University of Wisconsin-Whitewater
Curriculum Proposal Form #3
New Course
Effective Term: 2137 (Fall 2013)
Subject Area - Course Number: 712
(See Note #1 below)
Cross-listing: N/A
Course Title:
(Limited to 65 characters)
Foundations of Clinical Mental Health Counseling
25-Character Abbreviation: Foundations of CMHC
Sponsor(s):
Department(s):
College(s):
Cindy L. Anderton
Counselor Education
Education
Consultation took place : NA
Programs Affected: N/A
Is paperwork complete for those programs?
(Use "Form 2" for Catalog & Academic Report updates)
NA Yes will be at future meeting
None
Yes (list departments and attach consultation sheet)
Departments: Psychology
Prerequisites:
Grade Basis:
Course will be offered:
Conventional Letter
Part of Load
On Campus
S/NC or Pass/Fail
Above Load
Off Campus - Location
College: Education Dept/Area(s): Counselor Education
Instructor: Cindy L. Anderton
Note: If the course is dual-listed, instructor must be a member of Grad Faculty.
Check if the Course is to Meet Any of the Following:
Technological Literacy Requirement
Diversity
Writing Requirement
General Education Option: Select one:
Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Credit/Contact Hours: (per semester)
Total lab hours:
Number of credits:
0
3
Total lecture hours:
Total contact hours:
48
48
Can course be taken more than once for credit? (Repeatability)
No Yes If "Yes", answer the following questions:
No of times in major: 1 No of credits in major: 3
No of times in degree: 1 No of credits in degree: 3
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Proposal Information: ( Procedures for form #3 )
Course justification: The Counseling Program is accredited by the Council for the
Accreditation of Counseling and Related Educational Programs (CACREP). Due to changes in accreditation requirements our current community counseling program of 48 hours will only be accredited through June 30, 2016. Thus, the Counselor Education
Department will be transitioning to a 60 credit Clinical Mental Health Counseling
(CMHC) program (to begin September 2013) and seeking CACREP accreditation of this program. CACREP has specific standards that are appropriate to a foundational course specific to CMHCs. Currently the department does not have a foundations course for
CMHCs and thus a foundations course needs to be developed to ensure that these
CACREP standards are covered.
Relationship to program assessment objectives:
It is the goal of the Counselor Education program to obtain CACREP accreditation for the CMHC program. Providing this course within our department will be an asset for future accreditation of the CMHC program because this course will specifically address required CACREP objectives that are required.
Budgetary impact: No additional faculty lines are requested in this transition. Course rotations will be set up to ensure effective learning for all students while minimizing the need for additional staff. Students will still complete the program in three years (if full time), and faculty will continue to teach 12 credits each semester (with redirected time for tenure-track faculty as negotiated with Dean).
Course description: (50 word limit)
This course provides an historical overview of the clinical mental health counseling
(CMHC) field. Current trends, professional issues, and other areas relevant to CMHC ’s will be examined. Roles and responsibilities of CMHCs across various settings will be explored. Professional organizations, preparation standards, and credentialing of
CMHC ’s will be discussed.
If dual listed, list graduate level requirements for the following: N/A
1. Content (e.g., What are additional presentation/project requirements?)
2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and undergraduates? )
3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)
Course Objectives and tentative course syllabus:
The objectives for this course come from the CACREP (2009) standards for counselor preparation of Clinical Mental Health Counselors:
1. Understands the history, philosophy and trends in clinical mental health counseling
(CACREP, 2009, CMHC, A.1.)
2. Understands the ethical and legal considerations specifically related to the practice of clinical mental health counseling (CAACREP, 2009, CMHC, A.2.)
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3. Understands the roles and functions of clinical mental health counselors in various practice settings and the importance of relationships between counselors and other professionals, including interdisciplinary treatment terms (CACREP, 2009, CMHC,
A.3.)
4. Know the professional organizations, preparation standards, and credentials relevant to the practice of clinical mental health counseling (CACREP, 2009, CMHC,
A.4.)
5. Understands a variety of models and theories related to clinical mental health counseling, including the methods, models, and principles of clinical supervision
(CACREP, 2009, CMHC, A.5.)
6. Is aware of professional issues that affect clinical mental health counselors
(CACREP, 2009, CMHC, A.7.)
7. Understands the management of mental health services and programs, including areas such as administration, finance, accountability (CACREP, 2009, CMHC, A.8.)
8. Understands the operation of an emergency management system within clinical mental health agencies and in the community (CACREP, 2009, CMHC, A.10)
9. Describes the principles of mental health, including prevention, intervention, consultation, education, and advocacy, as well as the operation of programs and networks that promote mental health in a multicultural society (CACREP, 2009,
CMHC, C.1).
10. Knows the models, methods, and principles of program development and service delivery (e.g., support groups, peer facilitation training, parent education, self-help)
(CACREP, 2009, CMHC, C.3.)
