further information
contact: Office of Career Services, 119 Stratton Administration Center, (610) 683-4067.
http://cdc.dept.kutztown.edu/
Counseling Services
Counselors and student affairs professionals must be grounded in their own.The Office of University
Counseling Services offers a range of counseling and psychological services to students, including
individual and group counseling, assessments, referrals, special programs based upon individual interest
and need, and emergency referral services. Services are limited during the non-academic sessions. For
further information, contact: Counseling and Psychological Services, 127 Beck Hall, (610-683-4072).
http://www.kutztown.edu/divisions/studentservices/departments/hwcs/counseling/
Disability Services
Kutztown University does not discriminate in its admissions procedures on the basis of disability, nor is
such information part of the student’s admission file. When appropriate, alternate teaching and testing
accommodations will be available to students with documented disabilities; it is the student’s
responsibility to request such accommodations directly from the instructor based on a letter of verification
from the Disability Services Office.
Prior to application, students with disabilities are advised to investigate both the University’s ability
to provide reasonable accommodations for their program of study and their own ability to undertake
such studies. More detailed information may be obtained from: Office of Human Diversity,
Disability Services, 215 Stratton Administration Center, (610) 683-4108.
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http://www.kutztown.edu/admin/humandiversity/disabilityservices/index.shtml
Emergency Services




KU Alert Text Messages - The mass text message warning system powered by e2campus is an
opt-in program that allows you to register two cell phone numbers to receive emergency text
messages. Register for e2Campus text alerts/Returning User Login.
KU Alert E-mail Messages - Faculty, staff and students will be alerted by broadcast email
messages from Kutztown University. Additionally, when registering for e2campus text messages
above, users can register two additional email addresses to receive emergency messages.
Website Alerts - emergency messages will be posted on the Kutztown University website.
Ongoing information updates during an emergency will be posted on the Current Safety Alert
Information page.
Mass Notification System - Notification via a pre-alert signal and voice alerts in select buildings
and in select outdoor locations will be activated in appropriate emergency situations. Listen to
samples of alert messages TO REPORT AN EMERGENCY, PLEASE CALL 610-683-4001
Financial Aid
If you are looking for assistance in funding your Kutztown University educational experience, the
Financial Aid Office will be glad to review your options with you regarding loans, grants and
scholarships. Kutztown University, Office Location: 209 Stratton Administration Center
(610) 683-4077; Fax:(610) 683-1380 financialaid@kutztown.edu
Health and Wellness Services
Health Services requires all new graduate students to complete health record paperwork, which is mailed
to them upon their acceptance to Kutztown University. Students who plan to enroll for less than nine
credits each semester and do not intend to use clinical services may waive submission of the health record
by completing an alternate form. All full-time matriculated graduate students at Kutztown University are
required to submit a health record and required to pay a health service fee. During the fall and spring
semesters, Health Services is open Monday through Friday 8:00 AM to 8:00 PM weekend hours are 10:00
AM to 6:00 PM. For further information about clinic services, call (610) 683-4082, Ext. 2, or review the
web site at: http://www.kutztown.edu/divisions/studentservices/departments/hwcs/.
IT Help Center
For assistance with student accounts and technology.M-F 8 a.m. to 4:30 p.m. 201 Stratton Administration
Center, (610) 683-1511, helpcenter@kutztown.edu
Library Services
The Rohrbach library offers many important resources and services for KU graduate students, many of
which can be accessed from off-campus for complete information on accessing library resources and
services from home. The library is located in the Rohrbach Building, http://www.kutztown.edu/library/;
Reference: 610-683-4165; Circulation: 610-683- 4480.
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Public Safety
Overall safety and security for the Kutztown University campus community are provided by the
Department of Public Safety. In addition, this department enforces fire and traffic safety regulations. A
dispatcher, located in the Public Safety Office in the basement of Old Main, is on duty 24 hours a day to
take calls for the campus emergency number (610) 683-4001; or from the red emergency telephones
located throughout the campus. The non-emergency number is (610) 683-4002.
Registrar
The Office of the Registrar provides many services to KU students. The Registrar’s website is where you
can find online forms for requesting a transcript, change of name and address, and more. You will also
find explanations of KU academic policies including the attendance policy, Dean's List information and
other pertinent policies. 115 Stratton Administration Building, 610-683-4485,
http://www.kutztown.edu/registrar/default.asp
Student ID Cards
The KU card is an official Kutztown University photo ID card. In addition to identifying the
relationship to Kutztown University, the card provides access to campus events and activities, residence
halls/other buildings, meal plans, flex dollars, Bear Bucks, and library. ID cards are available in the
McFarland Student Union Building.
Tuition Payments
The Bursar's Officeis responsible for tuition assessment, invoicing of charges, accepting payments,
disbursing aid released from Financial Aid, processing deferment requests received, collections
management, Bursar's Officebursar@kutztown.edu 225 Stratton Administration Center, (610) 683-4133
Weather Emergencies
Students are advised to consult with the individual Course instructor or review the Course syllabus for a
plan of action should the University remain open during severe weather conditions. The Course instructor
may notify students of a weather emergency closing though email or D2L. The Kutztown University
Severe Weather Emergency Hotline is: 610-683-4649. All local news stations are notified if the
University closes due to weather emergencies.
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PART II
OBTAINING A MASTER’S DEGREE
24
Application & Admission
Application Procedure
The Graduate Admission Office coordinates the admission process for all applicants to graduate programs
at KU. Communications regarding the application process should be addressed to:
Graduate Admissions Office
Kutztown University
Boxwood House
Kutztown, PA 19530
TELEPHONE: (610) 683-4201;
E-mail: graduate@kutztown.edu
Admissions Checklist
For ALL Applicants
___ _ Completed Application Form located on the Graduate Admissions Webpage
____ Processing Fee
____ 3 Letters of Recommendation written within the last 2 years (at least one academic
reference if applicant graduated within the last 5 years)
_____ Bachelor's degree transcripts received (3.0 GPA verified).* **
Deadlines:
To begin study in the Fall Semester - February 1 for early review and decision; March 1 for
regular review and decision.