11. Understands the range of mental health service delivery - such as inpatient, outpatient, partial treatment and aftercare - and the clinical mental health counseling services network (CACREP, 2009, CMHC, C.5.)
12. Understands professional issues relevant to the practice of clinical mental health counseling (CACREP, 2009, CMHC, C.9)
13. Promotes optimal human development, wellness, and mental health through prevention, education, and advocacy activities (CACREP, 2009, CMHC, D.3.) and beginning implementation of self-care strategies appropriate to the counselor role
(CACREP 2009 Core Standard, G1.d.)
14. Knows public policies on the local, state, and national levels that affect the quality and accessibility of mental health services. (CACREP, 2009, CMHC, E.6.)
Syllabus:
College of Education-Conceptual Framework http://academics.uww.edu/coe/aboutcoe/conceptualframework.htm
The Counselor is a Reflective Facilitator
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Our conceptual framework, the counselor is a Reflective Facilitator, is the underlying structure in our counselor preparation program at UW-Whitewater that gives conceptual meanings through an articulated rationale to our operation. It also provides direction for our licensure programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability. In short, our counselor education program is committed to reflection upon practice; to facilitation of creative learning experiences for pupils; to constructivism in that all learners must take an active role in their own learning; to information and technology literacy; to diversity; and to inquiry
(research/scholarship) and assessment. Therefore, all syllabi pertaining to courses required for licensure reflect commitment to these underlying principles.
Faculty Contact Information:
Cindy L. Anderton
Assistant Professor
Office Hours:
TBD
Counselor Education Department
Winther Hall 6054 andertoc@uww.edu
262-472-5401
Methods of Instruction:
Multiple methods of instruction will be utilized to best meet the learning needs of students. These methods include, but are not limited to: lecture, course readings, class discussions, small group discussions, and problem-based small group activities.
Text:
Required:
Palmo, A. J., Weikel, W. J., & Borsos, D.P. (2011). Foundations of Mental Health
Counseling (4th Ed.). Springfield, IL: Charles C. Thomas, Publisher, Ltd.
Other journal articles or readings as assigned or chosen.
Recommended:
American Psychological Association (2010). Publication manual of the American psychological association (6 th Ed.). Washington D.C.: Author.
Course Objectives:
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The objectives for this course come from the CACREP (2009) Standards for counselor preparation of Clinical Mental Health Counselors (CMHC):
1. Understands the history, philosophy and trends in clinical mental health counseling
(CACREP, 2009, CMHC, A.1.)
2. Understands the ethical and legal considerations specifically related to the practice of clinical mental health counseling (CAACREP, 2009, CMHC, A.2.)
3. Understands the roles and functions of clinical mental health counselors in various practice settings and the importance of relationships between counselors and other professionals, including interdisciplinary treatment terms (CACREP, 2009, CMHC,
A.3.)
4. Knows the professional organizations, preparation standards, and credentials relevant to the practice of clinical mental health counseling (CACREP, 2009, CMHC,
A.4.)
5. Understands a variety of models and theories related to clinical mental health counseling, including the methods, models, and principles of clinical supervision
(CACREP, 2009, CMHC, A.5.)
6. Demonstrates awareness of professional issues that affect clinical mental health counselors (CACREP, 2009, CMHC, A.7.)
7. Understands the management of mental health services and programs, including areas such as administration, finance, accountability (CACREP, 2009, CMHC, A.8.)
8. Understands the operation of an emergency management system within clinical mental health agencies and in the community (CACREP, 2009, CMHC, A.10)
9. Describes the principles of mental health, including prevention, intervention, consultation, education, and advocacy, as well as the operation of programs and networks that promote mental health in a multicultural society (CACREP, 2009,
CMHC, C.1).
10. Knows the models, methods, and principles of program development and service delivery (e.g., support groups, peer facilitation training, parent education, self-help)
(CACREP, 2009, CMHC, C.3.)
11. Understands the range of mental health service delivery - such as inpatient, outpatient, partial treatment and aftercare - and the clinical mental health counseling services network (CACREP, 2009, CMHC, C.5.)
12. Understands professional issues relevant to the practice of clinical mental health counseling (CACREP, 2009, CMHC, C.9)
13. Promotes optimal human development, wellness, and mental health through prevention, education, and advocacy activities (CACREP, 2009, CMHC, D.3.) and beginning implementation of self-care strategies appropriate to the counselor role
(CACREP 2009 Core Standard, G1.d.)
14. Knows public policies on the local, state, and national levels that affect the quality and accessibility of mental health services. (CACREP, 2009, CMHC, E.6.)
Course Requirements:
1. Classroom Participation : It is expected that you will come to class prepared, which at a minimum means you have previously read the assigned readings listed for that day prior to coming to class. Students are expected to actively and thoughtfully participate in class discussions and activities. Students who are unprepared for class (i.e., did not do the reading, or an assignment in preparation for a class activity) will have points deducted from their participation grade. There are 5
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participation points allotted for each class period and if you miss a class you
CANNOT make up these points. Students who are tardy or leave early will receive adjustments to their participation points up until that student has been tardy or has left class early for more than 2 class periods. After a student has met this threshold every tardy or leaving class early will automatically result in a participation grade deduction of 5 points. Students with three or more unexcused (NOT medical excuse, personal emergency, school excused) absence will automatically fail the class.
2. Clinical Mental Health Counselor Identity Paper: (Total 40 points): A two page paper (double spaced) that answers the following questions: a. What makes you want to be a CMHC? Why not a social worker, a psychiatrist or nurse practitioner, a psychologist, a coach, minister, teacher, etc.?
b. What group, population, or clinical issue(s) are you interesting in specializing in?
c. What questions or concerns do you have about the roles and responsibilities of a
CMHC? d. What is one of your biggest fears or concerns about training to become a CMHC or working as a CMHC?
3. Mid-Term Paper: (Total of 120 points – 15 points allotted for each section A -
H) A midterm paper based upon student’s research of a local human service resource or program. The paper will describe the student’s contact with a mental health counseling agency/facility (for confidentiality please alter the agency name in your paper) and is to include the following:
(A) Description of the physical layout (stand alone psychiatric hospital, behavioral unit in a medical hospital, private office, public services office, online office, at the client’s home, etc.) and the professionals employed there (titles and preparation required);
(B) Description of the type of clientele served and the average number of clients served by the day or another unit of time);
(C) Description of the major treatment/counseling model used by this agency/facility;
(D) A description of how this agency/facility tries to focus and meet the needs of multicultural clients;
(E) Description of the intervention activities or services provided by this agency/facility (i.e. Intake Interviews, Evaluations or Assessment, Detox, Medication
Evaluation & management, Psychological Testing, In-patient, Day Treatment,
Residential Treatment, Intensive Outpatient Groups, Case Management, and
Counseling Services [individual, group, couples, and/or family counseling];
(F) A thoughtful discussion of potential ethical and professional issues relevant to this agency/facility;
(G) Explanation of how clients access services at this facility/agency (i.e. Does a client need insurance? Is it sliding fee scale? Is it funded by a grant and what are the criteria a client needs to meet in order to be served by this agency?); and,
(H) Provide an evaluation of the effectiveness of the agency meeting the needs of the clientele they are trying to serve.
Please DO NOT just walk into an agency or facility without first gaining permission to visit – call ahead and make a connection with someone who is willing to meet with you, answer your questions, and show you around.
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
Also Winther Lab is off limits for the purpose of this assignment
It is expected that students will write this paper in APA format (6 th Ed.), with a title page, and use double spacing with Times Roman or Arial 12 pt. font . Please note: It is highly recommended that you get a copy of APA Publication Manual (6 th Ed.) if you do not already have one. You will be expected to write numerous papers in APA format throughout this program. There is a minimum page limit of 8 pages for this paper; however, there is not a maximum page limit and you are expected to address the above areas in a thorough manner.
If your paper is not consistently written in the sixth edition of APA format (errors can happen, but I am referring to consistently making the same type of error[s]) or it is not a full eight pages long (excluding the title page) the paper is not considered to be an A grade paper. This is a foundational course that is designed not only to introduce you to the profession of clinical mental health counseling, but also is designed to help you to begin developing the necessary writing skills in order to be successful in this program.
4. Final Presentation & Written Summary of Findings: Students will be broken up into small groups (3 to 4) and a major presentation will be due during weeks 13 - 15.
The major presentation must be accompanied by a written summary of the findings of the student group (Does NOT have to be in APA format).
Each presentation will be 60 minutes minimum, and the student group must provide at least one supplemental reading to the class prior to the presentation and allow for class discussion as part of their presentation. The actual presentation can be given in any format students wish to use as long as the information listed below is provided. You can do a pre-taped presentation, a sock puppet presentation, a
PPT presentation that includes videos, photos, music, etc. The more creative the better!
Student groups will choose from a list of certain populations of clients and conduct research (action, observational, written, etc.) to identify the types of services that are provided for this population in the southeastern region of Wisconsin. The list of potential populations will be discussed on the first day of class. By the third day of class students are expected to have formed their small groups and identified the population they will research. This is a first come, first served selection process. In other words the sooner you form your group and pick your population the more likely you will get the population you are wanting to research.
Possibilities of Populations might be:

A certain age group: o Older Adults (age 60 and above) o Teenagers (age 12
– 17) o Young adults (18
– 24) o Children (5 – 11)

Couples

Families

Immigrants Non-documented

Etc.
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Once you select a population you are to identity a subgroup within this population as well as identify a specific counseling area you would like to focus your research on.
Some examples might be:

General population - teenagers, Subgroup - gay or bisexual teenage males struggling with AODA issues.

General population - Older Adults, Subgroup - widows who are struggling with grief and loss.

General population - young adults, subgroup
– college females struggling with an eating disorder.

General population – Couples, subgroup – Married couples with young children and one of the spouses has cheated.

General population – adult females, subgroup – veterans with histories of trauma
(trauma related to serving in a war and/or trauma prior to serving in the armed services).
Information to be Covered
During your research on this population (at a minimum) your group is to provide answers or materials on the following:

1.) A supplemental reading that students will be assigned to read is to be provided to the other students at least one week prior to the day of your presentation. This reading needs to help inform or educate students in this class in some way if they were a counselor working with this population

2.) What are the unique or specific needs of this particular population? Discuss the issues that most likely need to be addressed in counseling and also go beyond the counseling arena and discuss additional concerns that might be going on such as: financial stressors, basic needs (food, shelter, clothing, and/or medical), safety issues, etc.

3.) How will you identify the needs of your chosen population (i.e., assessment of needs by some type of instrument, intake interview, observations, etc.). Provide examples of the type of instruments or questionnaires that might be used, sample questions used during an intake interview, behaviors you are looking for during your observations, etc.

4.) Is there a specific treatment modality, theory of counseling, or specific counseling intervention that your group discovered was reported in the research literature as effective for the population you chose? Provide references to back up what you found.