To begin study in the Spring Semester - September 1 for early review and decision;
October 1 for regular review and decision
For COUNSELING Applicants
_____ One-page, typed resume of employment and education history
_____ Psychobiographical Statement - 1000 words, typed
The psychobiography is the applicant's own story and, as such, should describe the applicant's
psychosocial development. The psychobiography should include a reflection on early influences
(family, significant others, economic, ethnicity, culture, important personal events). Applicants
should also discuss the course of their emotional, intellectual, and personal development as it
relates to their chosen program of study. The psychobiography should also address questions
such as: a) How did I learn to cope with problems and stress? b) What values were instilled,
accepted, and rejected? c) How did I become the person I am? d) What are my strengths and
weaknesses? and, e) What do I hope for in the future. In addition, the applicant should describe
how he/she made the decision to seek a graduate degree.
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For STUDENT AFFAIRS Applicants
____Statement of knowledge and experience in Student Affairs
1. Discuss your knowledge of the field of student affairs and how this knowledge was
acquired.
2. Discuss salient under graduate experiences (undergraduate student worker volunteer,
peer mentor, student leader, tour guide, etc.) that have contributed to the attainment of
this knowledge.
3. How will this experience influence your future work in the field?
_____ Resume (Highlight experiences in the field of student affairs)
_____ Interview (to be arranged by the Student Affairs Clinical Coordinator)
**If minimal academic admissions requirements have been met at the time of application (3.0
GPA), current undergraduate applicants who are scheduled to graduate prior to the date of
admission will be considered for Conditional admission pending receipt of final transcript
verifying Bachelor’s degree and 3.0 GPA.
Admissions Process
Applicants who have submitted a completed application to the Graduate Admissions Office will be
reviewed by the Department of Counseling & Student Affairs (COU/STU) faculty. Student Affairs
program applicants will be contacted to attend a group interview. Admissions decisions are submitted to
the Graduate Admissions Office. This office will then send notification letters to applicants.
Note: Application Limit: Applicants to COU/STU Programs may re-apply only once after initial
application has been denied. Regardless of the situation, the Department will not accept a third
application to any of its Programs.
Professional Credit Admissions
The Professional Credit option gives students the opportunity to take courses in non-degree status. This
can be done for several reasons. Students can establish a graduate GPA as a Professional Credit student if
the undergraduate GPA does not meet admission standards. Professional Credit courses can be
transferred into other institutions in most cases. Nine professional credits (three courses) can be
transferred into a KU academic program. Also, students must earn a grade of B or better to transfer
Professional Credit courses into a degree program. Professional Credit students are not eligible for
financial aid and must be paid for out of pocket or by an employer.Successfully completing courses as a
Professional Credits student does not guarantee admission into a Master’s degree program.
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Post-Masters School Certification Admissions
Applicants holding a Counseling or Counseling-related degree, returning only for School Counseling
Certification can apply by completingregular Graduate admissions process.Applications will be reviewed
under a rolling admissions policy. If accepted, the COU/STU faculty will assist in course selection and
enrollment using the following guidelines.
All certification-only students must have a master's degree in Counseling or a
Counseling-related field. Transcripts will be reviewed after application to
determine related Courses. All applicants must complete a minimum of 18
credits to add the school Counseling certification to the existing master's
degree.
1.
COU 522
Professional Orientation and Ethics in School Counseling - 3 cr.
2.
COU 580
Practicum in Counseling (School Setting) - 3 cr.
3.
COU 590
Supervised Counseling Experience (Internship/School Setting Fall Semester) - 3 cr.
Supervised Counseling Experience (Internship/School Setting 4.
COU 590
Spring Semester) - 3 cr.
5.
COU 540
Role of the School Counseling with Diverse Learners - 3 cr.
6.
One of the following courses:
Counseling Children and Adolescents on the
COU 541
Autism Spectrum - 3 cr.
Counseling Children and Adolescents with Mental
COU 542
Health Disabilities - 3 cr.
Effective Instructional Strategies for Students with
SPU 514
Disabilities in Inclusive Settings - 3 cr.
Post-Masters School Certification (Second Certification)
Applicants holding a School Counseling Certification in one area (Elementary or Secondary) may return for
an additional certification by completing regular Graduate admissions process. Applications will be
27
reviewed under a rolling admissions policy. If accepted, the COU/STU faculty will assist in course
selection based on the requirements specified by the Pennsylvania Department of Education (PDE).
Post-Masters Licensure Credit Admissions
Professional Credits students, who hold a Master’s degree in Counselingor a Counseling related field of at
least 48 credits, can meet the 60 credit hour Licensed Professional Counselor requirement by admission
through the Graduate Admissions Office and the COU/STU department. Students pursuing this option
should have a list of courses required by the Licensing Board.
Advising
Orientation
An overall orientation to the Counseling and Student Affairs Department is provided in the Fundamentals
ofCounselingcourse. Students admitted to the Student Affairs in Higher Education (Administration)
program will be notified about participation in an orientation to take place near the end of the spring
semester prior to beginning their programs.
Student Advising
Upon admission to the Department of Counseling and Student Affairs, students are assigned an academic
advisor. Students are recommended to meet with their advisor once per semester for course planning.
Students are advised to select classes by following the curriculum outlined in the student’s particular
degree program. (Curriculum check sheets are available in the Appendix of this Handbook)
A suggested list tasks is as follows:
STUDENT ADVISEMENT CHECKLIST
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WEBSITE AND HANDBOOK - Thoroughly read and familiarize yourself with the COU/STU Department
Website and student handbook.
E-MAIL - Secure KU e-mail address. Check this account on a daily basis..