5.) What agencies/facilities are there in your geographical area of southeastern
Wisconsin that provide services for your chosen population. Make a list of the agencies and the services they provide? How would someone from your chosen population access these services? You are to address both counseling needs and needs that your population might have that are considered outside of traditional counseling services. o Using example four above: 1.) You might list agencies that would provide individual and/or counseling services for female veterans with histories of war related trauma. 2.) You might list agencies that could provide career counseling services. 3.) You might list agencies that provide counseling specifically for victims of domestic violence or childhood abuse. 4.) You might list shelters that
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will provide emergency or temporary housing. 5.) You might list agencies that provide AODA services. 6.) You might list hotlines that might be beneficial for this population to have – county mental health crisis line, suicide hotline, AA, NA, etc.
7.) Make sure you provide information as to how the client from your chosen population would access services – do they need insurance, no insurance, veterans benefits, be a victim of sexual abuse, be a victim of domestic violence, etc. o At a minimum your group needs to identify the following:

At least 5 possible areas/issues that your chosen population might struggle with and/or need services for – at least two of these areas need to be outside the services that would be traditionally provided by counselors;
 List at least 3 agencies within your geographical region of southeastern
Wisconsin that would provide services to address each of the above identified needs;
 Provide information as to how a client in your chosen population might access services from this agency (address, phone number, list of services they provide, the costs, is insurance required or is it solely for the uninsured, or what other criteria needs to be present in order to receive services at each agency you identify).