D2L - Secure KU D2L account.
ORIENTATION - Attend Graduate Studies orientation. ADepartment specific orientation is held in
COU530 Fundamentals of Counseling.
REGISTRATION – Begin course planning by following the curriculum guide foryour Program/Track.
Register for classes on-line. Maintain contact with your advisor to assure proper scheduling of classes.
CLEARANCES –For School Counseling Students only. Upon admission Secure Act 34 Criminal History
Report, Act 151 Child Abuse History Report, TB Test, Act 114 FBI Federal Criminal History Record, Act 24
Arrest/Conviction Report and Professional Liability Insurance.All background checks must be completed
during the first semester of study in the program. A second set of background checks must be submitted
prior to Practicum and Internship. Submit copies of these directly to Task Stream.
CANDIDACY - Meet with your advisor to apply for Candidacy (between 12 and 24 credits).
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□
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□
□
□
□
□
□
COMPLETION OF CORE I - Complete all Core I Courses prior to Practicum registration.
PRACTICUM AND INTERNSHIP ORIENTATION- Attend an orientation meeting (held the Spring semester
before doing the practicum course).
PRACTICUM - Secure a practicum site and obtain advisor approval. Practicum registration forms,
rd
contract, and malpractice insuranceare due the 3 Monday of October for guaranteed spring
registration. For school counseling students –a second set of background checks must be submitted to
the Office of Clinical Experience and Outreach prior to Course registration.
INTERNSHIP – Secure an internship site and obtain advisor approval. Internship contracts are due the
last Monday in April prior to the internship semester.
PAPA &PRAXIS –School counseling students must take the PAPA and PRAXIS examinations.
COMPREHENSIVE EXAM –Apply (during practicum semester) to take comprehensive examination during
your internship year.
GRADUATION - Submit application for graduation through MyKU. If School Certification only, submit
Declaration of Intent to Certify form for the College of Education.
CERTIFICATION - Apply for certification. All students who graduate from School Counseling programs are
eligible for certification as a School Counselor.
Change of Major
In order to request a change of major, the student mustprepare a one-page explanation detailing the
reasons for the change request and meet with their advisor for approval. The explanation should include:
a) The Initial career goals and the factors and influences leading away from this initial choice
b) The factors and influences leading to this new career goal
c) specific plans for completion of the new program, especially in terms of course load, internship
year, and intended date of graduation.
Program changes requested in a particular semester are effective the following semester. In addition,
because these program changes are essentially “new additions” to the new program, registration may be
delayed for the registration period in which the program change takes effect.
Registering for Classes
In most cases graduate registration may be accomplished using the “MyKU” link located at:
https://myku.kutztown.edu/psp/epprd/?cmd=login. The schedule of graduate courses is available from the
Office of the Registrar each semester and can also be viewed on the web at the Registrar’s Office home
page.
All newly-admitted graduate students are eligible for registration two weeks following the incumbent
graduate student registration start date. After the first semester of enrollment, students of regular and
29
conditional admission status become eligible for incumbent graduate registration, (i.e., first access to
course selection.)
Independent Study Registration
Independent Study (I.S.) offers a graduate student the opportunity to pursue an area of interest that is not
offered in regular courses. In cases of documented need and upon submission of an outline for the
student’s proposed Independent Study, the student may submit a request for an I.S.course. This request
form may be obtained in academic departments. Similar to Individualized Instruction courses, these
requirements apply:
1. approval signatures of the instructor for the proposed I.S. course, the appropriate departmental
chairperson, the dean of the college in which the course is taught, and the Graduate Dean must be
secured on the request form; this process is the responsibility of the graduate student
2. once signed by all parties, the request form must be submitted to the Office of the Registrar at the
time the student registers for the semester in which the I.S. will occur
3. the academic department of the course proposal must have an Independent Study course listed among
its offerings in the Graduate Catalog (some departments choose not to offer this option)
4. Independent Study is not a guaranteed right; through the approval process, the University exercises
the option to allow or not to allow the I.S. course in each case. The Graduate Dean does not approve
I.S. request forms that do not have the approval of the proposed instructor, the chairperson of the
appropriate department, and the college Dean
Individual Instruction Registration
In cases of documented need, graduate students may request a course be taken byIndividualized
Instruction (II).Approval signatures must be obtained from the instructor for the I.I. course, the
chairperson of the respective department, the Dean of the college in which the course is taught, and the
Graduate Dean. The responsibility for obtaining these signatures, and for submitting the form to the
Graduate Office at the time of registration for the semester in which the I.I. will occur, rests with the
student. Individualized instruction is not a guaranteed right of any graduate student, and the option to
offer or not to offer any course as I.I. is established entirely by the four approving signatures on the
request form. The final approving authority is the Graduate Dean, who also makes final approval for any
undergraduate courses taken by graduate students. The Graduate Dean does not approve any I.I. requests
that do not have the approval of the proposed instructor, the chairperson of the appropriate academic
department, and the college dean. Students are to request I.I. only when they are unable to enroll in the
course at the regularly offered time slot because of special circumstances. I.I. courses are not available to
professional credits students.
Thesis Registration
Students wishing to complete a thesis must first complete the Thesis Course Registration form and submit
it to the Registrar's office. The Electronic Thesis Submission Information details the steps needed to
complete a thesis. Questions about this process can be directed toward the Graduate Studies Office.
Professional Credits Registration
30
Professional credit status individuals who are interested in registering for COU or CPY Courses will be
able to do as follows:
 Registration period begins 2 weeks before the start of the semester
 No more than 9 credits may be taken under Professional Credit status.
 Contact must be made with the Department (610-683-4204 or hopstetter@kutztown.edu)
 The course(s) being requested must still have seats open and have no prerequisites
Transfer Credits
Students wishing to take a course(s) at another institution and have the credits transferred back to
Kutztown University are required to meet with their advisors for pre-approval of the course(s). Students
should be aware that no more than 1/3 of their total degree credits can be completed at another institution
and counted as transfer credit. The course transfer process begins in the Graduate Studies Office.
Evaluation of Student Progress
Each semester, student progress is evaluated in both academic and dispositional domains. The faculty of
the Department of Counseling& Student Affairs reserves the right to terminate the training or supervision
of any candidate who does not show himself/herself to be capable of achieving an acceptable standard of
personal and/or professional behavior as outlined in the Department Policy on Evaluating Student
Progress as a Professional.
Academic Dismissal
1. First Notice: Upon receipt of the first grade in a graduate course below "B," the graduate student shall
receive a "letter of academic warning" from the Dean of the Graduate School with copies forwarded to
the student's graduate advisor(s) and/or departmental chair(s).
2. Second Notice: Upon receipt of the second grade below "B," the graduate student shall receive a "letter
of academic probation" from the Dean of the Graduate School. In those cases where the student receives
more than one grade below "B" in a single semester, the student shall be immediately placed on
"academic probation," with no notice of "academic warning."
3. Dismissal: Upon receipt of the third grade below "B," the graduate student shall be dismissed. The
letter of academic dismissal shall be written by the Dean of the Graduate School with copies and/or
appropriate notification being sent to the university registrar, the graduate student's advisor(s), and
departmental chair(s). This dismissal shall occur upon receipt of the third grade below "B" even in those
cases where the second and third grades below "B" shall have occurred in the same academic semester.
Dispositional Issues
Evaluation of Student Progress
I.
Preamble. As concerns that conduct of a Master's degree student in counseling or student affairs
which is pertinent to counselor and student affairs professionalism- the current policy and
procedure document is intended to supplement Article 4: Due Process, and Article 5: Judicial
System as set forth in Chapter One, Document on Student Rights and Welfare, (The Key, 201031
2011).
II.
Purpose. A broad range of factors influence counselor and student affairs practice, from the
development of a sound knowledge base to personal qualities fundamental in relationship
development. Ongoing evaluative feedback is an essential component of counseling and student
affairs degree programs. Assuring the due process rights of counselors and student affairs
professionals-in-training while simultaneously protecting the welfare of clients and potential
clients is the intent of this policy. The following guidelines have been constructed in accordance
with counselor education and student affairs professional standards of practice and in light of
relevant nationwide research on counseling and student affairs graduate student remediation and
retention.
III.
Scope. All students enrolled in counseling or student affairs graduate programs.
IV.
Evaluative Elements: Criteria considered in evaluation counseling and student affairs students
include problematic behavior in any of the following nine areas:
 Openness to New Ideas and Feedback
 Cooperation with Others
 Self/Other Awareness
 Acceptance of Responsibility
 Expression of Feelings and Thoughts
 Attention to Ethical, Legal, and Academic Standards
 Initiation and Motivation
 Respectfulness
 Cultural Sensitivity
Note: Please refer to the Student Academic Performance Evaluation Rubric for the criteria by
which students are evaluated and for descriptive behaviors or attitudes.
V.
Evaluative Arenas and Procedures. Students will be evaluated by counseling and student
affairs faculty for professional competency in all academic, practicum, and field experience
courses. An evaluation of each student will also be conducted by the faculty advisor at the time of
the student's candidacy, and by the faculty supervisor during a student's field experience.
In the event of unsatisfactory student performance, a Student Academic Performance Evaluation
Report (SAPER), will be filed. In most cases, the student will meet in person with the faculty
issuing the SAPER in order to discuss the reported issue(s) and to collaboratively construct an
agreement to address the issue(s). It is to be anticipated that the majority of unsatisfactory
performance concerns will be remediated through agreements between the student and the issuing
faculty. The student shall be given the opportunity to agree with the proposed remediation, or to
issue a response or rebuttal. In the event that the student gives consent to the remediation plan,
s/he will sign the SAPER and the issuing faculty, in consultation with the student’s advisor or
other faculty, as needed, will monitor the remediation process.
Remediation of Unresolved Problematic Student Behavior: In the event that a student contests
the findings of the SAPER, a departmental review will be instituted. In addition, problematic
student behavior not addressed by a SAPER report may come to the attention of faculty that will
warrant departmental review.
In the event that a mutual understanding is not reached, the faculty will follow remediation policy
specified below.
32
Remediation, Retention and Dismissal Policy
I.
Development of Remediation Plan: In the event of unresolved problematic student behavior, a
committee of the counseling and student affairs faculty will create a behaviorally focused
remediation plan based on the criteria of the Student Academic Performance Rubric. This plan
will incorporate the following elements:
a. Identification of the problematic behaviors—identify deficits and state behavioral
competencies to be achieved
b. Establishment of remediation activities—specify tasks for student to accomplish in
order to meet competencies
c. Integration of formative feedback—provide ongoing opportunities to discuss progress
and concerns related to remediation plan
d. Determination of individuals who will participate in the plan—identify faculty members
who will be involved in remediation activities and supervision
e. Establishment of timelines for accomplishing plan—specify timetable to accomplish
remediation tasks and to achieve behavioral competencies
f. Inclusion of right of appeal—indicate to student of their right to appeal the remediation
plan and not sign the document
g. Provision for immediate dismissal—inform student that other legal, ethical, or policy
violations may supersede the remediation plan and warrant immediate dismissal from
the program, according to University policy.
h. Documentation and signatures—student to sign the plan in the event that she/he
demonstrates understanding of the plan and gives her/his consent for the plan to be
implemented.
II.
Remediation Activities: In accordance with counselor education and student affairs standards of
practice, remediation activities may include, but are not limited to the following: personal
counseling to address particular issues; meet with faculty advisor, course instructor, or site
supervisor; write a substantive essay addressing relevant topics; attend professional development
workshops; complete additional coursework.
III.