6.) Finally, what did your group learn from doing this activity? Were there any surprises and what were they?
Total points for Presentation = 125 points
Total points for written summary of your research project = 50 points
Finally 25 points will be allotted per group member for this group project; however, the actual score is determined by how the other group members rate the amount of work you put into this group project (evaluations will be submitted confidentially to the instructor via email by each student for each student in their small group and the average score will be determined and that is the score the student will receive). We can talk more about this is class.
5. Extra Credit Opportunities: a. Membership in a professional organization: As a counseling professional you are encouraged to join a professional counseling organization and participate in one professional organizations event (conference, training, etc.). The professional organization you choose to join and the event you choose to attend does not have to be from the same professional organization. For example you might join the American Counseling Association, but decided to attend a local training put on by the Wisconsin Counseling Association or Chi Sigma Iota.
Some examples of professional organizations are: American Counseling
Association (ACA); American Mental Health Counseling Association (AMHCA);
Wisconsin Counseling Association (WCA); Chi Sigma Iota (CSI) or Graduate
Student Counseling Association (GSCA); etc. If you choose to join a professional counseling organization during this class and attend a professional organizations event (you must show membership card or receipt and registration from event you attended) you will receive 5 extra credit points. There are professional organizations that are free or at low cost for student membership. Ask the instructor for more information.
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b. Attend 5 sessions of counseling at Winther Lab: Sign up and receive free counseling services as a client at Winther Lab where our practicum students are providing counseling services (this can be a group or individual counseling) and receive one point for each session attended for a total possibility of 5 points.
Course Evaluation:
The course is graded A to F. Grades will be based on accumulation of the points earned for each assignment listed above and assigned to the following breakdown: >93% = A,
87 – 93% = AB, 80 – 86% = B, 73 – 79% = BC, 66 – 72% = C, 59 – 65% = D. The grading will be based upon the successful completion of the below assignments.
Classroom Participation
CMHC Identity Paper
80
40
Mid-term Paper
Group Presentation & Written Summary
Total Points Possible
120
200
440
Academic Difficulties: In a large university, a student can sometimes find him or herself overwhelmed by classes or other issues. If you find yourself having difficulty in this course, please contact the course instructor immediately and we will do what we can to help you. Advance notice of difficulties you may encounter may help work out your academics.
Late Paper policy: Late homework and late papers will receive one grade cut per week unless written agreement is made with the instructor ahead of time. If there is a conflict or something has come up you must let the instructor know ahead of time in writing so that an alternative arrangement can be made.
Incompletes: No incompletes will be offered in this course except for medical reasons or personal emergency.
Attendance Policy: It is expected that students will attend all scheduled classes.
Medical emergencies and personal crisis’s can and do occur so please alert the above instructor immediately if you know you are going to miss class. Please note: If a student misses 3 or more scheduled classes without a medical excuse or prior authorization from the instructor that student will immediately receive an F in this course.
UWW Policies regarding Academic Misconduct and Student Religious Beliefs:
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and nondiscriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special
Accommodations , Academic Misconduct , Religious Beliefs Accommodation , the
Schedule of Classes; the
“Rights and Responsibilities”
section of the Undergraduate
Catalog ; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog ; and the “ Student Academic Disciplinary Procedures
(UWS Chapter 14); and the “
Student Nonacademic Disciplinary Procedures " (UWS
Chapter 17). For more details, see the Provost’s website at http://acadaff.uww.edu/On-lineSyllabiMandinfo.html
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The Department of Counselor Education supports the code of ethics by all professional counseling organizations.
Tentative Schedule
Week 1
Week 2
Readings:
Historical Overview of Clinical Mental Health Counseling
Forward, Preface, Chapters 1 and 2
Getting started, Expectations, Syllabus, Introductions
Due: CMHC Identity Paper
Week 3
Readings:
Role of Theory in the practice of Clinical Mental Health Counseling
Chapters 3 and 4
Due: Small Groups picked and population chosen
Week 4
Readings:
Multiculturalism and Diversity in Counseling
Chapters 5 and 6
Week 5
Readings:
Career Counseling and the use of Humor in Counseling
Chapters 7 and 8
Week 6
Readings:
Work settings for Clinical Mental Health Counselors
Chapters 9 and 10
Week 7: Addressing Intimate Partner Violence
Reading: Chapter 11
Week 8: Counseling and Substance Abuse
Readings: Chapter 12
Due: Mid-Term Papers
Week 9: Trauma and Crisis Counseling
Readings: Chapters 13 and 14
Week 10 : Licensure, Credentialing, Public Legislation and Advocacy
Reading: Chapter 15
Week 11: Assessment in Clinical Mental Health Counseling
Reading: Chapter 16
Week 12: Research and Counseling
Reading: Chapter 17
Due: Supplemental Reading given to the class for group presentation(s) next week.
Week 13: Ethics in Clinical Mental Health Counseling
Reading: Chapter 18
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Due: 1.) Final Presentation & Written Summaries
2.) Supplemental Reading given to the class for group presentation(s) next week
Week 14: Clinical Mental Health Counselor Preparation
Reading: Chapter 19
Due: 1.) Final Presentation & Written Summaries
2.) Supplemental Reading given to the class for group presentation(s) next week
Week 15: Technology and the future of Clinical Mental Health Counseling
Readings: Chapters 20 and 21
Due: Final Presentation & Written Summaries
Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two pages in length.)
American Counseling Association (2005). Code of ethics and standards of practice .
Alexandria, VA: Author.
American Mental Health Counselors Association (2010). Code of Ethics. Alexandria,
VA: Author. Retrieved 8/14/2012 from https://www.amhca.org/assets/news/AMHCA_Code_of_Ethics_2010_w_paginati on_cxd_51110.pdf
American Mental Health Counselors Association (n.d.). Journal of Mental Health
Counseling. Alexandria, VA: Author
American Mental Health Counselors Association (2011). Standards for the practice of clinical mental health counseling. Alexandria, VA: Author. Retrieved 8/14/2012 from http://www.amhca.org/assets/content/AMHCA_Standards_1-26-2012.pdf
Council for Accreditation of Counseling and Related Educational Programs. (2009).
2009 Standards , Retrieved August 20, 2012 from http://www.cacrep.org/2009standards.html.
Frew, J. & Spiegler, M. D. (2013). Contemporary psychotherapies for a diverse world
(1 st Rev. Ed.). New York: Routledge.
Gladding, S. & Newsome, D. W. (2009). Clinical mental health counseling in community and agency settings (3 rd Ed.). Upper Saddle River, NJ: Prentice Hall.
Gerig, M. A. (2006). Foundations for mental health and community counseling: An introduction to the profession. Upper Saddle River, NJ: Prentice Hall.
Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries.
Educational Communication and Technology Journal, 29 , 75-92.
Lefley, H. P. (2002). Ethical issues in mental health services for culturally diverse communities. In P. Backlar & D. L. Cutler (Eds.), Ethics in community mental health care: Commonplace concerns (pp. 3-22). New York: Kluwer
Academic/Plenum Publishers.
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Palmo, A. J., Weikel, W. J., & Borsos, D.P. (2011). Foundations of Mental Health
Counseling (4th Ed.). Springfield, IL: Charles C. Thomas, Publisher, Ltd.
Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences (2 nd ed.). New York, NY: Teachers College
Press.
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