Due Process: Students will be given a written copy of the remediation plan. Students have 14
days to present a written rebuttal statement if challenging the decision. They are entitled to
request a personal appearance before the committee within this time, and shall be apprised of
their date to appear before the committee no later than 7 days prior to the meeting. Student failure
to request a meeting with faculty, or respond in writing to a recommendation within 14 days are
assumed to accept the decision. In the event of a student rebuttal, the committee shall be required
to reconsider their original decision in accordance with the original steps. Reconsideration
decisions shall be communicated in writing in accordance with the original steps. This
reconsideration decision is final.
IV.
Evaluating Remediation Efforts: Within fourteen (14) days of the expiration of time
granted for remediating deficits (or sooner at the student's request), the committee shall
evaluate the student’s status. The student's efforts to successfully address the committees'
recommendations for remediating deficits should be given primary consideration during
this evaluation. Formal notification by the department, signed by the department chair,
shall be made {if the committee decides to accept the student's remediation efforts as
satisfactory} regarding the department's decision. The committee’s decision after the first
appeal is considered to be final within the purview of this document. All copies of
notification and remediation plans will be forwarded to the Dean of the College of Education,
and, when appropriate, to the Dean of Student Services.
V.
Dismissal: The Department of Counseling and Student Affairs reserve the right to terminate any
33
student from the program who fails to meet remediation guidelines within the specified time
frame in accordance with University policy. The Department also reserves the right to
immediately terminate any student in the event of serious legal, ethical or policy violations
committed by that student. This right supersedes any remediation agreements then in effect with
that student in accordance with University policy.
Admission to Candidacy
Advancement to candidacy signifies that the student has met the dispositional and academic requirements
to advance from student to degree candidate. At this point the student has demonstrated sufficient
preparation to pursue a master’s degree and this is formally recognized by Department faculty
Students may apply for candidacy upon completion of 12 credits and before completion of 24 credits. If
students anticipate the transfer of graduate credits from another institution, this should be accomplished
before applying for candidacy. Application for Candidacy forms may be obtained on the Department of
Counseling and Student Affairs website as well as in the Department.
I.
Requirements for admission to candidacy
1. The student must have a minimum of a 3.0 in all graduate courses completed at Kutztown
University.
2. All grades of “I” must be resolved and recorded.
3. Successful completion of between 12-24 hours of graduate coursework.
4. A maximum of twenty-four (24) graduate credits may be earned before candidacy is
attained.
5. Students who have not attained candidacy by the time twenty-four (24) graduate credits
have been earned may not register for additional courses as a matriculated student in the
degree program.
6. Students must successfully meet the criteria for professional competency as outlined in
the Policy and Procedures for Evaluating Counseling& Student Affairs Students.
II.
Procedure
1. Upon completion of twelve (12) graduate credits at Kutztown University, the student
confers with his/her advisor and completes the “Application for Candidacy.”
2. The student’s advisor signs and submits the “Application for Candidacy” to the program
committee for approval. (If the application is not approved, the process ends here.)
3. The Department Chairperson signs the “Application for Candidacy” form and forwards it
to the Dean’s office.
4. The Dean admits the student to candidacy and reports the action to the Graduate Council.
5. If the application is not approved, a departmental committee will notify the student of
reasons and outline a plan for how the student should proceed with the goal of
remediation.
Practicum and Internship
34
All degree programs in the Counseling and Student Affairs Department include a practicum and
internship requirement. Practicum takes place during the Spring semester after all Core I classes are
completed. Internship takes place during the subsequent Fall and Spring Semesters.
Practicum and Internship sites are generally located by the student after careful consideration of
professional goals and the type of internship experiences designated by the degree program. The Clinical
Coordinator serves as a resource to suggest practicum and internship sites.
The Practicum and Internship Manual for specific programs can be found on the Department Website.
Counseling Practicum Requirements
Students must complete supervised practicum experiences that total a minimum of 100 clock hours over
an academic term. Each student’s practicum includes all of the following:
1. At least 40 clock hours of direct service with actual clients that contributes to the
development of counseling skills.
2. Weekly interaction that averages one hour per week of individual and/or triadic
supervision throughout the practicum by a site supervisor who is working in consultation
with a program faculty member.
3. An average of 1 1/2 hours per week of group supervision that is provided on a regular
schedule throughout the practicum by a program faculty member.
4. The development of program-appropriate audio/video recordings for use in supervision or
live supervision of the student’s interactions with clients.
5. Evaluation of the student’s counseling performance throughout the practicum, including
documentation of a formal evaluation after the student completes the practicum.
Counseling Internship Requirements
The program requires completion of a supervised internship in the student’s designated program area of
600 clock hours, begun after successful completion of the practicum. The internship is intended to reflect
the comprehensive work experience of a professional counselor appropriate to the designated program
area. Each student’s internship includes all of the following:
1. The internship experience requires 600 clock hours.
2. At least 240 clock hours of direct service, including experience leading groups.
3. Weekly interaction that averages one hour per week of individual and/or triadic
supervision throughout the internship, usually performed by the on-site supervisor.
4. An average of 1 1/2 hours per week of group supervision provided on a regular schedule
throughout the internship and performed by a program faculty member.
5. The opportunity for the student to become familiar with a variety of professional
activities and resources in addition to direct service (e.g., record keeping, assessment
instruments, supervision, information and referral, in-service and staff meetings).
6. The opportunity for the student to develop program-appropriate audio/video recordings
for use in supervision or to receive live supervision of his or her interactions with clients.
7. Evaluation of the student’s counseling performance throughout the internship, including
documentation of a formal evaluation after the student completes the internship by a
program faculty member in consultation with the site supervisor.
Note: Even though the internship requirement is for six (6) credits, students are permitted to register for
only three (3) credits per semester.
35
Student Affairs Administration Practicum/Internship Requirements
The practicum and internship experiences in Student Affairs are geared toward providing opportunities
for students to put principles of student development and student development theory to practice. In order
to effectively accomplish this goal, students should: 1) Know and be supportive of the educational
mission of a functional area; 2) Understand and be able to respond to the developmental needs of college
students; 3) Understand and be able to articulate appropriate management and/or programming
techniques; and 4) Have a commitment to students and the profession. To this end, the objectives of
Practicum and Internship are as follows:
1. To gain an in-depth experience and understanding of a specialized Student Affairs
functional areas.
2. To enhance organizational, interpersonal and communication skills.
3. To enhance analytical decision-making and problem-solving skills.
4. To explore leadership potential within a realistic context.
5. To develop a personal philosophy of Student Affairs work.
6. To prepare for employment in a Student Affairs functional area upon completion of the
program.
Student Affairs Practicum Requirements
Students must complete a supervised practicum experience that totals a minimum of 150 clock hours over
an academic term. Each student’s practicum includes all of the following:
1.
2.
3.
4.
5.
At least 60 clock hours should be spent in the delivery of student services specific to the
functional area in which the practicum is being conducted.
At least an hour of weekly supervision with an on-site supervisor.
At least 1 ½ hours per week of group supervision provided on a regular basis by the
program faculty member and in the context of the three hour practicum seminar.
Students are expected to engage in 3-5 developmental activities that facilitate insight into
the practical applications of Student Affairs work in a specific functional area. This may
involve at least one audio and/or video recording to be used in supervision for purposes
of evaluating the student’s interactions.
A formal evaluation process will be utilized to document the student’s performance
during the practicum.
Student Affairs Internship Requirements
The program requires completion of two supervised internship experiences for a total of 600 clock hours,
begun after successful completion of the practicum. The internships are intended to reflect the
comprehensive work experience of a student affairs professional. Each student’s internships include all of
the following:
1. The internship experiences require a total of 600 clock hours.
2. At least 360 clock hours should be spent in the delivery of student services specific to
either two different functional areas or two different major service delivery tasks of a
single functional area.
3. At least an hour of weekly supervision with an on-site supervisor.
4. At least 1 ½ hours per week of group supervision provided on a regular basis by the
program faculty member and in the context of the three hour internship seminar.
5. Students are expected to engage in any and all developmental activities that facilitate
insight into the practical applications of Student Affairs work in two specific functional
areas, or two major service delivery tasks of a single functional area. This may involve at
36
least one audio and/or video recording to be used in supervision for purposes of
evaluating the student’s interactions.
6. A formal evaluation process will be utilized to document the student’s performance
during the internships.
Comprehensive Examinations& Culminating Projects
As a culminating experience for counseling degree programs in the Department of Counseling and
Student Affairs, counseling degree candidates are required to complete a Comprehensive Examination.
Students in the Student Affairs Administration in Higher Education program are required to complete a
Comprehensive Final Project and Oral Presentation. The objectives of this culminating experience are:
To help the candidate synthesize and integrate his/her program of study.
To determine the degree to which pre-established, basic competencies have been
acquired.
3. To determine the depth and breadth of general knowledge and the degree of integration of
such knowledge.
4. To determine the candidate’s skills in communicating knowledge.
5. To assess the quality of the graduate training programs.
1.
2.
Counseling Programs: During their Internship year, Counseling degree candidates take the national
Counselor Preparation Comprehensive Examination (http://www.cce-global.org/org/cpce). This exam is
given once per year on the first Saturday in September. To help candidates prepare for the examination,
an orientation meeting is held during the Spring semester. Students are notified of examination and
orientation dates via KU email.
Counseling candidates must register for the comprehensive examination during the Spring semester prior
to taking the examination. Students must be in good standing (GPA 3.0) with no Incompletes.
Registration forms may be obtained from the Department office, Old Main A Wing, Room 420. Students
who miss deadlines regarding comps registration and payments will have to make arrangements to take
the comps examination at another university.
Student Affairs Administration Program: The Comprehensive Final Project completed by student
affairs administration degree candidates is done during the Fall/Spring internship year. Students are
enrolled for the final project and are given instructions on the format for completion of the project and the
format for the oral presentation at the beginning of the Fall internship semester. The instructions include
dates for the completion of the project, as well as dates for the oral presentation (toward the end of the
Spring semester prior to graduation).
School Counseling Students: All School Counseling students are eligible to receive the Educational
Specialist Certificate. The required tests for this Certification are the PAPA: Reading, Writing,
Mathematics tests www.pa.nesinc.com and the Praxis Professional School
Counselortesthttp://www.ets.org/praxis/pa.
37
PART III
38
Graduating & Advancing a
Professional Identity
Graduation & Certification
Graduation
Applications for Graduation are available on MyKU.
Certification
Initial School Counseling Certification. Upon successful completion the School Counseling Program,
or specified certification courses, and qualifying scores on the PRAXIS examination, students are eligible
for certification as a Pennsylvania Certified School Counselor. All instructions and links are available on
the College of Education website. To apply for certification: Go to the KU College of Education website
(http://www2.kutztown.edu/Education). On the left hand side of this website you will see: How to Apply
for Your Teacher and School Counselor Certification
39
Subsequent School Counseling Certifications. For students who already have a Master’s degree, an
“Intent to Certify” form is necessary to process the additional school counseling certification. This can be
found on the College of Education website in the Post-Baccalaureate section.
Counselor Licensure - Licensed Marital and Family Therapist
Pennsylvania Counselor Licensure Regulations. State Board of Social Workers, Marriage and Family
Therapists and Professional Counselors Amended Act 63 P.S. 1906(2),General Assembly enactment Dec.
21, 1998 (P.L. 1017, No. 136), www.pabulletin.com
Pennsylvania Counselor Licensure Board. State Board of Social Workers, Marriage and Family
Therapists and Professional Counselors, P.O. Box 2649, Harrisburg, PA 17105-2649, 717-783-1389
Email: st-socialwork@state.pa.us Website: www.dos.state.pa.us/social
Continuing Education for School Counselors -ACT 48.
Effective July 1, 2000, ACT 48 of 1999 requires all educators who hold a Pennsylvania public school
certificate to complete 180 hours of continuing education every five years in order to maintain active
certification. In order to remain compliant, educators must earn:
• 6 Pennsylvania Department of Education (PDE) — approved in-service credits OR
• 6 college credits OR
• 180 continuing professional education hours OR
• any combination of these listed
Credits or Courses must be related to your area of expertise or certification as defined by the act.
.
Professional Organizations
Pennsylvania Counseling Association (PCA).PCA is a state branch of the American Counseling
Association and part of the North Atlantic Region. An important part of the mission of PCA is to
represent and promote professional counseling in Pennsylvania and to provide leadership and
professional development for our state’s professional counselors. http://www.pacounseling.org/
Pennsylvania School Counselors Association (PSCA). The Pennsylvania School Counselors
Association is a professional organization, which represents School Counseling in Pennsylvania.
The PSCA Mission Statement: The Mission of the Pennsylvania School Counselors Association is a to
expand the image and influence of professional school counselors, to promote professional and
ethical practice, and to advocate for equity and access for all students. http://www.psca-web.org/
American Counseling Association (ACA) ACA is the world's largest association representing
professional Counselors in various practice settings. The ACA Student membership now includes liability
40
insurance to ACA student members enrolled and engaged in a master's degree counseling curriculum at a
post secondary institution. Coverage is solely while performing Counseling services (e.g. practicum and
internship) related to such curriculum. http://www.Counseling.org/
American School Counselor Association (ASCA) Promotes professional school Counseling;
encourages interest in activities that affect personal, educational and career development of students and
works with parents, educators, and community members to provide a positive learning environment.
http://www.schoolCounselor.org/
American Association for Marriage and Family Therapy (AAMFT) Leads the way to increasing
understanding, research and education in the field of marriage and family therapy, and ensuring that the
public’s needs are met by trained practitioners. http://www.aamft.org/index.asp
American Mental Health Counselors Association (AMHCA) Represents mental health Counselors in
public or private practice and many behavioral health settings, advocating to protect their right to practice,
with special reference to the issues of public policy and managed care on the national and state levels.
http://www.amhca.org/
Association for Counselor Education and Supervision (ACES) Emphasizes the need for quality
education and supervision of Counselors for all work settings. http://www.acesonline.net/index.asp
Both the American College Personnel Association (ACPA) and the National Association of Student
Personnel Administrators (NASPA) lead the student affairs profession and the higher education
community in providing outreach, advocacy, research, and professional development to foster college
student learning. http://www2.myacpa.org and http://www.naspa.org
41
APPENDIX
42
Master of Arts Degree in Clinical Mental Health Counseling
Kutztown University
Program Criteria – 60 Credits
Core I. Common (18 credits)
COU518 Professional Orientation and Ethics in Mental Health COU.
COU 519 Intercultural Issues in Counseling*
COU 530 Fundamentals of Counseling
COU 535 Career Counseling Issues Across the Life Span
COU 546 Group Processes Seminar* OR
CPY 540 Group Counseling and Psychotherapy*
COU 548 Counseling Theories Seminar*
Credits
Semester
Year
Grade
Core II. Research (6 credits)**
COU 507 Tests and Assessment in CounselingAND
COU 508 Research Methods in Counseling (Prerequisite: COU 507)
Core III. Program Core (9 credits)
PSY 530 Life Span Development
PSY 546 Psychopathology
PSY 565 Theories of LearningORPSY545 Theories of Personality**
Core IV. Specialty Area (18 credits)
COU, CPY, PSY, SOC, SWK, EDU Courses as approved by advisor.
Core V. Clinical Experience (9 credits)
COU 580 Practicum in Counseling#
COU 594 Field Experience (Fall)
COU 594 Field Experience (Spring)
Transfer Credits
Advisor:_______________________________________________
*This Course has prerequisites. Check graduate Course catalogue for prerequisites for this
Course.
**Substitution permitted with prior advisor approval only.
***CPY 560 – Multiple Selected Topics Courses can be taken.
#All Core I must be completed as prerequisite. Practicum completed during spring semester
prior to fall and spring sequence of internship.
Check State Board of Social Workers, Marriage and Family Therapists and Professional
Counselors for most current information for requirements for Licensed Professional Counselor.
Revised for Fall 2010
43
Master of Arts Degree in Marriage, Couple, and Family Counseling
Kutztown University
Program Criteria – 60 Credits
Core I. Common (18 credits)
COU518 Professional Orientation and Ethics in Mental Health COU.
COU 519 Intercultural Issues in Counseling*
COU 530 Fundamentals of Counseling
COU 535 Career Counseling Issues Across the Life Span
COU 546 Group Processes Seminar* OR
CPY 540 Group Counseling and Psychotherapy*
COU 548 Counseling Theories Seminar*
Credits Semester
Year
Grade
Core II. Research (6 credits) **
COU 507 Tests and Assessment in CounselingAND
COU 508 Research Methods in Counseling (Prerequisite: COU 507)
Core III. Program Core (9 credits)
PSY 530 Life Span Development
PSY 546 Psychopathology
PSY 565 Theories of Learning OR PSY545 Theories of Personality**
Core IV. Specialty Core (18 credits)**
COU 528 Seminar in Family Therapy*
COU 538 The Addicted Family*
COU 558 Structural and Strategic Family Therapy*
COU 578 Case Analysis in Marital and Family Therapy*
CPY 544 Professional Orientation and Ethics in Family Therapy
CPY 554 Psychology of Family Systems*
CPY 560 (with advisor permission only)
Core V. Clinical Experience (9 credits)
COU 580 Practicum in Counseling#
COU 594 Field Experience (Fall)
COU 594 Field Experience (Spring)
Transfer Credits
Advisor:_______________________________________________
*This Course has prerequisites. Check graduate Course catalogue for prerequisites for this
Course.
**Substitution permitted with prior advisor approval only.
***CPY 560 – Multiple Selected Topics Courses can be taken.
#All Core I must be completed as prerequisite. Practicum completed during spring semester prior
to fall and spring sequence of internship.
Check State Board of Social Workers, Marriage and Family Therapists and Professional
Counselors for most current information for requirements for Licensed Professional Counselor
Revised for Fall 2010
44
Master of Science in School Counseling
PA School Counseling Certification
Program Criteria – 51 Credits
Core I. Common (18 credits)
COU 519 Intercultural Issues in Counseling
COU 522 Professional Orientation and Ethics for School Counselors
COU 530 Fundamentals of Counseling
COU 535 Career Counseling Issues Across the Life Span
COU 546 Group Processes Seminar* OR
CPY 540 Group Counseling and Psychotherapy*
COU 548 Counseling Theories Seminar*
Credits
Semester
Year
Grade
Core II. Research (6 credits)**
COU 507 Tests and Assessment in Counseling AND
COU 508 Research Methods in Counseling (Prerequisite: COU 507)
Core III. Program Core (15 credits)
PSY 530 Life Span Development
PSY 546 Psychopathology
PSY 565 Theories of Learning
(6 credits) (SPU), (EDU/MLS), or (COU or CPY) as approved by Advisor
Core IV. Specialty Area – School Counseling (3 credits)
Education Course (as approved by Advisor)
Core V. Clinical Experience (9 credits)
COU 580 Practicum in Counseling#
COU 590 Supervised Counseling Experience (Fall)
COU 590 Supervised Counseling Experience (Spring)
Transfer Credits
Advisor:
*This course has prerequisites. Check graduate course catalogue for prerequisites for
this course.
**Substitution permitted with prior advisor approval only.
#All Core I must be completed as prerequisite. Practicum completed during
spring semester prior to fall and spring sequence of internship.
Revised for Fall 2014
45
Additional Advising Information
Core III (6 credits Special Education)
Must take: COU540
Options: COU541
COU542
SPU514
SPU500
MLS435 (Graduate section)
Core IV (Specialty Area)
Options: EDU564
EDU568
ELU545
SEU535
SEU567
Revised for Fall 2014
46
PA School Counseling
PA School Counseling Certification and Licensure
Program Criteria – 60 Credits
Core I. Common (18 credits)
COU 519 Intercultural Issues in Counseling
COU 522 Professional Orientation and Ethics for School Counselors
COU 530 Fundamentals of Counseling
COU 535 Career Counseling Issues Across the Life Span
COU 546 Group Processes Seminar* OR
CPY 540 Group Counseling and Psychotherapy*
COU 548 Counseling Theories Seminar*
Credits
Semester
Year
Grade
Core II. Research (6 credits)**
COU 507 Tests and Assessment in Counseling AND
COU 508 Research Methods in Counseling (Prerequisite: COU 507)
Core III. Program Core (15 credits)
PSY 530 Life Span Development
PSY 546 Psychopathology
PSY 565 Theories of Learning
(6 credits) (SPU), (EDU/MLS), or (COU or CPY) as approved by Advisor
Core IV. Specialty Area (3 credits) one of the following
Education Course (as approved by Advisor)
Core V. Clinical Experience (9 credits)
COU 579 Practicum in Counseling#
COU 590 Supervised Counseling Experience (Fall)
COU 590 Supervised Counseling Experience (Spring)
Licensure (9 credits)
Any COU, CPY, PSY, EDU, SOC, or SWK as approved by advisor
Transfer Credits
Advisor:
*This course has prerequisites. Check graduate course catalogue for prerequisites for
this course.
**Substitution permitted with prior advisor approval only.
#All Core I must be completed as prerequisite. Practicum completed during spring
semester prior
to fall and spring sequence of internship.
.
Revised for Fall 2014
47
Additional Advising Information
Core III (6 credits Special Education)
Must take: COU540
Options: COU541
COU542
SPU514
SPU500
MLS435 (Graduate section)
Core IV (Specialty Area)
Options: EDU564
EDU568
ELU545
SEU535
SEU567
Revised for Fall 2014
48
Master of Education Degree in Student Affairs
(Administration)
Kutztown University
Program Criteria – 48 Credits
Core I. Common (18 credits)
COU 517 Professional Orientation and Ethics in Student Affairs
COU 519 Intercultural Issues in Counseling*
COU 530 Fundamentals of Counseling
COU 535 Career Counseling Issues Across the Life Span
COU 546 Group Processes Seminar *
COU 548 Counseling Theories Seminar*
Credits
Semester
Year
Grade
Core II. Research (6 credits)**
COU 507 Tests and Assessment in CounselingAND
COU 508 Research Methods in Counseling(Prerequisite: COU 507)
Core III.
COU 516
COU 570
COU 571
COU 572
Program Core (12 Credits)
Introduction to Student Affairs
Contemporary College Students
Theory and Application of Student Development Principles
Seminar in Leadership in Student Affairs
Core IV. Specialty Area (3 credits)
PSY 520, 529, 530, 545, 546, 557, 565
CPY 560***, SOC 510
POL 516, 517, 518*
Others as approved by advisor.
Core V. Clinical Experience (9 credits)
COU 579 Practicum in Student Affairs#
COU 592 Internship in Student Affairs I
COU 593 Internship in Student Affairs II
Transfer Credits
Advisor:_______________________________________________
*This Course has prerequisites. Check graduate Course catalogue for prerequisites for this
Course.
** Substitution permitted with prior advisor approval only.
***CPY 560 – Multiple Selected Topics Courses can be taken.
#All Core I & III must be completed as prerequisite - COU 572 can be taken during practicum or
internship. Practicum completed during spring semester prior to fall and spring sequence of
internship.
49